Our children have a right to know the cultural context in which they were born and live, have the right to learn the difference between Jesus and Muhammad and have the right, sacrosanct, and to encounter the traditions of their grandparents and their ancestors.
This is the education that the younger generation should be able to receive: upon whom this burden falls are the family and school. These are the two biggest "educational agencies" of our time: the next time, unfairly, despised the Catholic Church. If often, unfortunately, it is best gloss on the quality and soundness of the education imparted by the family, it is also appropriate to draw a veil on the quality and seriousness of the education imparted by the school. The disintegration
development of many households el'ideologizzazione pathological curriculum produced in children and young people a sense of cultural confusion and hesitation towards the future really worrying.
E 'should be printed well in mind that the school is "not a" problem, "the" problem.
The future of our land goes to the skills and knowledge of our children: children and young people today can make money tomorrow what now are getting in terms of education and culture, family and school. If family dynamics can not be resolved entirely by politics - even if the policy can and should do much more in support of the traditional family - the problem of the school, in contrast, can and must be faced and solved by those who are called to lead the country.
model school setting Risorgimento, centralist and levels and failed mercilessly from all points of view: the Italian school - from elementary through the junior high, reaching up to high school - shows, year after year, all its limitations and its flaws.
It was thought in the past that the school could be a place of incubation approval for the new Italian citizens: the same study subjects had to be learned by a student and a student at Piedmont Sicily, senza sfumature e senza differenze.
Questo tipo di impostazione centralista e omogeneizzante del sistema scolastico ha impoverito, in un secolo e mezzo di unità d’Italia, le nuove generazioni a livello di conoscenze culturali e tradizionali. Al di là dello studio della matematica e di qualche scienza ritenuta, più o meno, oggettiva è evidente che la volontà di unificare i programmi curricolari scolastici su scala nazionale non può che produrre un enorme vulnus di conoscenze storiche legate indissolubilmente alla dimensione territoriale, sia essa comunale o regionale.
La scuola unitaria italiana, nata ufficialmente dalla Legge Casati del 13 novembre 1859, nasce più con un intento politico che con un intento pedagogico and cultural heritage: the school was seen as the most effective way to start quell'italianizzazione cultural entirely absent in the context of state unity and essentially forced to hear anything from the people of the Italian peninsula.
Beyond the goodness of the intent of schooling for all children of war and rampant illiteracy, the Casati Law already contained, embryonic form, all limits that the subsequent legislative reform school (Coppino Law, Law Orlando, Law Crediton ) have shown, a centralized and inefficient management of school education. It was then, in 1923, the "Gentile reform", who designed a new school structure National guidelines strongly modeled on Mussolini's fascism, which prevailed over the desire to reward merit but lacked the foresight to recognize the regional cultures.
must be said, to tell the truth, that the "Gentile reform" was a good reform the institutional framework for the period in which it was conceived and promulgated: so much so that, in fact, the current structure is based Italian school Gentile's still on the foundation. That said, it is necessary to point out the length of school plant flag: it's time to lay down new foundations for the Italian school and be able to produce, in spite of too many failures or legal abortions, something new and efficiently.
must take account of changes in history and global developments, cultural, social and economic, to achieve it to redesign a school system that is not based on ideological grounds more central but who knows, by contrast, recognize and value the identities local and regional authorities.
The richness and diversity of Italian regional culture may be lost forever if we do not aim to pass on to future generations due respect and the necessary religious knowledge, linguistic and historical links with the territory of belonging.
Italy is made from a history and a monolithic culture, but owes its immense wealth linguistic, artistic and traditional to a "summa" of local identities that are rooted in the depths of history. E 'must act accordingly by designing a new educational system based primarily on two pillars: school autonomy and the transmission of a regional cultural background strongly tied to the territory.
mind you that give a strong identity and the traditional school system all levels means extending the freedom of education and cultural training was to offer a very high level to its young people. Local identity and openness to new They should not be read as antithetical concepts: in a world increasingly global need a strong and distinctive identity in order to make the most of every opportunity that our territories and our cultures give us.
In other words, for example, the study of regional languages \u200b\u200bis not antithetical to the teaching of English, now essential for coping in the modern world. As well as knowledge of religious traditions, artistic or local food and wine is not in conflict with respect for the traditions of others. The issue is not to evoke an unlikely return to the past groped you simply want to design a solid future for future generations.
The future of our land will, inevitably, by quality of the spirit, culture and education which will flow in the veins of future generations of Italian, is for this reason that the school, in all its dimensions, plays a very critical view of a major reform project in the traditional sense and Federal State. E 'for this reason that you must hope the emergence of a school system with strong regional tension: a school system that recognizes the fundamental plural regional autonomy, which is based on equality between public school and private school and is based on regional lists for the allocation of work assignments to teachers.
would be a revolution, it is clear. But it is an unavoidable and fundamental step: especially in a critical moment like this, where the Italian school system is facing the challenge of thousands and thousands of foreign children: just to be able to assimilate to our cultural identity deeper, even with these new young residents, we must strive to create a school that knows how to transmit values \u200b\u200band principles besides mere concepts.
"Everything that I do not know I learned in school," wrote a sarcastic and funny Leo Longanesi: we must work in order to avoid the perpetration of the image of an Italian school system is inefficient and bureaucratic. We must strive to bring i valori e il merito tra i banchi scolastici.
Non lo dobbiamo fare per noi, ma per le nuove generazioni.
Emanuele Pozzolo
(Articolo pubblicato su "La Padania" di giovedì 23 aprile 2010)
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