(dis)orientation in education

philosophy (un)compass for navigating uncertainty

Authors

DOI:

https://doi.org/10.12957/childphilo.2025.92339

Keywords:

educational orientation, philosophical (dis)orientation, community of inquiry, uncertainty

Abstract

In a rapidly evolving global landscape marked by political, economic, and social upheavals, the role - and meaning - of education has never been more critical. It is not merely about imparting knowledge or preparing students for predefined career paths but also about nurturing their (c)abilities to navigate uncertainty, foster self- and otherness-exploration, and embrace collective inquiry. This joint paper emerged from a round table conversation held at the World Philosophy Conference 2025 on the topic of orientation, questioning one of the main assumptions on the role of education adopted within the Western human development frames and policies. In fact, despite the many and disparate pedagogical models available, no doubt is raised about the evidence that education has youth orientation and guidance as proper mission and goal. Starting from this discussion, the aim of the paper is to synthesize insights and suggestions on the transformative effect and potential of philosophical inquiry in education, incorporating contributions from various experiences, perspectives, and aspirations towards reimagining the process of educational (dis)orientation within an improvising futures frame. The implications of these alternative perspectives and proposals in re-designing the school orientation curriculum and activities are highlighted, emphasizing the importance of embracing a new pedagogy of uncertainty.

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Author Biographies

marina santi, Universita Degli Studi di Padova

PhD in Educational Sciences, is Full Professor in Didactics and Special Education at Department FISPPA- Philosophy, Sociology, Pedagogy and Applied Psychology at University of Padua, Italy. She is an expert on “Philosophy for Children”, inclusive education, critical/creative/caring thinking, well-being/becoming, improvisation in teaching and learning.

maria barreneche, UNIPD

PHD multicultural educator, researcher, and advocate specializing in educational orientation, youth well-being, and Philosophy for Children (P4C). She currently leads the Youth Mental Health & Wellbeing portfolio in the United Nations Youth Office.

daniel gaivota contage, Universidade do Estado do Rio de Janeiro

Holds a PhD in Philosophy of Education at Leuven University and actually works as a post-doctoral researcher at UERJ, Rio de Janeiro. His national and international research focuses on the relationships between philosophy, education, movement, and the pedagogy of invisibility.

stefano ubertini, University of Tuscia

Graduated in Mechanical Engineering, on which he earned his PhD, he works at the University of Tuscia, Italy, as Full Professor, developing expertise in various areas of industrial engineering. He is currently the Rector of the University of Tuscia and President of the CRUI Commission for University Orientation.

barbara weber, university of british columbia

Associate Professor and Chair of the Interdisciplinary Studies Graduate Program (ISGP) at the University of British Columbia, Canada. She has a background in philosophy, political theory, psychology, education and performance art. She engages with phenomenology and hermeneutics to rethink political, existential spaces.

eleonora zorzi, Universita Degli Studi di Padova

Tenure Track Researcher at University of Padua, Italy, Department FISPPA, Philosophy, Sociology, Pedagogy and Applied Psychology. She has a PhD in Pedagogical and Educational Sciences. Her research interests include didactic, improvisation, educational (backward) design, inclusion-accessibility, and teachers’ training as improvisers.

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Published

2025-07-31

Issue

Vol. 21 (2025)

Section

articles

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