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Copyright of Critical Hermeneutics: Biannual Journal of Philosophy is the property of Universita degli Studi di Cagliari and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The theme which the present article considers is an interesting provocation reflecting on the strategic role of orientation for education. Making orientation a transversal dimension of the entire educating and formative activity is not easy in school or in professional formation. The rediscovery of the "orienting" dimension in every scholastic discipline, in every activity, in daily relationships and problem solving situations, valuing the common and daily activities in relationships, in study commitments and collaboration; all of this makes the orientation process continual and ongoing. It is then no longer an external activity, one that alongside study programs, but it is fully integrated into the formative processes and thus permits the development of competencies in the subject, thus maturing the capacity for choices and decisions. This is in the optic of ongoing learning, and is thus in line with the National Guidellines for Ongoing Orientation promoted by MIUR (the Ministry for Education, Universities and Research) in Italy. [ABSTRACT FROM AUTHOR]