I-Thou-We For a phenomenological-hermeneutic pedagogy of relationality

Abstract

The most recent events, including the Covid-19 pandemic, the Russian-Ukrainian conflict and the continuous migratory flows, have put the already fragile global balance to the test, weakening the regimes most exposed to geopolitical repercussions, such as democracy, which undergoes continuous forms of improvement. What is missing are solidarity values, ecological concerns, in sum everything that can be ascribed to criteria of brotherhood, peaceful coexistence and care. Recovering the lessons of the great thinkers of the past and our time, the aim of this contribution consists in placing the I-Thou-We dialectic at the centre of reflection, within which it is possible to frame the foundations, the articulation and boundaries of a pedagogy of the educational relationship of a phenomenological-hermeneutic nature, heralding a renewed democracy and a “conviviality of differences”.