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Maria D'Ambrosio, Eroica e poetica pedagogica
Associato di pedagogia generale e sociale – Università degli Studi Suor Orsola Benincasa
Corresponding author: email@example.com
Submitted: 2019-06-26 | Accepted: 2019-09-03 | Published Online: 2019-09-08 | DOI: 10.13128/Studi_Formaz-25673
The 'nourishment', the relationship, the encounter, the relationship with the origins, are investigated in the writing and recognized as a vital necessity, whose ways and forms are looked over but whose outcomes remain unpredictable. Moving and going through one's own existence as a Wandering, even the questions relating to one's origins weaken and become more significant instead those relating to heroes and 'masters', to those generative encounters, which constitute the pragmatic plastic of becoming and figuration of a romantic heroic and pedagogical poetic. A reflection that intersects the questions of the contemporary becoming, of the post-human, which recognizes in the journey still the metaphor of a formation conceived as a transformation and as a path/process that passes through the encounter with the other and can change itself in somewhere else.
Forming relationship; mastery; pedagogical metabolic; wandering; nourishments
Michele Zedda, Note sulla pedagogia di Leopardi. La giovinezza
Ricercatore di Pedagogia generale e sociale – Università di Cagliari
Corresponding Author: firstname.lastname@example.org
Submitted: 2019-06-20 | Accepted: 2019-08-30 | Published Online: 2019-09-08 | DOI: 10.13128/Studi_Formaz-25642
Leopardi ascribes great importance to youth, of wich he points out the enthusiasm, the intense wish to live that finds, however, an outlet with difficulty, rising unhappiness. Leopardi’s sad, personal life is very evident inside his theory. Leopardi exhorts Italian young people to national redemption by his poetry and, moreover, he theorizes a social education for real life of the naive, inexpert young man.
KEYWORDSyouth – vitality – young ardor – unhappiness