Lorena ROCCA, SUPSI, Switzerland
Stocco SILVIA, Università di Padova, Italy
There were two verbs in the Latin language: "Sileo" - as a reality in act or in creation and there was "Taceo" – that recalls the absence of something that is denied. The distinction between “Sileo” and “Taceo” failed in the classical era, in favor of the verb “to keep silent”. Silence is the breath of the word, the initial word that is not a word. A zero point, which recalls the ancient meaning of SILEO - of the reality that is created - in which learning is activated as the main tool for the survival and understanding of a constantly changing world: the listening (Zembylas & Michaelides, 2004; Castagno, 2008; Li, 2001; Fassinger, 1995; Jaworski, 1997; Fine, 1987) and to promote geographical thinking as the ability to understand, interpret and imagine world. Revaluating the Sileo verb, as an act of consciousness, one is expected to define an individualized learning (equality of the sexes, races, silence no longer just as a luxury good). Sound and silence characterize the educational setting the way they do with territories and landscapes. A continuous cacophonous stream without pause, saturated adrift, would fill our ears. In fact, we articulate all the information through silence.
SILEO is the dimension within which we pronounce our speech, we manifest our actions and behavior, and we establish relationships with others (Champaign, 2008). The use of sound/silence in the geographical educational settings and the effective promotion of life skills as well as the construction of a belonging to and an geographical identity about the surrounding social, physical or cultural environment. The above-mentioned considerations lead unavoidably to the experimentation with new methods and a way for rethink educational spaces to promote silent in a kind of creative factory for listening geographies.
Mots clés : Silence|Space|Soundscape studies|Listening|Geography education
A105485LR