Starting from A. Finkielkraut’s cultural-philosophical analysis around the theme of human relation in the context of XX century, the issues and the most significant questions about the so-called “lost humanity” (A. Finkielkraut) will be discussed.
It will be then taken into consideration the pivotal steps of a critical journey from R. Guardini’s attempt to theoretically rebuild the philosophical theme of the human relation from an educational perspective, to L. Giussani’s work to qualify from both a critical and methodological point of view the peculiarity of the educational experience and relation.
The final test concerns, therefore, the possibility of placing the human relation between its theoretical foundation at a pedagogical level, and the critical dimension (risk) of education in its effort to experience reality entirely.
Identifying illustrative contexts and experience-based moments – “in action” – is regarded as a work of epistemic corroboration in such a journey, rather than just a mere transposition to a practical level.