The aim of this project is focusing on how “the Human Birth Theory” – presented in the book Death Instinct and Knowledge – contains elements relevant to the pedagogical field and offers new theoretical contributions on how to build Knowledge. This research covers Massimo Fagioli’s entire work starting from the aformentioned first volume, where the origin of knowledge is established, up to the last articles published on the weekly magazine Left. The congress is the perfect occasion to discuss the affinities and the divergences by means of the various pedagogical theories based on the different conceptions of human nature.
Fagioli makes a distinction between the words “sapere”**(knowledge) and “conoscenza”** (knowledge) that have been considered synonyms up until now. According to him “sapere” refers to “the acquisition of notions and names that identify material t hings”, achieved by means of individual learning. On the other hand he sees a relationship between human beings in the word “conoscenza” because “knowledge means speaking, or rather making the verbal thought visible, namely audible in so far as it appears as articulated vocal language”. (Fagioli, 2019, p. 363; translation by the authors)
The knowledge process in the school environment implies meeting others, constructive talks and exchange, it involves the social aspect. If the main point is human relationship and sociality we should bear in mind that the knowledge process is mainly a co-building process. As a result, Knowledge is acquired together with the peer group and the teacher in a creative process that results in the transformation of the participants. (see Fagioli, 2019, 1st ed.)
As far as the object of study is concerned, each individual understands aspects that might be overlooked by others, and it can be investigated in a thorough and complete fashion by discussing it with peers. At the same time students can achieve a deeper self-awareness.
J. Dewey, an American pedagogist, believes that knowledge “is based on a special conception of experience, meant as a process of interaction between individuals and environment”. (Szpunar, 2006; translation by the authors) In addition to such aspects Fagioli takes other elements into account when he states that “…we prefer not to look at the logical-rational possibilities of individuals but rather at their creative possibilities. This is because our knowledge (sapere) does not disregard the object being studied, rather it implies a relation with the object itself. We do not use logical deductions isolated from real-life experiences, but rather creative intuitions derived from our being in relation with individuals and living our relationship with them.” (Fagioli, 2019, 1st ed.)
In a similar way the constructivist theories originate from the idea that knowledge and comprehension are “processes, thank to which, the one who learns actively builds his own knowledge and comprehension”, that is to say the meaning. (Biesta, 2022, p.47; translation by the authors)
It therefore follows that if knowledge is a dynamic and not a transfer of notions we can share the construction process, although everyone has to build up their own.
It should be noted that knowledge requires an inner process based on the separation from what one is and what one has learned up until that moment, which shapes our knowledge and thought.
We can then say that the knowledge process is based on an evolving and creative dynamics. It consists of an evolving dynamics as the newborn baby disappears into the child, the child into the adolescent just like the adolescent disappears into the adult. Each step is based on a separation whose origin is “disappearance fantacy”. This dynamic then leads to a new knowledge of the world followed by a further step in human realization. On account of such changes, the whole process can be regarded as a creative achievement. (see Fagioli, 2019 1th ed.)
Such a view of the knowledge process addresses the issue raised by Dewey as to why knowledge “can embody a non universal identity and differ from individual to individual”. (Pezzano, 2006, p.188; translation by the authors)
Ultimately, Fagioli’s article allows for a further reflection on the term “sapienza” (wisdom). Fagioli deems that “sapienza” “is a quality that constitutes a specific trait of personal identity which is created as “one’s own image with oneself that results in a unique identity”. ( Fagioli, 2019, p.367; translation by the authors) In the light of the previous considerations we should think of a school that allows children and teenagers to live an experience of study and human relations as a chance to develop their identities and their own “sapienza”.
Therefore, it is of key importance to propose teachers, educators, pedagogist and those involved in education new ideas about human reality. Such ideas should provide tools to understand the learning process and produce an innovative educational methodology.
*the study group is formed by Assunta Amendola, Alessia Barbagli, Flavia Cascianelli, Diana Donninelli, Paolo Fiori Nastro, Iolanda Iannuzzi, Manuela Migliorini, Clara Pistolesi.
**The English word Knowledge translates the italian words “sapere” and “conoscenza”. Fagioli makes a distinction between sapere and conoscenza, two terms that have been considered synomyms up until now.
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