"Leaving" is a concept that immediately refers to a change of place, to the initial momentfrom which a geographical transfer proceeds.The metaphor of departure is often used to define a person’s inner growth project. And if everyman sets off on his own emotional and cultural formation process, it means that we are all on ajourney. Each at his own speed.The ‘departure for a journey’ is thus a metaphor for anthropological evolution, understood fromboth a spiritual and a geographical point of view.The journey implies the desire to break away from everyday life, to overcome acquired cer-taintiesin order to realise one’s own project, to get to know places and people and for inner growth. It is apedagogical journey that every human being must undertake, admirably sym-bolised by twomythological characters, central to the imagination of western culture: Ulys-ses and Faust.Ulysses is willing to face a life of dangers, seized by the desire to experience himself, to dis-coverthe truth beyond the Pillars of Hercules; Faust is eager for knowledge, obsessed by the profoundmeaning of existence in all its forms. Together they represent the Socratic para-digm of life ‘worthliving’, life understood as a passionate ‘journey’ in search of growth and knowledge.The profound value of travel - as self-discovery and knowledge of the new - has been un-derminedby its transformation into ‘tourism’. Transport and communication technology has in fact made theworld smaller, caused many cultural peculiarities to be lost and marginalised the fascination ofdiscovery.In essence, whereas travel time was conceived in a rectilinear and project-oriented manner, tourismtime incorporates the idea of circularity, understood as a predictable period whose purpose is primarilyrecreational.It seems necessary to reconstruct the sense and value of the journey in the collective imagina-tion,discovering rhythms not dictated by the banality of everyday life based on the utility of the gesture,entering into relations with other cultures necessary for the dialogue that produc-es inner growth.What is needed is a pedagogy of travel understood as a tool that frees children both from adultreluctance to let them experiment,and from the social and cultural fetters with which society educatesthem by reiterating prejudices.
Pedagogia del viaggio: oltre le colonne d'Ercole
BARCA A
;
2023-01-01
Abstract
"Leaving" is a concept that immediately refers to a change of place, to the initial momentfrom which a geographical transfer proceeds.The metaphor of departure is often used to define a person’s inner growth project. And if everyman sets off on his own emotional and cultural formation process, it means that we are all on ajourney. Each at his own speed.The ‘departure for a journey’ is thus a metaphor for anthropological evolution, understood fromboth a spiritual and a geographical point of view.The journey implies the desire to break away from everyday life, to overcome acquired cer-taintiesin order to realise one’s own project, to get to know places and people and for inner growth. It is apedagogical journey that every human being must undertake, admirably sym-bolised by twomythological characters, central to the imagination of western culture: Ulys-ses and Faust.Ulysses is willing to face a life of dangers, seized by the desire to experience himself, to dis-coverthe truth beyond the Pillars of Hercules; Faust is eager for knowledge, obsessed by the profoundmeaning of existence in all its forms. Together they represent the Socratic para-digm of life ‘worthliving’, life understood as a passionate ‘journey’ in search of growth and knowledge.The profound value of travel - as self-discovery and knowledge of the new - has been un-derminedby its transformation into ‘tourism’. Transport and communication technology has in fact made theworld smaller, caused many cultural peculiarities to be lost and marginalised the fascination ofdiscovery.In essence, whereas travel time was conceived in a rectilinear and project-oriented manner, tourismtime incorporates the idea of circularity, understood as a predictable period whose purpose is primarilyrecreational.It seems necessary to reconstruct the sense and value of the journey in the collective imagina-tion,discovering rhythms not dictated by the banality of everyday life based on the utility of the gesture,entering into relations with other cultures necessary for the dialogue that produc-es inner growth.What is needed is a pedagogy of travel understood as a tool that frees children both from adultreluctance to let them experiment,and from the social and cultural fetters with which society educatesthem by reiterating prejudices.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
