The Chapter introduces the "perspective swing" method, proposing a parrhesiastic rocking between the supposed-opposites in which human existence seems to be immersed. What inherited flags remain hoisted, defining alleged conflicting identities? Are we sure that, in our banner, we are recognizing the semantization carried out by the fathers? Who is “hero” and for whom? With references to the Bible, to the Qur’ān and to an ethnographic experience in an Iranian school, the text urges a reflection on the pervasive heroic narrative, on the issue of punitive justice and on possible educational approaches in relation to the phenomenon of (so-called) jihadist terrorism.
Il contributo introduce il metodo dello "swing prospettico", proponendo un dondolio parresiastico fra i supposti-opposti in cui l’esistenza umana pare immersa. Quali ereditate bandiere permangono issate, definendo presunte identità in conflitto? Siamo certi di riconoscere nel nostro stendardo la semantizzazione operata dai padri? Chi è "eroe" e per chi? Con rimandi a Bibbia, Corano e a un’esperienza etnografica in una scuola iraniana, il testo sollecita una riflessione sulla narrazione eroica pervasiva, sulla giustizia punitiva e su possibili approcci educativi in rapporto al fenomeno del (cosiddetto) terrorismo jihadista.
Colonello, P. (2019). L’eroe e la nemesi. Uno swing prospettico. In F. Antonacci, M.B. Gambacorti-Passerini, F. Oggionni (a cura di), Educazione e terrorismo. Posizionamenti pedagogici. (pp. 44-53). FrancoAngeli.
L’eroe e la nemesi. Uno swing prospettico
Colonello, P
2019
Abstract
The Chapter introduces the "perspective swing" method, proposing a parrhesiastic rocking between the supposed-opposites in which human existence seems to be immersed. What inherited flags remain hoisted, defining alleged conflicting identities? Are we sure that, in our banner, we are recognizing the semantization carried out by the fathers? Who is “hero” and for whom? With references to the Bible, to the Qur’ān and to an ethnographic experience in an Iranian school, the text urges a reflection on the pervasive heroic narrative, on the issue of punitive justice and on possible educational approaches in relation to the phenomenon of (so-called) jihadist terrorism.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.