Journal title EDUCATIONAL REFLECTIVE PRACTICES
Author/s Federica Goffi, Andrea Giambetti
Publishing Year 2023 Issue 2023/2 Language Italian
Pages 16 P. 181-196 File size 0 KB
DOI 10.3280/erp2-2023oa15940
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According to Beck, Giddens e Lash, the complex and uncertain postmodern society is characterized by reflexive modernization. In the Post-Fordism age, to the subject is asked to develop competences and to learn to learn, but he seems to lose himself into the irreflexive pleasure of his sensations, filling his search of meaning in the symbolic value of the merchandise and in a narcissistic affirmation of the Self. Due to the proliferation of signs and images, the postmodern reflexivity is aesthetic, but in a positive perspective, according to Lash and Urry, because it can favor hermeneutics and empathetic abilities, which are necessary to a cosmopolitan ethics. Therefore, this paper’s authors question themselves about the opportunity to educate to reflexivity through reflexive instruments as well, because they are fed by uncertainty, doubt and critical judgment. At one side, philosophy, especially the reflexive one derived by Ricoeur, demonstrates that reflexive introspection comes together with existential relationality. To the other side, aesthetic experience, which comes from the work of art, as evocative object, change the observer’s space and time, bringing new modalities of seeing and make recognition becoming possible. This last concept is based on the comparison with the other, according to Ricoeur, but also to the psychoanalytic Infant Research perspective. Art and philosophy, since earlier ages, as demonstrated by Philosophy for children, can be two didactic instruments which favor a not narcissistic mirroring, but nurtured by Gadamerian dialogue, allowing to declinate the aesthetic postmodern reflexivity into an ethic dimension.
Keywords: ; reflexivity; reflexive philosophy; aesthetic experience; ricognition, dialogue
Federica Goffi, Andrea Giambetti, Educare alla riflessività. Il contributo dell’arte e della filosofia in "EDUCATIONAL REFLECTIVE PRACTICES" 2/2023, pp 181-196, DOI: 10.3280/erp2-2023oa15940