From “subjective value” to the “common good”

Abstract

Considering the 70 years passed, the contemporary age is for the Pedagogy characterized by a new set of tasks that it has to deal with. The pedagogy has to define a standpoint on the heterogeneous “fields of crisis” that involved it not only for systemic-causal reasons but even for existential-planning ones.

Thus, the paper focuses on the possibility to suggest a way to realize the transition from the point of view of  “subjective value” to the “common good” one. This dimension could represent a significant change oriented towards a new perspective of educational theory and practice.