In our culture, as a result of the profound changes which have caused widespread forms of increasing complexity and fragility, the thread of memory has become weaker. A relational aspect, which seems to be affected by this crisis of memory, is the inter-generational dialogue, a fundamental process for the construction of personal identity. The author analyzes the main instances that characterize the relationship between generations and deepens the educational aspects. In particular, the contribution focuses on the pedagogical value of the transmission of memory, understood as the ability to offer educational strategies to discover the meaning of history to the younger generation, enabling significant relationship between past and future. The methodological approach through which the contribution proposes the construction of a dialogue between generations is the narrative one, because it allows a relational process and a sharing of meanings.

Amadini, M., Percorsi educativi intergenerazionali. La funzione pedagogica del far memoria, <<PEDAGOGIA E VITA>>, 2005; (3): 129-146 [http://hdl.handle.net/10807/38279]

Percorsi educativi intergenerazionali. La funzione pedagogica del far memoria

Amadini, Monica
2005

Abstract

In our culture, as a result of the profound changes which have caused widespread forms of increasing complexity and fragility, the thread of memory has become weaker. A relational aspect, which seems to be affected by this crisis of memory, is the inter-generational dialogue, a fundamental process for the construction of personal identity. The author analyzes the main instances that characterize the relationship between generations and deepens the educational aspects. In particular, the contribution focuses on the pedagogical value of the transmission of memory, understood as the ability to offer educational strategies to discover the meaning of history to the younger generation, enabling significant relationship between past and future. The methodological approach through which the contribution proposes the construction of a dialogue between generations is the narrative one, because it allows a relational process and a sharing of meanings.
Italiano
Amadini, M., Percorsi educativi intergenerazionali. La funzione pedagogica del far memoria, <<PEDAGOGIA E VITA>>, 2005; (3): 129-146 [http://hdl.handle.net/10807/38279]
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/10807/38279
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