From: Carla Rinaldi, "Documentation and Assessment: What is the Relationship?"
See: Emilio Reggio, "Pedagogy of Relationships and Listening"
How can we define the term listening?
Listening as sensitivity to the patterns that connect; abandoning ourselves to the conviction that our understanding are but small parts of a broader, integrated knowledge
Listening as a metaphor for having the openness and sensitivity to listen and be listened to
Listening to the hundred, the thousand languages, symbols, codes we use to
express ourselves and communicate,
Listening as time. Interior listening, listening to ourselves, as a pause, a suspension. Behind the act of listening there is often a curiosity, a desire, a doubt, an interest.
Listening is emotion; it is generated by emotions and stimulates emotions.
Listening as welcoming and being open to differences, recognizing the value of other's points of view and interpretation.
Listening that does not produce answers but formulates questions; listening that is generated by doubt, by uncertainty, which is not insecurity but, on the
contrary, the security that every truth is such only if we are aware of its limits and its possible "falsification."
Listening is not easy. It requires a suspension of our judgments and above all our prejudices; it requires openness to change.
Listening that takes the individual out of anonymity, that legitimates us, gives us visibility.
Listening as the premise for any learning relationship. This takes shape in his or her mind through action and reflection, that becomes knowledge and skill through representation and exchange.
Listening as "a listening context," where one learns to listen and narrate. In representing our theories, we "re-know" or "re-cognize" them, making it possible for our images and intuitions to take shape and evolve through action, emotion, expressiveness.