The The open diaphragm. Pedagogy of the unconditional third

Abstract

This study intends to show on one side the first results of a research focused on the modifications of subjectivity in the educational relationship, and on the other the repercussions that the reflection on thirdness and the impersonal can have on pedagogical theory and educational practices. Supported by the proposals of Esposito and Ronchi, but also by the pedagogical reflections of Colicchi, Cambi and Perticari, the intent is to investigate the depth of the “third person” as a constitutive element of
the “impersonal transcendental field” first suggested by Sartre. In this direction, the essay addresses the theoretical-pedagogical implications of what is here called the “unconditioned third”.