Page 481 - Amechanon_vol1_2016-18

Amechanon, Vol. I / 2016-2018, ISSN: 2459-2846

So, you started from Lipman and then in what ways you started differentiating yourself

from that and putting your own stamp?

I started by a really important for me work, the translation of Lipman's novels and manuals,
because I was interested to have them applied in the Italian school. So I started the

translation and this commitment to translation was really hard but also formative because
it was like an opportunity not just to have a feasible translation but to adapt the project to

an Italian context. So, take care not just of single words but also of other aspects, the value,
the meaning that was behind the words.

So, it was not a mere translation, it was also a...

An adaptation.

And about corporate that into Italian context and the Italian educational system

Yes.

And then what were the in-between points in order to reach the jazz education that you
are doing now? How you moved there?

I moved to jazz education through a personal movement, because I also have tried, in my

academic life, to move myself from philosophy to pedagogy and after to didactics, by
becoming a teacher - not a philosopher, not a pedagogist, but a teacher. I really had the

need to go inside the problem of methodological aspect of teaching and learning. So I’ve
changed the focus of my studies and then the second encounter, fundamental for me, was

Vygotsky. I'm not so sure that Vygotsky is a psychologist & in the same way I’m not so sure
of that about Piaget. I was attracted by Piaget as a constructivist, as a genetic

epistemologist, I really was attracted by him, but the encounter of Vygotsky was for me
really a radical changing of perspective and it was really linked to other authors and

philosophers that I already loved, for instance Wittgenstein and also John Austin and so

on. So, I really found there a strong link & I have passed from the perspective of pedagogy
to the perspective of teaching and to the problem of teacher training and to the problem
of teacher education and then to a new conceptualization of the dimension to be a student

(what does it mean to be a student? what kind of relationship could be developed between

people that have to teach and people that have to learn?). So Ι had a strong experience of
relationship as educator, as I was teaching in schools for ten years.

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