Geometria delle passioni e dramma vivente del pensiero

Lev S. Vygotskij lettore di Spinoza

Abstract

For a long time now, Vygotsky has acquired a particular renown, after the dropping of computational theories by theorists of mind, who today understand the structures of thought as more linked to the Internal Speech of Joyce and Vygotsky than to Boolean algebra. In Vygotsky we also find a theory of education, largely linked to creativity. A teacher should be able to stimulate such creativity in relation with Spinoza’s criticism of the Pedagogy of his time, based on non firmare sed frangere and in relation with the need to reach intuitive concepts, beyond the scientific ones. From this perspective, the experience of artistic enjoyment is not a regression towards atavism, as often is in the Freudian paradigm. On the contrary, it opens up a «space for unlived portions of life» (L. Vygotskij Psycology of art, trad. it. p. 336), which constitute an essential educational experience for users, not of a scholastic nature. This is the Spinozian «to be born again» (B. Spinoza TIE, 13-14) to a new dimension of life.