This research takes its cue from the spread of the narrative paradigm in the field of adult education, with the intention of exploring the implications of poetic language. After outlining the main reasons why narrative and biographical practices have become a focus point in adult education theory, works considered useful for a reflection upon poetry shall be examined, before exploring educational processes reconstructed through the life experiences of adult individuals who possess a recognizable interest in the experience of reading and writing poetry. The intention is to indicate the educational implications and varieties of the capacity for “semantic innovation” (Ricoeur 1975) present in human language; namely, a metaphorical and polysemic tendency, which acts vitally to expand the horizons of meaning, with both linguistic and existential possibilities. Taking into account what has been defined the “narrative turn” (West et al. 2007) in adult education, it is demonstrated how this should be linked to an adult condition featuring the loss of identity-related references (Alheit et al. 1995), precariousness and fragility (Castiglioni 2011), the decline of conventional habitus (Demetrio and Alberici 2002); an existential condition that is immersed in the more general changes of an era which has been variously defined, depending on viewpoints as “late modernity” (Giddens 1994), “surmodernity” (Augé 2009), “liquid modernity” (Bauman 2011), and “post-modernity” (Lyotard 1981). The central elements of the narrative paradigm shall then be outlined, by exploring the concept of narrative identity within the framework proposed by Paul Ricoeur (1950, 1970, 1975, 1983) – also demonstrating its impacts on research in psychology (Bruner 1990, 2002), politics (Nussbaum 1997, 2012), and anthropology (Geertz 1973, Clifford 1988) –to highlight how the theories on narrative identity originally developed from an interest in the symbol, and as part of a general idea of constructing a “poetics of will”. Given the fundamental quality that poetic theory holds for the narrative paradigm, further analyses have been made of the characteristics of poetic language, with the contribution of semiology research (specifically Lotman 1970, 1984 and Corti 1976), in order to pinpoint central aspects highlighted by Ricoeur, as well as showing less noted aspects, such as the theme of sound, for example. In parallel, an empirical survey was conducted in order to observe and question adult-age individuals who were identified as actors in poetry-related educational processes; this survey comprised a series of actions: gathering autobiographies concerning their relationship with poetry; interviews with promoters of poetic culture (Casa della Cultura, Spazio Poesia, Marcos y Marcos); interviews with poets (Loi, De Angelis, Pusterla, Butcovan, Corona, Rossi, Capalbi); participatory observation in a group of poetry readers; participation in a European project on poetry in adult education; experimentation with training sessions on creative writing and poetry as part of a university course for educators and social workers. Within the phenomenological framework, it was possible to situate poetry, pedagogically, as a specific manifestation of the transcendence of intentional consciousness, a form through which the individual experiences the world, located within his or her own interior sphere and language. In educational terms, poetry has a dual relevance: for its status as a process which seeks, through language, to give shape to the flow of thoughts, maintaining contact with inner life; and for its ability to tune in, reawaken, raise awareness, resound with other people’s inner beings, and to create through its language an empathic bridge, also acting as a collective sensibility.

L'indagine prende le mosse dalla diffusione del paradigma narrativo nel campo dell'educazione degli adulti, allo scopo di approfondire le implicazioni della parola poetica. Dopo una ricostruzione delle principali ragioni per le quali le pratiche narrative e biografiche sono diventate oggetto d’interesse negli studi sull’educazione degli adulti, si sofferma su quei contributi ritenuti fecondi per la riflessione sulla poesia e, in seguito, esplora processi educativi ricostruiti tramite i vissuti di soggetti adulti dotati di intenzionalità riconoscibile verso l’esperienza della lettura e della scrittura di poesie. L'intento è indicare le implicazioni e le declinazioni pedagogiche della capacità di "innovazione semantica" (Ricœur 1975) presente nel linguaggio umano, tensione metaforica e polisemica che agisce in senso vitale per allargare gli orizzonti del significato: le possibilità linguistiche come quelle esistenziali. Prendendo in considerazione quella che è stata definita la "svolta narrativa" (West et al. 2007) nell'educazione degli adulti, si mostra come questa sia da mettere in relazione a una condizione adulta caratterizzata dalla dissoluzione dei riferimenti identitari (Alheit et al. 1995), dalla precarietà e dalla fragilità (Castiglioni 2011), dal venir meno degli habitus convenzionali (Demetrio e Alberici 2002); condizione esistenziale immersa nei più generali cambiamenti di un’epoca definita, a seconda dello sguardo, ora “tarda modernità”, ora “surmodernità”, ora “modernità liquida”, ora “postmodernità”. In seguito, si delineano gli elementi nodali del paradigma narrativo approfondendo il concetto di “identità narrativa” nella cornice proposta da Paul Ricœur (1950, 1970, 1975, 1983) – mostrandone anche le ricadute sugli studi psicologici (Bruner 1990, 2002), politici (Nussbaum 1997, 2012, ), antropologici (Geertz 1973, Clifford 1988) – per evidenziare come il percorso che porta alla teoresi dell’identità narrativa trovi origine nell’attenzione rivolta al simbolo e in un proposito generale di costruzione di una “poetica della volontà”. Vista la qualità fondamentale che il pensiero poetico assume per il paradigma narrativo, sono state ulteriormente approfondite le caratteristiche del linguaggio poetico, con il contributo di studi semiologici (in particolare Lotman 1970, 1984 e Corti 1976), per ritrovare aspetti centrali evidenziati da Ricœur, ma anche per mostrare aspetti meno considerati, come ad esempio il tema del suono. Parallelamente è stata svolta un'indagine empirica che ha voluto osservare e interrogare soggetti in età adulta che sono stati individuati come attori di processi educativi legati alla poesia che si è articolata in una serie di azioni: raccolta di autobiografie relative al rapporto con la poesia; interviste a promotori della cultura poetica (Marcos y Marcos, Casa della Cultura, Spazio/Poesia); interviste a poeti (Butcovan, Capalbi, Corona, De Angelis, Loi, Pusterla, Rossi); osservazione partecipante di un gruppo di lettori di poesia; partecipazione a un progetto europeo sulla poesia nell’educazione degli adulti; sperimentazione di un percorso di formazione alla scrittura creativa e poetica nell’ambito di un corso universitario per educatori e assistenti sociali. Dentro la cornice fenomenologica è stato possibile collocare pedagogicamente la poesia come una manifestazione particolare di trascendenza della coscienza intenzionale, una forma attraverso cui il soggetto fa esperienza del mondo collocandosi nella propria interiorità e nel linguaggio. Pedagogicamente la poesia assume un doppio interesse per il suo statuto di processo che cerca tramite il linguaggio di dare una forma al flusso di pensiero mantenendosi in un contatto con l’interiorità e per la capacità di sintonizzarsi, risvegliare, sensibilizzare, risuonare con le altrui interiorità e creare tramite il suo linguaggio un ponte empatico, che si fa anche sensibilità collettiva.

(2017). Il luogo della poesia. Indagine fenomenologica sulla poesia nell'educazione in età adulta.. (Tesi di dottorato, Università degli Studi di Milano-Bicocca, 2017).

Il luogo della poesia. Indagine fenomenologica sulla poesia nell'educazione in età adulta.

MUSTACCHI, CLAUDIO LUIGI ANGELO
2017

Abstract

This research takes its cue from the spread of the narrative paradigm in the field of adult education, with the intention of exploring the implications of poetic language. After outlining the main reasons why narrative and biographical practices have become a focus point in adult education theory, works considered useful for a reflection upon poetry shall be examined, before exploring educational processes reconstructed through the life experiences of adult individuals who possess a recognizable interest in the experience of reading and writing poetry. The intention is to indicate the educational implications and varieties of the capacity for “semantic innovation” (Ricoeur 1975) present in human language; namely, a metaphorical and polysemic tendency, which acts vitally to expand the horizons of meaning, with both linguistic and existential possibilities. Taking into account what has been defined the “narrative turn” (West et al. 2007) in adult education, it is demonstrated how this should be linked to an adult condition featuring the loss of identity-related references (Alheit et al. 1995), precariousness and fragility (Castiglioni 2011), the decline of conventional habitus (Demetrio and Alberici 2002); an existential condition that is immersed in the more general changes of an era which has been variously defined, depending on viewpoints as “late modernity” (Giddens 1994), “surmodernity” (Augé 2009), “liquid modernity” (Bauman 2011), and “post-modernity” (Lyotard 1981). The central elements of the narrative paradigm shall then be outlined, by exploring the concept of narrative identity within the framework proposed by Paul Ricoeur (1950, 1970, 1975, 1983) – also demonstrating its impacts on research in psychology (Bruner 1990, 2002), politics (Nussbaum 1997, 2012), and anthropology (Geertz 1973, Clifford 1988) –to highlight how the theories on narrative identity originally developed from an interest in the symbol, and as part of a general idea of constructing a “poetics of will”. Given the fundamental quality that poetic theory holds for the narrative paradigm, further analyses have been made of the characteristics of poetic language, with the contribution of semiology research (specifically Lotman 1970, 1984 and Corti 1976), in order to pinpoint central aspects highlighted by Ricoeur, as well as showing less noted aspects, such as the theme of sound, for example. In parallel, an empirical survey was conducted in order to observe and question adult-age individuals who were identified as actors in poetry-related educational processes; this survey comprised a series of actions: gathering autobiographies concerning their relationship with poetry; interviews with promoters of poetic culture (Casa della Cultura, Spazio Poesia, Marcos y Marcos); interviews with poets (Loi, De Angelis, Pusterla, Butcovan, Corona, Rossi, Capalbi); participatory observation in a group of poetry readers; participation in a European project on poetry in adult education; experimentation with training sessions on creative writing and poetry as part of a university course for educators and social workers. Within the phenomenological framework, it was possible to situate poetry, pedagogically, as a specific manifestation of the transcendence of intentional consciousness, a form through which the individual experiences the world, located within his or her own interior sphere and language. In educational terms, poetry has a dual relevance: for its status as a process which seeks, through language, to give shape to the flow of thoughts, maintaining contact with inner life; and for its ability to tune in, reawaken, raise awareness, resound with other people’s inner beings, and to create through its language an empathic bridge, also acting as a collective sensibility.
CASTIGLIONI, MICAELA DONATELLA
Poetry, Phenomenology, Education, Adulthood, Narration, Europa
Poesia; Fenomenologia; Pedagogia; Adultità; Narrazione; Europa
M-PED/01 - PEDAGOGIA GENERALE E SOCIALE
Italian
28-mar-2017
SCIENZE DELLA FORMAZIONE E DELLA COMUNICAZIONE - 47R
28
2014/2015
open
(2017). Il luogo della poesia. Indagine fenomenologica sulla poesia nell'educazione in età adulta.. (Tesi di dottorato, Università degli Studi di Milano-Bicocca, 2017).
File in questo prodotto:
File Dimensione Formato  
phd_unimib_774756.pdf

accesso aperto

Descrizione: Tesi dottorato
Tipologia di allegato: Doctoral thesis
Dimensione 2.61 MB
Formato Adobe PDF
2.61 MB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/148204
Citazioni
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
Social impact