The neoliberal model challenges ecological and social transitions, perpetuating socio-cultural norms that shape, capitalise on, and regulate subjectivities. Based on these premises, this paper considers and discusses Goals 4 and 5 of the 2030 Agenda, aiming to critically address the main issues linked to these objectives. First, we suggest a critical approach to deconstruct and connect dominant paradigms and social and political issues related to these SDGs. In this context, we consider the systemic-ecological thought of Bateson and the concept of (...) “intimate citizenship” offered by Plummer. Based on these theoretical frameworks, we propose a pedagogical trajectory to investigate and understand reality systemically and ecologically. Finally, we identify the Comprehensive Sexuality Education (CSE) as an educational practice to address the complexity of current challenges. (shrink)

The paper aims at offering a pedagogical perspective as part of the debate on philosophical practices with children, referring particularly to educational deontology matters emerging when “uncomfortable” questions occur. Many of the questions which arise during sessions of philosophical are left unanswered, being perceived as uncomfortable. Our reflection is on what educational deontology requires in order to deal with the challenge that these kinds of questions bring along. Starting from the concept of deontology proposed by the educationalist Mariagrazia Contini and (...) embracing Jana Mohr Lone’s idea of children’s comfort with uncertainty, the paper offers a discussion on what we mean by educational responsibility when undertaking the task of facilitating a community of philosophical inquiry with children. The paper concludes that the facilitator should be present, attentive, capable of good listening. She/he should be a model, a good example for the community: available to listen and answer back, respectful, sensitive, capable of mind shifts and humble. Moreover, a facilitator should be trained to a reflexive thinking: she/he needs to be well aware of her/his cognitive schemes, the premises of her/his knowledge, the social and cultural paradigms she/he refers to. All this “intangible background” needs to be made explicit in order to be aware of the frames that shape each educational action. (shrink)