TY - JOUR AU - Romeo, Francesco Paolo PY - 2022/12/20 Y2 - 2024/03/29 TI - Emotional availability of the teacher, inclusive didactic and culture of affectivity at school JF - Education Sciences & Society - Open Access JA - ESS VL - 13 IS - 2 SE - Articles/Articoli DO - 10.3280/ess2-2022oa14333 UR - https://journals.francoangeli.it/index.php/ess/article/view/14333 SP - AB - <p>We usually think that <em>emotional</em> and <em>cognitive </em>are disjoint dimensions of existence. In reality, evolutionary studies explain how our <em>affectivity</em> is inextricably linked to <em>cognition</em>, since the “form” that the physiological and motor responses of the person assume within a social context - we can call it <em>emotions</em> -, is nothing else that a cognitive evaluation of the stimuli coming from the context governed, at a very early stage of life, by the <em>caregiver</em>of reference.</p><p>In a time when in the West the crisis of educational agencies has reached an emergency phase and we are witnessing an often unproductive investment in the cognitive dimension of the student, the article offers a theoretical-methodological framework to understand the reasons why the school should more intentionally to grasp the emotional dimension of the curriculum and cultivate in the student that fundamental internal trust to <em>re</em>-initiate passionate explorations in the areas of knowledge that can reveal the personal vocations of each and at the same time prevent conditions of youth discomfort or more serious moments of “emptiness” existential in the face of massive traumas such as the pandemic and the current war emergency.</p> ER -