Social Perception of Health and Illness

Autores/as

DOI:

https://doi.org/10.7346/-fei-XX-01-22_59

Palabras clave:

Health, Subjective right, Culture, School, Separateness

Resumen

In this time in which we feel suspended between the fourth industrial revolution and a pandemic that frightens us, we need more than ever an ethic of trust, of positive passions, of moving between normativity and fluidity without cynicism or indifference, each of us taking charge of change. This is the ethical task of education. The School must confront these positions and these arguments, using disciplinary knowledge to transform them first into knowledge, then into awareness and behavior. Only in this way, I believe, can we attempt to make individuals the true protagonists in the management of health and illness, because in relying on the myth of healing we are precluded from giving meaning to suffering, health and well-being.

Citas

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Festinger, L. (2001). Teoria della dissonanza cognitiva. Milano: FrancoAngeli.

Grmek, D. M. (1998). La vita, le malattie, la storia. Roma: Di Renzo.

Morin, E. (2001). I sette saperi necessari all’educazione del futuro. Milano: Raffaello Cortina.

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Robinson, M. (2020). Climate Justice, manifesti per un futuro sostenibile. Roma: Donzelli.

Sala, E. (2007). Il Fedro di Platone. Commento, in Prometheus 33, pagg. 203-213.

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Publicado

2022-05-30

Cómo citar

Carnazzola, M. G. (2022). Social Perception of Health and Illness. Formazione & Insegnamento, 20(1 Tome II), 678–684. https://doi.org/10.7346/-fei-XX-01-22_59

Número

Vol. 20 Núm. 1 Tome II (2022): Co-belonging, Co-evolution and Ecosystem Education

Sección

Artículos

Licencia

Derechos de autor 2022 Maria Grazia Carnazzola

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.

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