La Bildpädagogik oltre il totalitarismo dell’imagologia? Neurath e il progetto di una ‘scrittura per immagini’

Stefano Oliverio

Abstract


The present paper takes its cue from Milan Kundera’s reflection on ‘imagology’ and from the debate, within educational theory, about a shift from a book-based culture to one founded on the screen and audio-visual images. After marshalling some tenets of Raffaele Simone and Vilém Flusser, who agree in diagnosing a tendential end of the civilization of writing  (while disagreeing with each other regarding the evaluation of this phenomenon), I argue that we should not yield either to the cheers of those who enthusiastically welcome the new techno-cognitive scenarios as such or to the jeremiads of those who merely decry them. The genuinely educational challenge is, rather, that of promoting a “convergence culture” that orchestrates different media and it is this challenge that is investigated in the paper through an analysis of a specific educational experience, Otto Neurath’s Bildpädagogik.

Riassunto: Il contributo prende l’abbrivio dalle riflessione di Milan Kundera sull’imagologia e dal dibattito, in pedagogia, circa il passaggio da una cultura basata sul libro a una fondata sullo schermo e sulle immagini audio-visive. Dopo aver mobilitato alcune teorie di Raffaele Simone e Vilém Flusser, concordi nel diagnosticare una tendenziale fine della civiltà della scrittura (anche se divergenti sulla valutazione da dare a questo fenomeno), si argomenta che, invece di cedere alle sirene degli “integrati” ovvero alle geremiadi degli “apocalittici”, la sfida educativa contemporanea è quella di promuovere una “cultura della convergenza”, che orchestri insieme media diversi e si esemplifica come ciò possa avvenire analizzando una specifica esperienza pedagogica, la Bildpädagogik di Otto Neurath.


Keywords


alphabetical eyesight; education for critical and reflective thinking; Isotype

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