Our contemporaneity obliges us to reflect on a social, cultural and anthropological nature in which the human being finds himself establishing relational plots with othernesses that, in the era of technium, rediscover themselves as co protagonists. In the new world (natural and artificial), training is entrusted with the task of fostering the development of creative, cognitive, critical skills in subjects, useful to face the physiological changes of the age of technology through an ‘embedded pedagogy’ read in a phenomenological key and capable of soliciting responsible forms of self-care, through a process of ontological awareness.
Rethinking Education in the Age of Technium: the Relationship between Pedagogy and Phenomenology
Giovanni d'Elia
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2025-01-01
Abstract
Our contemporaneity obliges us to reflect on a social, cultural and anthropological nature in which the human being finds himself establishing relational plots with othernesses that, in the era of technium, rediscover themselves as co protagonists. In the new world (natural and artificial), training is entrusted with the task of fostering the development of creative, cognitive, critical skills in subjects, useful to face the physiological changes of the age of technology through an ‘embedded pedagogy’ read in a phenomenological key and capable of soliciting responsible forms of self-care, through a process of ontological awareness.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
