Educare al conflitto oggi: la proposta pedagogica di François Galichet

Abstract

The paper offers an analysis of the themes of citizenship education and pedagogy of conflict according to the vision of the philosopher François Galichet. Starting from the examination of the transition from the linear-systematic paradigm to that of the fragment, the French philosopher agrees that educating citizenship means educating in conflict, in diversity, against all forms of homologation and hypocrisy. In this direction, the emergence of a “pedagogical ethic” is proposed, which acts as a builder of relationships and brings into play the consciences that from individual and selfish become collective, rediscovering in this way that sense of responsibility and belonging to the humanity of one respect to the others. In the time in which our societies are more and more declined in the plural, unleashing a real attack of  “moral panic”, favoring “the pedagogy of conflict” advanced by Galichet could help to eliminate those attitudes children of the logic of passive tolerance that they consider diversity as a problematic factor and not as a value with a strong generative power that enriches.