Disquieted Education: Between Ethics, Practice, and Transformation
DOI:
https://doi.org/10.7346/-fei-XXIII-02-25_01Keywords:
Disquiet in education, Epistemic emotions, Educational risk, Transformative learning, Subject formationAbstract
As a provocation against a pedagogical science oriented toward the vital dimension, this issue offers a reading that lends credence to Pessoa’s literary suggestions in order to reflect on the epistemological and practical dimensions of disquiet. Moving beyond the idea of a mere mourning for a lost past, the transformation at the heart of educational processes is nonetheless marked by a certain “dark side,” in which risk—as emphasised by Biesta—is always present and, far from being mere disorientation, can become a precipitating factor capable of deconstructing individual identity. The contributions to this issue 23(2) of Formazione & insegnamento “flirt” with these notions linked to the realm of possibility: innovation, risk (including ludic risk), the limits of technological solutions, devices that deconstruct subjectivity (e.g., prison settings), and experiences of abuse. Yet the imprint of hope remains constant, in the form of evidence-based recommendations that aim to lay the groundwork for future best practices.
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