From pedagogy to metaphysics and from metaphysics to pedagogy and didactics
Abstract
This contribution takes up the demands of pedagogical research aimed at rediscovering the most authentic matrices related to the relationship with philosophy and metaphysics, as a hypothesis that must gain the discursive forms of its validation. For this reason we hypothesize a path that moves from some essential considerations on the current pedagogical problems to detect the forms of crisis and the reasons that underlie them as consequential to the loss of a true educational ideality, to then grasp the possible metaphysical answers to such difficulties and proceed, in the end, to highlight a further path that outline how much of metaphysical thinking can now be validated upstream from pedagogy.