Le nuove sfide della filosofia tra didattica e ricerca: un circolo virtuoso

This paper aims to propose a systemic interpretation of some problems discernible at the different levels of the national system of school and university education and scientific research, by highlighting their interconnection, in order to represent its complexity and to navigate it. The focus on interdisciplinarity and on experiential learning, that leads various institutional reforms for several years now, attests the difficulty to uproot a positivistic cultural paradigm, which is degenerated in academic hyper-specialism and in a sectoral and fragmentary educational approach, although it supported the scientific development in many fields of knowledge. This context particularly provokes philosophy to rethink an integral and integrated vision on education and knowledge, starting with the awareness that it could not certainly result from merely technical actions on the system, but from a personal reconsideration of the origin of the love for knowledge.