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Elementa
Intersections between Philosophy, Epistemology 
and Empirical Perspectives

2 
(2022) 

1-2

Transitions

Edited by Tommaso Sgarro

First Section

Tommaso Sgarro
Editorial I – Transitions: New and Different Perspectives 9

Tommaso Sgarro
The Human “Historicity” as a Permanent Transition 13 
in the Philosophy of Ignacio Ellacuría

Luis Roca Jusmet
François Jullien: The Double Transit of Human Life 27

Jordi Riba Miralles
The Event, beyond the Permanent Crisis 37

Alessia Franco
For an Epistemology of Transition: Paul B. Preciado, 51 
Psychoanalysis and the Regime of Sexual Difference

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Elementa. Intersections between Philosophy, Epistemology and Empirical Perspectives

Second Section

Tommaso Sgarro
Editorial II – Governing Transitions 67

Pierpaolo Limone - Maria Grazia Simone
Becoming Support Teachers at the University of Foggia 71 
During the Pandemic. An Exploratory Survey

Francesca Finestrone
Music: For a Sustainable Community and the Promotion 85 
of Well-being

Gennaro Balzano - Vito Balzano
Educating for Transition in Work Contexts 101

Giuseppina Maria Patrizia Surace
The Future We Want: The Transition to Adulthood 111 
of Unaccompanied Minors

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Educating for Transition in Work 
Contexts
Gennaro Balzano - Vito Balzano
Università degli Studi di Bari “A. Moro” (Italy)

doi: https://dx.doi.org/10.7358/elementa-2022-0102-balz
 gennaro.balzano@uniba.it
 vito.balzano@uniba.it

Abstract

Today’s scenarios of constant transformation of society call for a necessary reflection on 
work from an exquisitely pedagogical point of view, in consideration of the multiple 
transitions that we are witnessing because of phenomena such as progress, forced digiti-
zation, the Covid-19 pandemic, conflicts and economic-financial crises. It’s essential to 
move, for an education to the transition to the Recommendation of 18 December 2006 
of the European Parliament on key competences for lifelong learning, from learning to 
learn. It is one of the eight competences, but essentially the most characterizing so that 
“learners take the starting point from what they have previously learned and from their 
life experiences to use and apply knowledge and skills in a whole range of contexts: at 
home, at work, in education and training”. 

Keywords: education; person; planning; transition; work.

1. Introduction

The reflection on the existential situation in which man lives, recalls, 
without any doubt, certain reflections on the value of pedagogy. Doing so 
implies the abandonment of the logic of objective knowledge, as well as 
the adoption of a healthy anti-dogmatic attitude. In relation to the theme 
of work, the need to refer to a pedagogy understood as practical-design 
knowledge is better understood, thus shifting attention from a science 
capable of building systems of knowledge to one capable of orienting 
educational action to carry out processes of change and transformation 

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Gennaro Balzano - Vito Balzano

of educational action. Hence the need for a cultural redefinition of the 
subject-man-person which, by strengthening and promoting the cultural 
and spiritual energies of individuals, makes everyone capable of being an 
active protagonist of the associated life.

Archived for some time now the quiet certainties deriving from the stability 
of the job guaranteed for life, are now more and more numerous having 
to face the trauma of the loss of the job and therefore to have to manage 
[…] the difficult condition of the unemployed […] to have to re-question 
themselves on “what to do with their lives” when those economic security 
(even minimal) that allowed them to guarantee a dignified existence to their 
family are lacking. (Loiodice, 2012)

2. The unstable man, worker, and victim of the times

Work and person are closely related, just as there is a direct relationship 
between work and social well-being. Therefore, the crises of our time by 
urging a (re)education that revolves around the theme of transition, there-
fore a (re)design of one’s own life path. This is even more true if we consider 
how job insecurity – in today’s reality – is heavily reflected on an existen-
tial level. “Economic problems are accompanied by existential ones. Job-
insecurity (threat of job loss, threats to work) and confusion/loss of identity 
seem increasingly inseparable. […] This negatively affects the perception 
of continuity of existence and tradition, undermines the characteristics of 
stability, duration, and permanence of the character and therefore the integ-
rity of the Ego” (Rossi, 2010, pp. 45-46). Not fundamental, but certainly 
useful, to look at other models. For example, hyper-skilled and sectoral 
workers, specifically trained, especially in English-speaking and American 
countries, to the continuous change of their labor relations and the contin-
uous change of contexts. All this with a view to continuous reorganization 
of one’s professional life: “the spirit of initiative, the proactive attitude, the 
creative thinking, the ability to become entrepreneurs of oneself, to take 
the risk of the uncertain as a function of continuous emancipatory growth 
represent the ‘heart’ of those intangible skills, of a strategic type and trans-
versal to several areas of knowledge and experience without which it is 
not possible to walk on quicksand” (Bauman, 2006) of the liquid society, 
without dispersing, without “being crushed, precisely” (Loiodice, 2012).

The changes on the work front but also properly of the organiza-
tional contexts considerably affect the well-being of the person, but not 
only. “Sustaining change means abandoning previous behavior before, or 
at least, at the same time as learning the new procedures: a process called 

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Educating for Transition in Work Contexts

unlearning” (Piazza, 2019, pp. 274-275). However, the theme of the 
continuous obsolescence of knowledge can only solicit a reflection on the 
front of education throughout the course of life and therefore act as a stim-
ulus to an education to transition, which in fact determines a continuous 
redefinition of cognitive maps and mental models (Delahaye, 2000).

3. Planning, a fundamental category for a transition 
education

The well-made head, to quote Morin (2000), needs a rethink in the light 
of continuous changes and this can only be a properly pedagogical field. 
Laying the foundations for a transitional education means building a 
discourse starting essentially from one of the founding categories of peda-
gogy: planning.

The design specificity of the person is repeatedly reiterated in the 
pages of Flores d’Arcais, which precisely emphasizes the design aspect of the 
person, explicitly declaring that it “it is, inherently, a project”, that personal 
life is all in its to be done, in its tireless projection beyond the present, 
in its constitution, in its formation. Planning, an ontological category, as 
Pati (2004, pp. 13-41) recalls, is the exquisitely human ability to elabo-
rate an image of oneself and to pursue it by projecting it into time and 
space; to man constitutively belongs that thirst for research which leads to 
the permanent becoming and to the continuous journey towards the full 
meaning of living. The Author writes again:

to wait for the concrete of one’s own life project means to measure we with 
choices whose outcomes are unknown. Conversely, to renounce to plan life 
is to say “no” to the possibility of growing, of “humanizing”; to become 
according to an original perspective intentionally chosen, to the benefit of 
existential inauthenticity, behavioral randomness, passive adaptation to the 
progress of events. It follows that education, while it is strongly qualified by 
its occurrence in the present, is a relationship/process aimed at building the 
future. (Pati, 2004, p. 20)

The education of man is strongly characterized by planning, it is even more 
so when it dialogues with work, understood as a place of education and a 
context for the construction of one’s own identity and one’s own being a 
person among others. It is necessary, however, in addition to being, also, 
to remain projectual (Musi, 2010), to be able to give shape to new possible 
horizons. The greatness of the human being lies in not being exhausted in 
a single predefined life plan. Nothing of our actions is definitive. The pos-
sibility of being reborn with a new choice – of making – is an intentional 

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search for new landings – of meaning, of existential turns, of meaning 
of life. “Those who rely on the fatalities of nature to deny the possibility 
of man abandon themselves to a myth and try to justify a renunciation” 
(Mounier, 1952, p. 21). The possibility of man must, in this framework, 
support human becoming, in accordance with freedom and the very pos-
sibility of deciding. In fact, “the person who becomes is the person who 
designs and pursues an image of himself in time and space for which it 
is of fundamental importance the openness to the Other and to others” 
(Granato, 2010, p. 63). In the time in which planning life is difficult, 
strong relationships and the responsibility of choices can avoid the danger 
of loss of the person, of the human being, of the worker (d’Aniello, 2019).

The multidimensionality of the object of investigation (the work), 
but also the strong interdisciplinary characterization, which sees different 
researches interact with each other – philosophy, psychology, sociology, 
politics, organizational sciences, economics – functional both in the 
perspective of being able to grasp their own purposes and in giving signifi-
cance to their scientific arguments, finds decisive explanation in the project 
of life for man, a person who grows and grows in work he founded his 
own existential project (Walker, 2014). In this sense, therefore, planning 
becomes the founding category of a new pedagogical direction: education 
for transition. In the process of building this educational typicality, two 
preliminary aspects can be considered: design skills, that is, to design and 
re-design one’s own action, and resistance to change. Two issues that can 
facilitate, the first, and contrast, the second, the possible paths of education 
to the transition. Also in this regard, the first support comes from planning.

4. Transition education in modern education systems

Educational systems cannot fail to consider the need, on the one hand, and 
the possibility, on the other, of being able to educate in transition. In the 
medical record of the late twentieth century, drawn up by the state of health 
of education in the old continent (Report Lisbon 2000) the European Union 
has shaken the planet with this cry of alarm: if the twenty-first century does 
not invest huge resources on the tandem knowledge-training will risk a lot. 
It is necessary to widen the gap between cultured (rich) and uncultivated 
(poor) humanity, both to make it difficult to treat the two pathologies that 
populate the south and north of the planet: the chronic disease of illiteracy 
(which denies education to almost two billion children in the southern 
hemisphere, south of the equator) and the neo-illiteracy disease (which 
affects the schooled northern hemisphere, north of the equator), where a 

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large number of young people lose their alphabets early a few years after 
leaving school. It is in this perspective that the European Union strongly 
recommends knowledge as an intangible good that every nation will no 
longer be able to do without, an element of constant and lasting transi-
tion over time. Having a European gaze means printing clearly visible on 
the sail of the first hull the futuristic image cut out in Lisbon 2000, where 
the European Union has launched a vibrant appeal to the old continent 
to disseminate knowledge and still knowledge about its entire citizenship. 
Starting from the youth planet, since the competitiveness and fortune of a 
socio-economic system are played on the schooling accomplished and on 
the well-made heads of the younger generations (Bonnard, 2020).

In this direction, the first transitional goal has the name of institutional 
democratization: that is, the right of all to access and success of the school 
system. The second goal has the name of cultural modernization or a path 
of transition towards the development and modernization of educational 
systems. The greatest urgency is certainly to identify a pluriverse of educa-
tional systems, declined within the social world. In a very general sense, we 
are faced with the difficulty of building an educational project capable of 
taking care of the person, the true central element of new work practices. 

What is needed, therefore, is the coherence with which to look at the prob-
lems, managing to highlight the centrality and primacy of the person, as the 
fine subject of educational action, as well as the willingness to eliminate any 
pre-established a priori assumption and start from personal experience and 
from the questions that each person can feel. (Balzano V., 2020, p. 3)

The configuration of the education system, however, has an important 
impact on the way in which young people go through the school-work 
transition, which in turn influences the quality of their professional path 
and the opportunities to access decent work (Tuononen, Parpala, & Lind-
blom-Ylänne, 2019). Unfortunately, a perfect educational system in the 
transitional sense does not exist, it seems necessary to reflect and develop 
regimes of passage that combine and maximize the benefits of each educa-
tional system, to make possible progressive and inclusive transitions. One 
way in this direction would be to revisit the system of alternance vocational 
training, whose transitional advantages are undeniable and probated, so 
that it is not a vehicle for social inequalities and negative first professional 
experiences. It is important to aim for an educational system that allows 
the greatest number of young people to make choices and carry out profes-
sional projects that correspond to their aspirations. In this sense, the appli-
cation, to transitional challenges, of the concepts of agency (Boeren, 2019; 
Elfert, 2019) and ability to aspire looks promising. 

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5. The true person transitional element 

The subject-person as it is designed on the epistemic level, by the most 
advanced frontiers of European pedagogy tends to be equipped with both 
existential freedom and intellectual autonomy. Non is founded, therefore, 
neither by individual subjective experience, nor by objective socio-cultural 
experience, nor by their mutual integration. The latter, therefore, is exis-
tentially equipped with only acts of choice, or personal options that guar-
antee freedom and that create a true system of values: the choice between 
authentic and inauthentic existence, between the possible and the everyday. 
The person, as an infinite process is always open to the integration of 
subjectivity and objectivity, cannot be configurable a priori in a definitive 
or definable essentiality. This is because “the idea of personality gives light 
to the educational horizon when planning a life free from dogmatic and 
unilateral approaches: only the concrete psychological-historical-cultural 
experience of the individual and the society in which he lives can deter-
mine concrete values and meanings” (Bertin, 1968, p. 96). 

Continental pedagogy opts without uncertainty for the image of a 
Copernican man and woman, equipped with a heavy backpack when they 
embark on the impervious journey that leads to the crossroads between 
cultural directions and different value horizons, sometimes a thousand 
miles away from each other. At the many crossroads of personal life, peda-
gogy does not lose sight of two inescapable ideas of education: the idea of 
culture and the idea of value. The first one does “one with the adventure 
of the Homeric mind on the borders of the columns of Ercole. A culture 
free both to explore (free of dogmatic and metaphysical prejudices) the 
disturbing abysses hidden in the darkness, and to challenge the impos-
sible neutrality of knowledge and science. The idea of value, on the other 
hand, is one with an axiological itinerary of personal life whose direction of 
travel is never on probation, under the control of confessional constraints” 
(Cerrocchi & Dozza, 2008, p. 18). 

Humanity builds within history the ideal and moral options that give 
light to the horizon of personal choices, without any recourse to absolute 
hypotheses: this is because one can respond to the need for universality 
without paying the legitimate metaphysical tolls. In other words, educa-
tion is configured as the natural terrain in which the person-value grows 
luxuriantly with multidimensional, integral, total figures, due to the inter-
activity and transversality of its group dimensions (bodily, affective, cogni-
tive, ethical, social, and axiological). In the wake of this idea of person, the 
face of the generational ages that inhabits the pages of the most accredited 
pedagogy in the old continent is far from the one that populates today’s 

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consumer civilization, precisely because it prints children and young 
people transformed into a humanity-mannequin: created and set culturally 
for market reasons by today’s commercial industry (clothing, food, health) 
and mass media (TV, radio, advertising, comics, Internet). For these 
reasons, we seem to be able to say that European pedagogy is promoting 
the cry of alarm about the disappearance of the first ages of life, which is 
alarming much of the debate that has opened on the society of knowledge 
and training. “Observing the educational processes throughout the history 
of humanity, a significant part of the scenario is made up of unofficial, 
informal, and so-called community components (relational systems with 
learning outcomes between subjects permanently residing in a limited 
territory and linked by mutual bonds): in short, unofficial, and non-formal 
educational experiences” (Tramma, 2019, p. 6). The importance of these 
components of social education has certainly not been exhausted only in 
the places and times in which school education has been residual, because 
it is not widespread or because it is addressed only to the elites, but also 
remains in those societies, such as the present ones, in which the school 
institution is widespread present and active. Even in developed societies, 
in which widespread education is contemplated entrusted to adequately 
trained professionals and sufficiently scientific operational methodologies 
are used, social education acts, because it provides the subjects involved as 
educators (trainers) or educators (trainees) some basic structural knowledge 
and skills that interact with those formally assigned to them, as regards 
both being trainers and being trainees. Social education provides, in fact, 
knowledge and skills that can ally or conflict, rudely, with those provided 
for by the social mandate or claimed, in a small or loud voice, by the 
so-called public opinion (Sechrist, 2018).

6. Conclusion

The pedagogical science that we want to outline in its theoretical assump-
tions is receiving wide consensus in the old continent precisely because 
it fights without ifs and buts both the mercantile culture, which denies 
the historical social identity to young people and consequently their rights 
of citizenship, and the Ptolemaic pedagogies ideologically at the service 
of the today’s society of globalizations, markets and culture, which tend 
to imprison childhood as well as adolescence in false hagiographies, reas-
suring metaphors, ideological rhetoric. These are worn out pedagogies that 
allude to a metaphysical, ahistorical person, without an anthropological 
face. We are faced with a context of profound “anthropological depriva-

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tion” (Balzano V., 2020, p. 74), that is, a place where social life cannot 
be separated from the analysis and study of the concept of responsi-
bility, understood first as a fundamental pedagogical category, and later 
rethought from a socio-political point of view. The reflection, here, focuses 
on the link between man and education-responsibility, and opens a very 
interesting scenario: beliefs in certain values change and those attitudes 
pedagogically defined as pragmatic, supported by a certain mass efficiency, 
take over. Man feels the need for a strong educational tension and seems 
more accustomed to the evil of living. There are numerous needs that have 
created a deep crisis in the person; we exist in a form of elective mutism 
that causes a feeling of fulfillment for human minds in everyday story-
telling, and that leads to that false myth that tells us that the word must not 
be cultivated and promoted by man, but simply reveal itself in the natural 
fury of events (Eschenbacher, 2020; Stanistreet, Elfert, & Atchoarena, 
2020). The true educational transition cannot be separated from a peda-
gogy understood as development and educational practice, which becomes 
an essential element for the analysis of what is happening in our day. Seen 
also as a practical design science, it will allow us to understand the essen-
tial and value problems of a difficult transition, especially for the younger 
generations. In other words, the singularity understood as a tension to 
freedom, as a horizon open to an infinite repertoire of testimonies, options, 
psychology. The pedagogical idea that underlies it is strongly assumed in 
the continental context for its theoretical disruption: because pedagogy 
riding the singularity opens up both to the prairies of the possible, of the 
future, of the utopian, and to the ultimate frontier of the subject-person, 
the only one able to detach himself from the metaphysics that expropriate 
the existential kit of the subject, as well as the romantic illusion of an indi-
vidual naturalness as an absolute value. 

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Riassunto

Gli scenari odierni di costante trasformazione della società impongono una necessaria 
riflessione sul lavoro da un punto di vista squisitamente pedagogico, in considerazione 
delle molteplici transizioni a cui stiamo assistendo a causa di fenomeni quali il progresso, 
la digitalizzazione forzata, la pandemia di Covid-19, i conflitti e le crisi economico-
finanziarie. È fondamentale passare, per un›educazione alla transizione alla Racco-
mandazione del 18 dicembre 2006 del Parlamento Europeo sulle competenze chiave 
per l›apprendimento permanente, dall›imparare a imparare. Si tratta di una delle otto 
competenze, ma essenzialmente la più caratterizzante per cui “gli allievi prendono spun-
to da ciò che hanno precedentemente appreso e dalle loro esperienze di vita per utilizzare 
e applicare conoscenze e abilità in un’intera gamma di contesti: a casa, al lavoro, nell’i-
struzione e nella formazione”. 

Copyright (©) 2022 Gennaro Balzano, Vito Balzano 
Editorial format and graphical layout: copyright (©) LED Edizioni Universitarie

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How to cite this paper:
Balzano, G., & Balzano, V. (2022). Educating for transition in work contexts. Elementa. 
Intersections between Philosophy, Epistemology and Empirical Perspectives, 2(1-2), 101-110. 
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	Elementa_2-2022-1-2_00b_Sommario.pdf
	First Section
	Editorial I
	Transitions:
New and Different Perspectives

	The Human “Historicity”
as a Permanent Transition
in the Philosophy of Ignacio Ellacuría
	François Jullien: The Double Transit
of Human Life
	The Event, beyond the Permanent Crisis
	For an Epistemology of Transition:
Paul B. Preciado, Psychoanalysis
and the Regime of Sexual Difference

	Second Section
	Editorial II
	Governing Transitions

	Becoming Support Teachers
at the University of Foggia
During the Pandemic *
	Music: For a Sustainable Community and the Promotion of Well-being
	Educating for Transition in Work Contexts
	The Future We Want:
The Transition to Adulthood
of Unaccompanied Minors
	An Exploratory Survey


	Sommario.pdf
	First Section
	Editorial I
	Transitions:
New and Different Perspectives

	The Human “Historicity”
as a Permanent Transition
in the Philosophy of Ignacio Ellacuría
	François Jullien: The Double Transit
of Human Life
	The Event, beyond the Permanent Crisis
	For an Epistemology of Transition:
Paul B. Preciado, Psychoanalysis
and the Regime of Sexual Difference

	Second Section
	Editorial II
	Governing Transitions

	Becoming Support Teachers
at the University of Foggia
During the Pandemic *
	Music: For a Sustainable Community and the Promotion of Well-being
	Educating for Transition in Work Contexts
	The Future We Want:
The Transition to Adulthood
of Unaccompanied Minors
	An Exploratory Survey





