The disappearance of childhood and the lack of desire. Rethinking intergenerational pedagogy between pedagogy and psychoanalysis

How can education and the transmission of meaning and values from one generation to another be rethought in the face of the lack of desire to educate? From a pedagogical/ critical point of view, some symptoms of this loss in terms of education means facing widespread hardening of desire which effects bonds. They become rarer and utilitarian in nature. With a dwindling educational plan, adults demonstrate difficulty in guiding the younger generations towards other possible worlds, and more generally to deal with an atmosphere of resignation and cultural conservatism that blocks the impulse to transcend the existing and engage first person in identifying new educational goals, stemming from the elaboration of the relationship with the legacy that comes from the past. Childhood seems like a representational universe where it is possible to see the effects of the educational decline discussed in the article, calling on pedagogical and psychological knowledge, two visions able to fruitfully dialogue in the attempt to revise dominant educational models in the search for educational and care possibilities that are able to go beyond the educational drifting of our contemporary society.