The technological updating of the restoration didactics, as well as the
upgrading of any other discipline, raises wide-ranging cultural issues. As
Heidegger reminds us, in the case we consider the essence of the Technique
as something not technical at all, it is advisable for us to be vigilant about
the alleged neutrality of technological tools as well as about the claimed
mastering of their usage, which is in fact indispensable nowadays. It is
rather necessary to reflect about the radical shifts in the Technique, which
switched from being mere “means" to an “end”. This has been widely
marked by Philosophy, which nowadays profiles a scenery in which the
undefined increasing of means deploys the goals that - through it - can
be achieved. Thinking about the pitfalls underlying the “reversal of the
subjectivity" that this same scenario involves, whereas it is the technique
the one tool determining the way to gain experience, is even more necessary
to fulfil our purposes. In the teaching experience, predisposition to wait
for responses guaranteed from the optimization of technical procedures
reverberates the sense of such "reversal". Such approach is an element
that teachers often complain about considering the student approach. It is
responsibility of the Didactics to acknowledge its scale and to identify useful
strategies in order to assign centrality to the “who" and to promote the
right order among the “why, what and how” to do things.
In the recent Lab experience, the presence of a couple of winged chimeras
has enabled a small but significant approach change: the expected
responses have been switched into questions, to which the technique has
been called in in order to provide appropriate answers
