Talent in Times of Crisis: A Historical, Pedagogical, and Introspective Reflection on Transitions
DOI:
https://doi.org/10.7346/-feis-XXIII-01-25_11Keywords:
Crisis Pedagogy, Didactics of History, Talent, Transitions, CrisisAbstract
This contribution, starting from a critical reflection on the contemporary existential and epistemological condition, explores the pedagogical potential of historical crises, interpreting them as generative contexts of talent. The study aims to argue how crises, if supported by appropriate didactic, formative and cultural interventions, can take shape as pedagogical and heuristic dispositives. The research uses a theoretical framework that integrates constructivism and trans-disciplinary approaches, applying methodologies such as role-playing and debate to design and analyse training paths based on case studies. The investigation highlights how critical contexts can turn out to be fertile scenarios of possibilities, in which difficulties can evolve into generative opportunities for developing talents and nurturing creative resources. Historical awareness emerges in this context as a transformative space capable of combining past understanding, orientation in the present and future planning, configuring crises as catalysts for individual and collective potential growth.
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