Pedagogy and civil economy to learn the human

Abstract

ducational experiences and pedagogical planning measure themselves in relation to the differences and peculiarities of the territory, they are local. But the quality and real incisiveness of the training processes are projected today into an unprecedented scenario, raising urgent questions within the mind of those who care about an idea of civilization centered on the search for the common good. The reference to the pervasiveness of political, social, technological, educational, religious and health related changes affecting the entire planet is essential, although being approximative and illusive.

The dialogue between economics and pedagogy calls for the task of making development truly human, which means plausible and adequate for the fulfilment of personal and communitarian realisation, to which we have the duty to aspire. One is born as human and one has to learn to be so. The arena of public communication, financial activities and scientific research cannot be arbitrarily reduced to the level of social networks or of the supporters of market economy, for whom often everything has a price but nothing really possesses value. The present essay, in the light of a pedagogically legitimized anthropological vision, sustains the hypothesis according to which the possibility of continuing to guarantee the well-being achieved so far depends, to a considerable extent, on the results of scientific research and on the proposed educational models, widening the degree of the involvement of peoples.. Between pedagogy and economics, education and politics, it is fundamental to think about the civil, between global dynamics and local action. According to a historical and systemic perspective, it is necessary to recognize the centrality of the relational dimension for the construction of a democratic citizenship, of a civil economy and pedagogy.