L'orientamento: una lettura filosofico-educativa

Abstract

On Counselling and guidance it was written and it is still written a lot, it was spoken and it is still spoken a lot. Even the ministerial documents and the EU ones give particular attention to counselling. This "counselling emergency" calls the pedagogical field into question on many levels. We state at least two levels: a) indicative/ orienting educational counselling  or training guidance  to be achieved in the subject teaching/learning for everyone; b) counselling as a tutoring, as a guidance counselling, as a coaching and a support to be achieved in extracurricular experiences not related to thedisciplines, in relation to the specific needs of the individual or groups. According to the second meaning, counselling takes a purely pedagogical connotation, steeped in a strong philosophical/educational dimension becauseit tends to give its answers to questions of meaning. The aim of this paper is precisely to catch the specific pedagogical meaningof the counselling act. In this perspective, it is important to identify some pedagogical paradigms, which then become supporting structures of the educational counselling process, too. The supporting, the tutoring, the care of these three philosophical and pedagogical dimensions are clarified in their main structures and in their educational meanings. The pupil must be supported  to enhance his/her skills, tutored to re-build his/her experiences, to treasure them, to learn torecognize the positive and negative elements in them,  in order to re-orient them towards goals of change,as the results of a conscious choice. Throughout this path, the student must be pedagogically attended, i.e. supported, in order to become aware of his/her existence, to yearn forredemption by the tragic of the existence, to take care of himself/herselfand of others.