Intentionality and pedagogical care for the common good

Abstract

This paper presents some cultural coordinates in which talking about intentionality and pedagogical planning acquires a decisive relevance, as a response to the crisis of the present. Fragility, bewilderment, poverty of values and a sense of distrust in the private and public dimensions oblige us to a critical reading of expectations and training needs, in order to rehabilitate, in the first place, the sense of being pedagogically and existentially committed. In this perspective, in-tentionality makes it possible to rediscover one’s role within the community, in an interhuman encounter that makes the common good not an abstract principle, but the outcome of a process of caring for relationship.