The dialogical principle as the foundation of educational action: the legacy of Martin Buber

Authors

  • Daniele Fedeli Università degli Studi di Udine

DOI:

https://doi.org/10.7346/sipes-01-2023-08

Abstract

Martin Buber's philosophical thought has fundamental implications for educational action, as it focuses on the dialogical and relational dimension. Especially in the case of learners with special needs, it is essential that their individuality, made up of subjectivity and communicative intentionality, is always recognized and valued, beyond diagnostic framing. Furthermore, Buber's reflection on the dual perspective that the educator must assume, when he observes the effects of the actions taken from his own point of view but also from those of the educated subject, is also particularly significant: this asymmetry of the educational relationship constitutes both its essence and the basis of the educator's self-awareness in his daily action.

Published

2023-07-19

Issue

Section

CALL -L'eredità dei maestri e delle maestre