Reflecting on the silences of pedagogy, today

Abstract

The essay traces some developments in the history and theory of education in the light of what, in a study published in 1994, were defined as the ‘silences of education’ starting from a veritable operation of unveiling the mythographies of education. If these “silences” have been brought to light by the most recent research, new ones emerge today, especially in relation to contemporary planetary crisis, a complex context that always demands new hermeneutic tools, capable of enhancing the dialectical and plural dimension of existence. Hence, the Author proposes two unthoughts to explore today, according to a historical and theoretical reflection that knows how to hold firm to the anthropological-democratic telos that pertains to a philosophy of education animated by critical thinking and open to the challenge of complexity.