The paper presents a reflection that aims to deeply analyse the relationship between history, pedagogical models, educational practices and psychological dynamics. An interdisciplinary approach has been adopted, in the belief that only a complex and plural view can best understand the phenomena of the prevailing society. For this reason, clinical and critical pedagogy, psychoanalysis and psycho-history are the principal theories used, with all of their categorical and conceptual apparatuses. Starting from an episode in a university lecture-theatre, related to students’ anxiety over the future, the article examines its unconscious connections to the educational practices and psychological dynamics that have taken place in the twentieth century, since the Second World War. The post-war generations invested in the future with hope (the very future that the youths of today fearfully perceive to be denied to them); they drew on significant energies, which had evidently survived deep down, to bring about the reconstruction. This move led, however, to the phenomenon of a major psychological split. Specifically, all the emotions relating to the war and to the unthinkable and systematic violence and atrocities perpetrated by men and women against other men and women, were left unelaborated. In this scenario, the generations that today’s youth accuse of “eating everything” grew up, or rather the generations of their grandparents, therefore their parents’ parents, with all that this brings with it in terms of the transgenerational passing on of themes, suffering, prejudices, ideologies and defence mechanisms. All this caused many ill-fated consequences

Viene presentata una riflessione che vuole analizzare in profondità la relazione tra storia, modelli pedagogici, pratiche educative e dinamiche psicologiche. È adottato un approccio interdisciplinare, nella convinzione che solo un’ottica complessa e plurale può meglio comprendere i fenomeni della società contemporanea. Per questa ragione, le principali teorie di riferimento sono costituite dalla pedagogia clinica e critica, dalla psicoanalisi e dalla psico-storia, con i loro apparati categoriali e concettuali. Partendo da un episodio avvenuto in un’aula universitaria, relativo all’ansia del futuro da parte degli studenti, l’articolo esamina le sue connessioni inconsce con le pratiche educative e le dinamiche psicologiche che sono avvenute nel corso del Novecento, a partire dalla seconda guerra mondiale. Le generazioni del dopo-guerra investirono molte speranze nel futuro (proprio quel futuro che i giovani di oggi con timore percepiscono che sia loro negato); esse impegnarono molte energie – evidentemente sopravvissute al fondo – per dare corso alla ricostruzione. Questo movimento condusse, però, al prodursi di una importante scissione psicologica. Specificamente, tutte le emozioni riferite alla guerra, alla violenza impensabile e sistematica e alle atrocità perpetrate da uomini e donne contro altri uomini e donne furono lasciate inelaborate. In questo scenario crebbero le generazioni che i giovani di oggi accusano di ‘’avere mangiato tutto’’, o piuttosto le generazioni dei loro nonni – i genitori dei loro genitori – con tutto quello che ciò comporta in termini del passaggio transgenerazionale di temi, sofferenze, pregiudizi, ideologie e meccanismi di difesa. Da ciò sono scaturite molte conseguenze nefaste

Riva, M. (2015). Previous generations have already “eaten” everything. Some reflections about contemporary social anxiety in the step University-World of work. METIS, 1, 49-62 [10.12897/01.00076].

Previous generations have already “eaten” everything. Some reflections about contemporary social anxiety in the step University-World of work

RIVA, MARIA GRAZIA
2015

Abstract

The paper presents a reflection that aims to deeply analyse the relationship between history, pedagogical models, educational practices and psychological dynamics. An interdisciplinary approach has been adopted, in the belief that only a complex and plural view can best understand the phenomena of the prevailing society. For this reason, clinical and critical pedagogy, psychoanalysis and psycho-history are the principal theories used, with all of their categorical and conceptual apparatuses. Starting from an episode in a university lecture-theatre, related to students’ anxiety over the future, the article examines its unconscious connections to the educational practices and psychological dynamics that have taken place in the twentieth century, since the Second World War. The post-war generations invested in the future with hope (the very future that the youths of today fearfully perceive to be denied to them); they drew on significant energies, which had evidently survived deep down, to bring about the reconstruction. This move led, however, to the phenomenon of a major psychological split. Specifically, all the emotions relating to the war and to the unthinkable and systematic violence and atrocities perpetrated by men and women against other men and women, were left unelaborated. In this scenario, the generations that today’s youth accuse of “eating everything” grew up, or rather the generations of their grandparents, therefore their parents’ parents, with all that this brings with it in terms of the transgenerational passing on of themes, suffering, prejudices, ideologies and defence mechanisms. All this caused many ill-fated consequences
Articolo in rivista - Articolo scientifico
Generations, Youngs, Food, Social anxiety, Psychohistory, Education
Generazioni, Giovani, Ansia sociale, Psicostoria, Educazione
English
2015
1
49
62
none
Riva, M. (2015). Previous generations have already “eaten” everything. Some reflections about contemporary social anxiety in the step University-World of work. METIS, 1, 49-62 [10.12897/01.00076].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/85590
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