The research interests together with those of the teaching activity are focused on the formation of the wholeness of the person, with particular attention to the transversal competences at the service of the possibility of realising personal and collective wellbeing. The holistic, intercultural and transdisciplinary approach allows an interpretation of embodied education devoted to self-realisation in the inidividual and relational aspects. Particular attention is given to training-education through gesture for the construction of models and paths of knowledge and self-experimentation, with a view to generative learning of transformation. The experimentation is in the order of a reading of the world and the person also through the lens of deep ecology and in consideration of the philosophical-experiential tradition of the body-meditative practices of the Far East, which refers to a sophisticated system of philosophical reflection as well as physical training - with the aim of giving voice and body to a path of pedagogical research (respectful of both theoretical and empirical instances) centred on the following points (a) enrichment of experience on a cognitive, affective and social level; (b) global expression of communicative instances, mediation of knowledge; (c) experience of self and other, encounter and relationship in a relationship of reciprocity. The wholeness of the person is involved, in an incisive and effective manner, in a pathway of
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Main field of interests are philosophy of education, health
promotion, education through gesture as self knowing and self
testing process, Eastern philosophy of education (in particular
Japan and China), Martial Arts as education process.
The demands of teaching and education not only concern the teaching
of subjects, but rather the broader, global field of behaviour, the
development of a personal and social identity. Traditionally,
intellectual teaching has a privileged position over the education
of the body and health, in western educational process. In the
process of growth, a psychological and physical transformation, the
knowledge of the body is unavoidable; it underlies the full
capacity for movement and therefore its intelligent use, oriented
towards the respect of both our own dignity and that of others.
The spheres of greatest existential and educational meaning cannot
be considered the exclusive prerogative of the intellect; they
refer to a systemic cohesion of discernment, sensitivity,
intuition, action. For some time, my scientific learning, in
philosophy and educational sciences, has been dialoguing with my
training in the Martial Arts and the practice of meditation. From
this continuous debate, numerous hypotheses have been generated in
theoretical, methodological, empirical terms, above all based on
the reflection suggested by phenomenological pedagogy in
reconsidering the claims of lifelong learning, adult education and
therefore self-learning.
