New forms of marginalisation in contemporary society. Pedagogical perspectives for an education in vulnerability

Abstract

New forms of digital marginalisation are now taking the form of cultural, relational and emotional exclusion affecting people who are technically connected and digitally literate but lack the reflective and emotional skills necessary to understand the sense of communicative responsibility that arises from the use of words in digital environments. The absence of adequate emotional and linguistic skills is particularly evident in the phenomenon of online hate, which represents a far-reaching educational emergency, as it highlights a widespread difficulty in recognising the other as an individual endowed with symbolic and narrative dignity. In light of this pedagogical emergency, new educational pathways are required, which must find in the acceptance of fragility the starting point for an education aimed at the harmonious development of the person. The relationship between education in fragility, online hate and the ethics of language underscores the need for an integrated educational approach capable of simultaneously addressing the emotional, relational and cultural dimensions of digital communication; for combating hate speech means, above all, promoting a culture of communicative responsibility founded on the recognition of human fragility and the valuing of language as a tool for connection and care.