Education and Linguistic Communication in Pedagogy

This paper analyses the relation that exists between educative and communicative processes in pedagogical research, underlining a multiplicity of sociological, philosophical and pedagogical perspectives, all linked to the specific object of pedagogical enquiry: the integral education and bio-psychic, anthropological and ontological development of man. These two pedagogical categories: education and communication, appear to be the principle sites in which interpersonal relations are realised. They become interactive and integral when carried out with respect for, and mutual attention to, the uniqueness of the person in the interactive duality. On the other hand, they are also the sites where the con-formations and de-formations of weak personalities manifest; those with only fragile roots in a society which is daily more fluid, chaotic and disoriented, in which it is possible to find all the participants in education: the family in primis, then teachers and social workers, all in collaboration attempting to construct and consolidate interpersonal relationships through authentic communication, with the aim of giving young people ‘sensible and meaningful guidelines’, enabling them to construct significant life projects for themselves.