Abstract

This paper sketches some elements that define the pedagogical significance of play for the construction and the conservation of a democratic community. Starting from the main principles of Dewey's pedagogy, the discourse focuses on play, intended as the philosophic category of the ludic, first, in connection to doing and experience, two fundamental notions of Dewey’s thought and his philosophy of education; then, it moves towards the relationship between play and work to come, finally, to play in connection to the social and political sphere. Along this path, it will be highlighted the central place occupied by the aesthetic side and affective element, concentrated especially in the definition of emotion given by Dewey, in order to show the link that connects play and democracy.