The essay develops a pedagogical reflection on dance as a place of thought and existence. Starting from some aspects of María Zambrano and Jean-Luc Nancy philosophical thought, also connecting to the writing of John Dewey about art in education, the doing and feeling of the dancing body extends to all areas of education. Here, dance is intended as “moving” in its most basic sense, the possibility/capability/necessity to move, to touch and be touched by what surrounds us. The work defines a new figure of educator who, by implementing a dancing thought, develops, in the educational relationship, a vital, sensitive and receptive presence in a thinking and vigilant body that is capable of suspension, movement and stasis. The sensorial aesthetic dimension is therefore placed at the centre of the educational act, and dance, as a material-corporeal act, becomes an essential and foundational element of education together with all the other languages of art.
Il saggio sviluppa in senso pedagogico una riflessione intorno alla danza come luogo di pensiero e modalità esistentiva che, a partire da alcuni aspetti del pensiero filosofico di María Zambrano e Jean-Luc Nancy, per ricongiungersi al pensiero deweyano dell’arte nell’educazione, rivela una dimensione del fare e del sentire del corpo danzante che si estende a tutti gli ambiti dell’agire educativo. La danza cui si fa riferimento è il “muovere” in senso originario, come possibilità-capacità-necessità umana di emozionare, toccare ed essere toccati da tutto ciò che ci circonda. In analogia con il corpo tattile e cinestetico del danzatore, si vuole delineare una nuova figura di educatore che mettendo in atto un pensiero danzante sviluppi, nella relazione educativa, una presenza vitale, sensibile e recettiva, nella consapevolezza di un corpo pensante e vigile, capace di sospensione, movimento e stasi. La dimensione estetico sensoriale è quindi posta al centro dell’agire educativo, e la danza, come fare materico-corporeo, diviene elemento imprescindibile e fondante dell’educazione, insieme a tutti i linguaggi dell’arte.
Educare corpi pensanti. Per una pedagogia del corpo in movimento
Enrica Spada
2020-01-01
Abstract
The essay develops a pedagogical reflection on dance as a place of thought and existence. Starting from some aspects of María Zambrano and Jean-Luc Nancy philosophical thought, also connecting to the writing of John Dewey about art in education, the doing and feeling of the dancing body extends to all areas of education. Here, dance is intended as “moving” in its most basic sense, the possibility/capability/necessity to move, to touch and be touched by what surrounds us. The work defines a new figure of educator who, by implementing a dancing thought, develops, in the educational relationship, a vital, sensitive and receptive presence in a thinking and vigilant body that is capable of suspension, movement and stasis. The sensorial aesthetic dimension is therefore placed at the centre of the educational act, and dance, as a material-corporeal act, becomes an essential and foundational element of education together with all the other languages of art.File | Dimensione | Formato | |
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