THE BODY BETWEEN THE DESKS OF THE CLASSICAL HIGH SCHOOL

Abstract

Is it possible to teach by overcoming the opposing dualities of mind-body, rational-emotional, cognitive-relational, individual-group? Certainly yes and it is also necessary, as the various sciences demonstrate, in order to leaves a mark on the student's life. One must not choose between two different teaching practices, the first, that subordinates the achievement of disciplinary objectives - knowledge of contents, skills, competences - to the relationship and the second one, on the contrary,  focusing only on these goals, ignores the centrality of bodies. The teaching experience in the Classical High School shows that the body of the adolescent, of the teacher and of the class group itself, with its emotional charge, is predominantly considered as a third wheel rather than as a resource for learning. If, however, one assumes the performative, pragmatic and agentive conception of the human being who becomes himself thanks to the relationship between bodies, the role of the teacher itself takes on new characteristics. It can promote the grounding considered as the student's contact with the biological and emotional basis of his existence and learning. Clearly, this mind-body integration has to be recognized as valid and necessary not only for the student, but also for himself as a teacher. The teaching method that best responds to this paradigmatic revolution is enactivism. By giving back to the student - and to the group he composes - the power of the word, it enhances his experience in the construction of subject contents.