Fedeltà alla ragione e aderenza alla realtà con le pratiche mindfulness: problematicismo e pedagogia contemplativa in dialogo

Mariarosaria De Simone

doi:10.6092/issn.1970-2221/14255

Authors

Mariarosaria De Simone Università di Napoli "Federico II"

Mariarosaria De Simone is Researcher at the Department of Humanistic Studies of the University of Naples Federico II where she teaches Pedagogy of learning processes and leads the laboratory of Methodology of Clinical Pedagogical Intervention. His research, starting from his doctoral years, is mainly focused on contemplative pedagogy, declined, in particular, in the use of mindfulness in educational contexts as a practice for the development of critical reflexivity, self-awareness and promotion of meta-emotional and metacognitive skills. Recently she is dealing with the possible links between contemplative practices and critical pedagogy, especially as regards the Freirian matrix of the pedagogy of the oppressed. A very last interest of research has to do with a reflection on the theme of freedom. A very last interest of research has to do with a reflection on the theme of freedom. Starting from the analysis of the history of philosophical thought, where numerous interpretative models have developed, such as to characterize freedom as a "philosophical problem", she is trying to deepen its educational scope, not without passing through studies neuroscientific, as well as reflecting on possible practices of education to freedom. She has published, in addition to numerous articles in scientific journals, the monographs “Coltivare la presenza”, Luciano Editore, Napoli, 2016 e “L’autoconsapevolezza tra Oriente e Occidente: Una prospettiva pedagogica”, Napoli: Liguori Editore, 2018, “Libertà in educazione. Percorsi teorici”. Milano: FrancoAngeli, 2020.

DOI:

https://doi.org/10.6092/issn.1970-2221/14255

Keywords:

Problematicism, Contemplative Pedagogy, mindfulness, Critical reflexivity, ethical awareness

Abstract

The current pandemic emergency has and continues to put the health of the whole human community at risk, radically modifying many aspects of our life, but has also underlined and amplified the fundamental need to reflect on and address issues that are of major importance in our fields of study. These include the right to peace, the right to education and care for our children and our young people, especially the most vulnerable, and the educational responsibility of all (institutions and families) towards the new generations. Therefore, starting from a re-reading, also in a critical key, of the use of the practices of self-reflection and self-awareness of the Eastern tradition in Western educational contexts (De Simone , 2018), we will try to investigate the possible dialogue with Bertinian “Problematicism” in order to explore its potential, especially in terms of the operational repercussions that go in the direction of an individual’s emancipation from all dogmatic knowledge as well as from the social and cultural constraints that contribute to a definition of their dispositional knowledge, rigidly oriented towards selfish and superficial closures. Specifically, we will try to investigate a mindfulness protocol, Acceptance and Commitment Therapy (Hayes et al., 1999), which works on different dimensions – acceptance, cognitive defusion, self as context, contact with the present, contact with values, committed action –, dimensions that seem interesting to re-read in a Problematicist key.

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Fidelity to reason and adherence to reality with mindfulness practices: problematics and contemplative pedagogy in dialogue

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