Filosofie dell'educazione per il nostro tempo. Cammini fenomenologici

The phenomenological paradigm today represents a crucial point of reference not only for philosophy but for the entire field of human sciences and, in particular, for pedagogy. Actually, phenomenological ontology, anthropology, and epistemology support a style of pedagogical research - both theoretical and empirical - which, especially since the second half of the twentieth century, has been increasingly recognized and used. Many pedagogical implications can be traced in Edmund Husserl's writings, especially in relation to the fact that overcoming the absolutization of empiriological criteria opens the conditions for a consideration of the person as a person, but also to Husserl's ethical reflection. These are, so to speak, "pedagogical suggestions" that some of his disciples, directly and indirectly, have developed and explored, tracing itineraries, or indicating possible signposts, significant for the philosophy of education. This book reconstructs some of these phenomenological paths: each chapter is dedicated to a thinker who was a direct student of Husserl, always starting from a historical contextualization and also highlighting the links, where possible the gifts and debts, between the different itineraries of life and thought. At first glance, the theme of education appears central only in some of these phenomenological paths (such as that of Edith Stein or Eugen Fink). However, upon a closer inspection, many others have contributed indirectly to the development of categories that are now indispensable in the pedagogical debate (just think of the theme of care, with respect to which Martin Heidegger's thought represents, in pedagogical literature, a constant term of comparison , or to the category of responsibility, often referred to with reference to Hans Jonas or Emmanuel Lévinas). Still others dealt with education, as a corollary to their philosophical reflections; but the fact that this has never become the focus of their interest does not diminish its pedagogical importance for "our time": an expression that phenomenologists often use and which, even in this text I use in quotation marks, to indicate how their time, or rather their reading of their own time, can help us sharpen our gaze on "our time".