In 1910/1933 John Dewey wrote How We Think, a book that continues to be thought provoking. His analysis of the relationship between play and work can help explaining contemporary social emergencies such as the ‘great resignation’ and ‘quiet quitting’. Dewey argued that play and work (wrongly kept separated by some approaches in education) are both characterized by reflective thinking, means-to-ends orientation and creativity to solve problems and yield results. In Dewey’s times, the crisis of work could be seen as cognitive deprivation of work, with all creative and vital aspects left to play and other activities. Today’s crisis of work could be co-caused by the opposite process, i.e., by the spread of cognitive overload situations, disabling and frustrating reflective thinking and trapping the person in a series of situations with no solution. Some data confirm such hypothesis, complementary to more relational and moral ones.
Sono ancora attuali le idee che John Dewey espresse in How We Think (1910/1933). In particolare, la sua analisi del rapporto tra gioco e lavoro può aiutare a spiegare emergenze sociali contemporanee quali great resignation e quiet quitting. Gioco e lavoro (erroneamente separati da alcuni approcci educativi) condividono per Dewey l’attività di pensiero riflessivo, l’orientamento mezzi-fini e una creatività volta alla soluzione di problemi e all’ottenimento di risultati. Mentre la crisi del lavoro per Dewey, un secolo fa, consisteva nello svuotamento cognitivo del lavoro e nella relega di tutti gli aspetti di creatività e vitalità al mondo del gioco, è possibile che la crisi del lavoro odierna sia, al contrario, concausata dal dilagare di situazioni di sovraccarico cognitivo che di fatto disabilitano e frustrano il pensiero riflessivo proiettando la persona in una serie di situazioni senza soluzione. Alcuni dati confermano questa ipotesi, complementare ad altre più relazionali o valoriali.
Serrelli, E., Gioco e lavoro nella teoria pedagogica di John Dewey: una chiave esplicativa delle odierne fughe dal lavoro?, <<METIS>>, 2024; (1): 195-213. [doi:10.30557/MT00298] [https://hdl.handle.net/10807/294458]
Gioco e lavoro nella teoria pedagogica di John Dewey: una chiave esplicativa delle odierne fughe dal lavoro?
Serrelli, Emanuele
2024
Abstract
In 1910/1933 John Dewey wrote How We Think, a book that continues to be thought provoking. His analysis of the relationship between play and work can help explaining contemporary social emergencies such as the ‘great resignation’ and ‘quiet quitting’. Dewey argued that play and work (wrongly kept separated by some approaches in education) are both characterized by reflective thinking, means-to-ends orientation and creativity to solve problems and yield results. In Dewey’s times, the crisis of work could be seen as cognitive deprivation of work, with all creative and vital aspects left to play and other activities. Today’s crisis of work could be co-caused by the opposite process, i.e., by the spread of cognitive overload situations, disabling and frustrating reflective thinking and trapping the person in a series of situations with no solution. Some data confirm such hypothesis, complementary to more relational and moral ones.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.