Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Aldo Amoia
Publishing Year 2026 Issue 2026/1
Language Italian Pages 12 P. 313-324 File size 0 KB
DOI 10.3280/ess1-2026oa22574
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The article analyzes the theoretical and practical conditions through which care, understood not as an individual gesture but as a relational and collective dispositif, can become an organizing principle for educationally just contexts. Drawing on a critical reading of the ethics of care (Noddings, Tronto, Mortari) and its roots in the philosophical tradition (Aristotle, Heidegger), the author proposes an operational model centered on three axes: the recognition of vulnerability as a structural condition of learning; the construction of collective practices of interdependence; and the transformation of educational institutions through participatory devices. The essay discusses concrete pedagogical
through participatory devices. The essay discusses concrete pedagogical methodologies ‒ including Cooperative Learning, Restorative Practice, and Community-Based Learning ‒ analyzing their applicability in Italian schools and examining critical tensions and conditions of feasibility. Specific attention is devoted to the role of care in inclusion processes and to the recognition of difference as a pedagogical resource.
Keywords: ethics of care;interdependence;collective practices;educational justice;transformative pedagogy;inclusion
Aldo Amoia, Cura come polis: interdipendenza, giustizia e trasformazione educativa in "EDUCATION SCIENCES AND SOCIETY" 1/2026, pp 313-324, DOI: 10.3280/ess1-2026oa22574