L’ora di lezione: quando le emozioni interrogano l’esistenza

Abstract

A lesson is not a time marked by the hands of a clock, a Kronos, it is rather a subjective time within which it goes beyond the hypercognitivist pedagogical model and/or that of a school as a "temple of culture”, where the corrective-repressive system denied culture as the “humanization of life”. Every single gesture that manages to move the desire for knowledge in the student, should not be ascribed only to the motivational dimension, which could also be useful for understanding the reason for a certain action, but also to the emotional one, since there can be no teaching without effects education, just as there cannot be a training without the effects of education transmission. The teacher must produce emptiness and therefore eliminate any stereotype to make room for the new, the unexpected, for that emotional intuition that allows you to grasp the meaning both for a higher emotional intelligence, and to go beyond those now consolidated forms of empathic theatricality.