Pedagogy of dissent and existential revolution: the risk of freedom, democracy, education

Abstract

Made up by feeble knowledge and acting, withdrawn from crisis by virtue of a constant critical analysis, democracy is a being with and a going beyond (Bertolini, 2003). In the current cultural climate, which is marked by the oxymoronic use of adjectives qualifying democracy (illiberal, technocratic), the form of the in-common (Bazzicalupo, 2013), which is exposed to authoritarian drifts (democraships), requires a reflection capable of fostering – by betting on the dynamism and transformation animating it – its radical rethinking.

Through an analysis aiming at exploring the theme of freedom, this study, will problematize a projecting reconsideration of democratic education as existential revolution (Havel, 1990, 2014), supported and promoted by an unpolitical (Esposito, 1996) pedagogy of dissent (Patočka, 2012, 2015, 2019).