Flipped Inclusion, between pandemic complexities and didactic eco-sustainability

Abstract

The period of the pandemic crisis highlighted the socio-psycho-anthrological need to stem the phenomenological-emotional complexities as an emergency training node, already investigated in the theoretical framework of the Flipped Inclusion model in the pre-Covid Sars-2 era. In this regard, a trans-formative didactic action is necessary, capable of transcending dialogic-relational mutisms, to give voice to the plurality of emotional alphabets, through tensive-inclusive, maieutic-democratic educational processes. The Flipped Inclusion in experimentation at the University of Salerno since 2014, was born as a democratic model of existential planning (Margiotta, 2014) and conflict management, which traces the inclusive principles of Education for Sustainable Development of the 2030 Agenda, to promote emotional awareness, through a systemic, recursive modular macro-project architecture. From the data that emerged in the first phase of experimentation, the interest in continuing research by investing in ecological-emotional teaching emerges to address the emergent emotional phenomenologies of Covid Sars-2 complexity.