REFLEXIVITY: LIGHTS AND SHADOWS OF THE RELATIONSHIP BETWEEN TECHNOLOGY AND EDUCATION

1203 REFLEXIVITY: LIGHTS AND SHADOWS OF THE RELATIONSHIP BETWEEN TECHNOL- OGY AND EDUCATION Maria Sammarroa Silvestro Malarab a Mediterranean University of Reggio Calabria; b Mediterranean University of Reggio Calabria In the work How We Think (1910), Dewey places reflective thinking at the centre of his discussion, which is considered “the best way of thinking” and implemented when we faced with a problematic situation with no cer- tain solution. As a result, the need arises to create new patterns of action, modifying or replacing previous ones. Reflective thinking enables the indi- vidual to question the logic behind the interpretation of everyday life expe- riences, that is, all those actions that are habitually performed following the interpretive canons given by past experiences. Therefore, enhancing the generative drive of thought through the development of critical and re- flective thinking is one of the challenges of complexity culture. But how are the characters of reflexivity, freedom and self-awareness (Cambi, Pinto Minerva, 2023) combined with the assumptions of the onlife Era (Flo- ridi, 2015), a new existence within which the real and virtual merge (and blur) and where the speed and instantaneousness of social networks do encourage instantaneous and unthoughtful reactions? Tech-age educa- tion calls for a post-human broadening of the field of experience. The very technology that has changed times, liquefying them, and dilated places, even defining them as non-places, can represent a crossroads of new re- flexive intentionalities, and the peculiar con- junction of reflexivity and new technologies seems to be an opportunity for authentic educational design. There is a need, therefore, to find that Pirandellian lantern which allows one to illuminate experience and to sift through the fallout it has in the re elaboration of consciousness, as guarantee of the “proper dis- tance”, wished by Silverstone (2007), which requires the world of educa- tion, to reconfigure itself as a promis of generativity, of identity construc- tion and social inclusion also in the era of technics and technology (Bonaiuti et al., 2017). The encroachment thus initiated, mediated by the virtues of the digital (Rivoltella, 2015), builds bridges between the analog and the virtual, the old and the new, the human and the post-human, pre- serving the all-too-human and ethically set creative act of all cultural arti- facts.