“Rastrellare e ragionarci su”: ponti tra Art as Experience di John Dewey ed il Reggio Emilia Approach

The article aims to demonstrate to what extent the work Art as Experience (1934) by the American philosopher and pedagogist John Dewey, a proponent of pedagogical activism, may have contributed to Loris Malaguzzi’s thought (1920-1994) and the Reggio Emilia Approach. Starting from the idea of an aesthetic experience as a privileged means of knowledge, the comparison between the two authors continues through reflections on the relationship between art-community and art-ethics. The dialogue between these important educational approaches is proposed in order to highlight their relevance and the role they could play in today’s schools thanks to the concept of knowledge based on the senses and on doing, contributing to the sensitisation of educational action towards the social aspect of art, both as an opening towards the community, and as a reflection on the values of the human being. The dialogue between these two important educational approaches is proposed in order to highlight their relevance and the role they could play in today's schools thanks to the concept of knowledge based on the senses and on doing, contributing to the sensitisation of educational action towards the social aspect of art, both as an opening towards the community, and as a reflection on the values of the human being.Nell’articolo si intende dimostrare quanto l’opera Art as Experience (1934) del filosofo e pedagogista americano John Dewey, fautore dell’attivismo pedagogico, possa aver contribuito al pensiero di Loris Malaguzzi (1920-1994) e del Reggio Emilia Approach. Partendo dall’idea di un’esperienza estetica come mezzo privilegiato della conoscenza, si continua nel confronto tra i due pensieri attraverso le riflessioni sul rapporto tra arte-comunità e arte-etica. Si propone il dialogo tra questi due importanti approcci educativi per metterne in luce l’attualità e il ruolo che potrebbero assumere nella scuola odierna grazie al concetto di conoscenza basata sui sensi e sul fare, contribuendo alla sensibilizzazione dell’azione educativa nei confronti dell’aspetto sociale dell’arte, sia come apertura all’esterno e alla comunità, sia come riflessione sui valori dell’essere umano