On walking, knowing and learning: the subject walking and the educational process

Abstract

The article deals with the relationship between walking and learning, contrasting educational processes that occur predominantly spontaneously through body experience, with the formalities of teaching methods in school education, where conceptual knowledge prevails at the expense of the knowledge acquired by life experiences. The practice of walking, inserted in an educational context, expresses, therefore, the subject walking, that is, the one who experiences the world walking on foot and learns it through the perceptions of existence; then he becomes the same, in a subject knowing the environment in which he lives. The theoretical framework obtained by the bibliographic survey points out that by walking a kind of knowledge is reached that does not depart from reality and that gives meaning to existence and meaning to the world in which one lives, and gives meaning to knowledge beyond the conceptual universe. It is a concrete knowledge, mediated by the experience of existing, which is done walking, in a real, lived world. It is up to school education to explore the didactic and pedagogical resources that the practice of walking offers as an effective tool for a continuous learning process linked to existence.