Adolescence is a fundamental period in the life of each individual.
It is a phase of growth full of profound and significant transformation both from a physical and a psychic point of view. The evolutionary dimension that characterizes a child from birth appears during adolescence in all its power. Never as in recent years has the idea of change and separation from a previous situation been so evident. In this transition to adulthood, one of the most important threads is the concept of “learning” as it is inextricably linked to the formation of identity which is the core of growth.
During this period, the most significant social context is school because, it gives the opportunity for ongoing relationships with peers and it is a place dedicated to learning.
It is known that in this period moments of crisis and difficulties are frequent and, if on the one hand they are physiological dimensions that meet resolution in the completion of the transition to adulthood on the other hand they can favor other important mental pathologies. .
when added to a state of fragility, the person’s discomfort and suffering increases.
It is also known that when a boy or girl is going through a moment of crisis, it is common that school can add to their state of fragility and increase his or her discomfort and suffering.
This work focuses around the hypothesis that in the light of some propositions contained in Fagioli’s theory of birth are possible. The purpose of a school context is learning and therefore building identity and knowledge that promotes the development and consolidation of particularly fragile dimensions typical in the adolescent phase.
In particular we refer to active teaching that motivates students to get involved in the learning process. The interaction with peers and teachers, especially if aimed at building up knowledge, continuously stimulates the boy or girl to react through a “capability” that according to Fagioli emerges at birth: the capability to react. This ability, would be linked to knowledge, through the inter-human relationship addressed both to the teachers and peers, it is itself a form of knowledge that affects others but also themselves. For this purpose schools can remind children day after day that they are “social human beings projected towards the future”.
Freire believes that every pedagogical perspective corresponds to a certain vision of a human being. J. Bruner specifies that the educational methodologies adopted in schools are based on a series of popular beliefs concerning the learner’s mind. It is essential to provide teachers with the best theory and help teachers understand the same popular theories that guide them.
We therefore consider it fundamental to start with the vision of a human being that Fagioli proposes in his entire theoretical construct and in particular in the book Instinct to death and Knowledge because the awareness of the functioning of the human mind, specifically related to adolescence, orient the decisions taken in terms of teaching practices and the choices of a school that is a place where growth, training and well-being are a function of each other.
It is not a coincidence that in the main text we refer to has the word “knowledge” in the title. This constitutes an important element in humans that since birth push children towards other things and the future. Therefore, there is no doubt that, if this longing to know slows down or if in a pathological form is blocked, the subject’s physiological process of development has come across some problems. The clinician’s attention to the boy or girl’s sociability and their school performance is aimed in investigating this aspect that can be configured at a psychological level and at different degrees of pathology. Knowledge is first of all meeting other people and through the relationship and through its own unconscious reality should allow his or her orientation in the world. Cognitive abilities develop from birth, during the first year of life when a child during its relationship with an adult lives a very deep relationship and, if the affective response of the adult is valid, it will confirm and increase the confidence that the child has in their ability to get to know each other. Growing up the child will be more and more confident that there is not only a possibility of being good with others but also a possibility to evaluate others by orienting themselves in the relationship. Puberty and adolescence are a new period of uncertainty in which knowledge is oriented to something different to them, they repropose that cognitive process that they had developed in their first year of life, with the difference that in addition to the birth ego, now the boy or girl moves with an internal reality in which knowledge is more or less valid depending on having received or not confirmation from relationships experienced with significant adults.
School can have the great task in directing physiological uncertainty towards the relationship and not towards individuality, consolidate the self-confidence of the boy or girl, to foster his or her mental and emotional development in a prospective process that does not block him or her in the hic et nunc of their vote, can increase that vitality that is the possibility of resistance and realization and together has a great look towards those situations that are exonerating from the margins of physiology towards a risk of pathology that if identified has a very high possibility of intervention and healing.
Note
- Cfr A. Barbagli 2021 p. 47
- Cfr P. Freire , 1972
- J. Bruner 1997, p.75
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