In riferimento a quanto dichiarato nei giorni scorsi da Silvio Berlusconi sulla scuola pubblica, avendo noi dell'ADI - SD ben chiaro l'articolo 3 della Costituzione italiana, facciamo nostre le parole di commento di Marco Rossi Doria su La Stampa del 28 febbraio 2011. Non crediamo si possa dire di più e meglio.
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Il presidente del Consiglio ha affermato che «la scuola pubblica insegna principi contrari a quelli delle famiglie». Poiché egli è tenuto, nella sua qualità di capo del governo, a favorire l’unità the Italians, this statement (followed by the ritual denial) should be based on educational problems common to all responsible adults. It does not.
It also seems very distant from the educational issues that are now in the field.
In fact, in Italy every day, parents of families together or separate, public or private school teachers, educators and private social secular or Catholic, sports coaches, scout leaders, parents, volunteers, speakers, are all facing, several points of view, the increasingly common problems of a crisis of values \u200b\u200band models.
There was, in fact - in recent decades - un mutamento radicale del paesaggio antropologico entro il quale si educa. I modelli adulti - nei media, nella politica, nel mercato, nel costume - stanno mettendo a dura prova, anche di recente, i principi dell’educare. Perché le parole in famiglia e a scuola vengono smentite in modo potente. Lo sa bene chi opera ogni giorno. Lo ha scritto la Cei nel suo prezioso documento dell’anno scorso. E soprattutto lo ripetono i ragazzi, delusi e spaesati. Ma ancor prima di questo, due possenti mutamenti hanno cambiato la posizione della scuola e la relazione tra scuola e famiglie.
Il primo mutamento riguarda il fatto che, a differenza di oggi, fino a una generazione e mezzo fa, ogni child was entrusted by the family to a group of other children, peers or slightly older within which to try, mirror, recognize. And with whom you shared the repeated times and places beyond the walls of the house and also different from the school district, village, yard, neighborhood, square, building, countryside. It was the first gym of sociality. What used to work within a community of peers around the game but also set about being able to gradually .... So much so that every newcomer learning to live the daily feedback "to be part of" the pleasures of their relations and common design and construction also his trials and frustrations. It was an accepted system of rules, testing and rituals among peers. With adults in this position but distant, non-intrusive.
Thus, the school has been, until recently, the second gym for socializing, and further than the first. Why was the place that has such a social dimension, but modified by the fact that he was appointed to the first other than socializing and, therefore, set to learn the things that you can learn at home or with friends. Therefore, the school was fully recognized by the family for this character and the laws, external to himself, that the garrison, supervised by adults who were teachers from another family. Which, however, are to function properly on the basis of an implicit recognition, the educational functions to be delegated.
The second change is that the boundaries and rules, unlike today, were noted by the parents within a codified definition of roles and liturgies of the garrison. The rigidity and the arbitrators could be painful parts of this structure. However, the implicit code was universally recognized by a wider community of single family and that the claimed functions in structuring and mitigate the excess of subjectivity. It was the first gym of the law. What took place, it also, before school. And who favored a graduated set of transfers of delivery, expected behaviors, rites of passage, chain of command, rules and sanctions foreseen. The school was in a position to continue, even with this early learning. And he could count on it to assert its own rules.
today are strongly weakened these fundamental background of educating each company. So much so that every day the public and private schools and families, together, are working hard to re-weave the adult education network joint venture within the changed conditions. Which involves the reconstruction of the covenant between adults, which is implicit must be made explicit. Work as complex, long, hard, delicate but essential. Who needs strong support and words and actions that unite and not divide it.
incite division between schools and schools, parents and parents, between schools and families - as did the words of the chairman of the board - are, therefore, an act of political extremism and irresponsibility civil, for the good of all our children, Italy, already too divided, can neither be allowed.
It also seems very distant from the educational issues that are now in the field.
In fact, in Italy every day, parents of families together or separate, public or private school teachers, educators and private social secular or Catholic, sports coaches, scout leaders, parents, volunteers, speakers, are all facing, several points of view, the increasingly common problems of a crisis of values \u200b\u200band models.
There was, in fact - in recent decades - un mutamento radicale del paesaggio antropologico entro il quale si educa. I modelli adulti - nei media, nella politica, nel mercato, nel costume - stanno mettendo a dura prova, anche di recente, i principi dell’educare. Perché le parole in famiglia e a scuola vengono smentite in modo potente. Lo sa bene chi opera ogni giorno. Lo ha scritto la Cei nel suo prezioso documento dell’anno scorso. E soprattutto lo ripetono i ragazzi, delusi e spaesati. Ma ancor prima di questo, due possenti mutamenti hanno cambiato la posizione della scuola e la relazione tra scuola e famiglie.
Il primo mutamento riguarda il fatto che, a differenza di oggi, fino a una generazione e mezzo fa, ogni child was entrusted by the family to a group of other children, peers or slightly older within which to try, mirror, recognize. And with whom you shared the repeated times and places beyond the walls of the house and also different from the school district, village, yard, neighborhood, square, building, countryside. It was the first gym of sociality. What used to work within a community of peers around the game but also set about being able to gradually .... So much so that every newcomer learning to live the daily feedback "to be part of" the pleasures of their relations and common design and construction also his trials and frustrations. It was an accepted system of rules, testing and rituals among peers. With adults in this position but distant, non-intrusive.
Thus, the school has been, until recently, the second gym for socializing, and further than the first. Why was the place that has such a social dimension, but modified by the fact that he was appointed to the first other than socializing and, therefore, set to learn the things that you can learn at home or with friends. Therefore, the school was fully recognized by the family for this character and the laws, external to himself, that the garrison, supervised by adults who were teachers from another family. Which, however, are to function properly on the basis of an implicit recognition, the educational functions to be delegated.
The second change is that the boundaries and rules, unlike today, were noted by the parents within a codified definition of roles and liturgies of the garrison. The rigidity and the arbitrators could be painful parts of this structure. However, the implicit code was universally recognized by a wider community of single family and that the claimed functions in structuring and mitigate the excess of subjectivity. It was the first gym of the law. What took place, it also, before school. And who favored a graduated set of transfers of delivery, expected behaviors, rites of passage, chain of command, rules and sanctions foreseen. The school was in a position to continue, even with this early learning. And he could count on it to assert its own rules.
today are strongly weakened these fundamental background of educating each company. So much so that every day the public and private schools and families, together, are working hard to re-weave the adult education network joint venture within the changed conditions. Which involves the reconstruction of the covenant between adults, which is implicit must be made explicit. Work as complex, long, hard, delicate but essential. Who needs strong support and words and actions that unite and not divide it.
incite division between schools and schools, parents and parents, between schools and families - as did the words of the chairman of the board - are, therefore, an act of political extremism and irresponsibility civil, for the good of all our children, Italy, already too divided, can neither be allowed.
Marco Rossi Doria
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