Emergenza sensoriale, “non-azione” e lentezza come moniti pedagogici

Abstract

The article explores the concept of “educational non-action,” drawing inspiration from the ideas of Tom Hodgkinson, Itsuo Tsuda, Watts, Francesch and Zavalloni, and other philosophers and educators, in order to rediscover a pedagogy rooted in natural time, pleasure, and slowness.
It proposes a reversal of the traditional adult-child relationship, placing the child as the teacher and educational reference point. Referring to Taoist wu-wei and Epicurean hedonism, the text emphasizes the importance of respecting the inner rhythms of learning, while valuing present experience, natural pleasure, and spontaneous creativity. In this context, subjective time (Kairòs) becomes central, opposing themproductivity-driven, quantitative time (Chrònos) that dominates traditional schooling.
The article thus promotes a slow, sensory-based education, grounded in respect for individual rhythms, freedom, and the authenticity of being.