This paper aims to reflect on the contemporary pedagogical discourse, characterized by a functional and procedural rationality. By using Horkheimer’s concept of instrumental reason, the work will inquiry such a language that seems to focus more on the tools and means of pedagogy, rather than on its aims. Starting from contemporary rationality, the paper will try to understand pedagogy beyond the “paradigm of process” typical of an instrumental reason. Through the Benjamin’s concept of threshold and Valéry’s concept of poetic language, the paper will intend to define pedagogy, beyond a transmission of knowledge, as a space where it is possible to experience of what is knowable and communicable.
Keywords: procedural reason; poetic language; school
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