The principle of intersubjectivity in Flipped Inclusion: educating for social responsibility

Abstract

This contribution is a theoreticalreflexive essay of a speculative and interpretative nature, based on a critical analysis of pedagogical, philosophical, and educational science literature. It aims to investigate the connection the link between the vulnerability of the masses and the fragility of the self in the current phase of sociocultural transformation, adopting intersubjectivity as a guiding and generative principle, articulated through the Flipped Inclusion model. In an era marked by social acceleration, pervasive mediatization, and a crisis of community bonds (Bauman, 2000; Rosa, 2015; Castells, 1996), critical collective events and seemingly dysfunctional behaviors of younger generations call for a nonblaming, systemic, biopsychosocial perspective (Bronfenbrenner, 1979, 2002; Morin, 1999). In this scenario, Flipped Inclusion is interpreted not only as a teaching methodology but as a transformative and complex paradigm (Sibilio, 2014, 2023; De Giuseppe, 2018; De Giuseppe & Corona, 2021), capable of promoting agency (Aiello, 2022), ethical leadership, and shared social responsibility. Intersubjectivity, rooted in dialogical philosophy (Buber, 1958; Bakhtin, 1981) and the epistemology of embodiment (Varela et al., 1991; MerleauPonty, 2001), is assumed as the ontological and pedagogical foundation for designing inclusive, ecosystemoriented learning communities aimed at the collective construction of meaning. Finally, the contribution proposes a reconfiguration of the educational function as a practice of social coresponsibility, capable of transforming collective vulnerability into a generative space for community learning.