HOW TO MODEL THE SENSE OF CARE AND HOW TO CREAT WELL-BEING? SUGGESTIONS FROM EDUCATIONAL EXPERIENCE

Education can be considered either as a process or as an experience. In the first case, reference paradigms, meanings, objectives and methods are defined theoretically. In the second case, one is involved in a situation that cannot be postponed in space and time, in which the educator and the student live an experience that – pedagogically – should be intentional and meaningful. Intentionality and meaningfulness in the educational experience are oriented to promote resources – viable and intelligible – for the quality of life, able to act on the ability to choose, on the need to acquire awareness of what one does, on the ability to generate transformation-growth (personal, social and environmental). The present contribution wishes to propose some reflections on the specific category of well-being, starting from a research that sees a dialogue between the demands of pedagogy and the body-meditative disciplines of the Far Eastern tradition. In this dialogue, neuroscience, the new interpretative paradigms of physics and medicine play an important role in legitimizing the founding intuition of the inalienable unity between mind-body-spirit in the person and the profound interconnection between all existing forms and forces. This assumption highlights the urgency of considering education no longer as a process ascribable to a merely intellectual understanding of “things”, but rather as an existentially rich experience – to be projected as lifelong, life-wide and life-deep education.Key-words: projectuality, well-being, corporeity, awareness, exercise