Commitment and project for education. Pedagogical scenarios

Abstract

This contribution questions pedagogical reflection on the idea of education as an epistemological and performative device harbouring potentially humanising meanings, between theories of education and complex contexts of experience. Between critique and conviction, among the desire for lifelong, lifewide and lifedeep learning and the ontological commitment of pedagogy, educational design is placed in the perspective of lifelong learning, integral human development and the witnessing of authentically lived ethical-educational values.