Procedere per narrazioni. Pedagogia del “volto” e terziarietà

Abstract

The article shows the elements of complexity and the contradictions that characterize the relationship between moral experience and ethical tension: while the first is rooted in the ground of the socially shared morals, the second is based on the aim to transform the reality and the historical world. In the transition from societas to communitas, the demands of a troubled conscience that is, simultaneously, as Sartre would say, “universal and singular”, found resonance. The often painful loneliness of the individual who does not intend to delegate to others the exercise of his responsibilities, but also the strength of attraction with which the collective movements are imposed, in some historical moments, to public attention and to the individual consciences, lie behind it. In the tension between universal and singular , the ego is potentially opened to the otherness and it opens to an existential explosion, such that, as Levinas says , “the subject is never master, even at own home.” Every ethical tension arises from a possible experience of expropriation of himself and involve the loss of the usual domains. This experience, however, not to fall into indifference and contingency, must be told and germinate collective narratives that make it socially acceptable and participatory, and since each story contains a potential contrary narrative, the educational experience can not avoid the difficult task to orientate the narratives of its time.