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Annamaria Mililli, University of Macerata, ItalyAbstract
This paper presents a guidance-oriented educational workshop designed for upper secondary education, structured as a narrative workshop where classical texts, autobiographical writing, and philosophical dialogue function as devices for ethical reflection and global citizenship education. Grounded in guidance pedagogy, constructivism, and narrative approaches to identity formation, the project conceptualises orientation not as an ancillary activity but as a structural dimension of learning. Drawing on Aristotle’s notion of phronesis (practical wisdom), the workshop explores how students can learn to connect ethical principles with concrete situations, exercising responsible judgment in contexts of moral complexity and cultural pluralism. Classical Greek and Latin texts are approached as generative narratives that raise existential questions about responsibility, choice, and the good life. In dialogue with contemporary thinkers such as Hans Jonas, Martha Nussbaum, and Amartya Sen, phronesis is reframed as a key educational competence for navigating uncertainty, fostering ethical agency, and cultivating global citizenship.
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Conference: PCE2026Stream: Teaching Experiences
This paper is part of the PCE2026 Conference Proceedings (View)
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To cite this article:
Mililli A. (2026) Learning Phronesis for Global Citizenship: Classical Narratives and Moral Decision-Making in Secondary Education ISSN: 2758-0962 The Paris Conference on Education 2026: Official Conference Proceedings (pp. 523-537) https://doi.org/10.22492/issn.2758-0962.2026.41
To link to this article: https://doi.org/10.22492/issn.2758-0962.2026.41
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