The relationship between philosophy, hermeneutics and pedagogy can be investigated from two main perspectives: the first, according to a historical-epistemological framework of passages and ...contaminations at a theoretical level between the hermeneutic element and pedagogical reflection, thus remaining within the philosophy of education. The second perspective is instead a heuristic reading of the relationship between the disciplines, which envisages reading how hermeneutics, especially in its declination known in the literature as "hermeneutic pedagogy", not only reflects on the foundations of this intersection, but also poses itself as a tool for research and action. Thus hermeneutic pedagogy is not only a philosophy of education, but also a 'science' of education. This contribution intends to investigate both perspectives by reporting and commenting on some of the main interpretations advanced in Italy at an academic level. This study is presented as a critical and guided review of some texts by Italian authors who have found in the relationship between hermeneutics and pedagogy their field of interest and research.
The contemporary society is characterised by a strong presence of different religious expressions, both traditional and new, community-based and individual. Therefore, we speak of a post-secular age ...in which there is a continuous exchange between beliefs and non-beliefs in everyday life. In this sense, the religious question takes on an increasingly intercultural connotation in the continuous biographical exchanges among people who give different existential meanings according to their own conscience. It is precisely the dimension of meaning, determined by the choice of values, based on a perspective linked to Frankl’s existential analysis and logotherapy, that will be the subject of this contribution. In particular, proposing a theoretical approach to the question (also based on empirical studies), we will outline what could be some aspects of Frankl’s psychology useful to lay the foundation of an educational stance on religiosity that could promote a democratic and supportive coexistence within an intercultural horizon.
This article reflects on how the teaching of the Catholic religion (Irc) can cope with the intercultural issue of religious pluralism within the Italian school system. The theme of confessionality, ...understood as a theological dimension within the epistemological status of the discipline and as a link between a teaching and a religious community, from a pedagogical point of view, can be a resource for an authentic interreligious dialogue in the school, while maintaining distinct the aims of religious education and intercultural education.
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