Polisemanticità Dell’Esperienza Nei Processi Formativi Postmoderni (original) (raw)

2011, Quaderni Di Intercultura

In Western and Westernized societes, we are moving toward forms of learning more and more virtual and complex, where no direction appears to be privileged and no value seems to be fundamental and foundational. Nowdays, one of the challenges that education must face is to overcome an economistic view, excessively simplistic and theoretical of learning, to contrast the individualism and the loss of sense, to promote critical skills and solidarity in everybody. This leads to valorise the multiple intelligences, to respect the differentiation of learning on the basis of personal skills and cultural history, to encourage and solicit learning and experiences in meaningful relationships and healthy relational contexts. True learning is structured in depth when particular intelligence of each individual is appreciated, when his way of learning and his personal and cultural history are respected, when the learning is put into circulation in an experiential way and, above all, when occurs within significant relationships. More specifically, within scholastic and extra-scholastic settings to use experiential and participatory methodologies means to give power to the personal and community experience with personal effort to experiment, understand, interpret, mediate, negotiate, all elements that let the person grows both as human beings and as professionals.