Civic education and respect for the environment

We are the education we have received“. I still thank my professor of history and philosophy after so many years for this maxim that stuck with me.

We look for a fan or an umbrella on the beach and take advantage of the time to relax a little and why not continue to stay informed, reason and reflect on current and important issues.

Among the many of interest there is without questioning the relevance of reintroducing civic education in our schoolsa path that has been a reality of educational depth for several years now.

But let’s take a step back.

Civic education in Italy: from the post-war period to the present

The teaching of Civic Education in Italian schools was established with Presidential Decree No. 585 of June 13, 1958 whose bill was promoted and supported by one of the fathers of the Italian Republic, Aldo Morothen Minister of Education of a government led first by Dear Zoli and then from Amintore Fanfani.

For many years the discipline has been a sort of “compass“For young Italian students, because it aims to convey the notions of primary importance such as those concerning our form of government, the methods of management and administration of the state, the role of citizens in the community and so on.

The teaching of Civic Education remained compulsory in schools until 1990
when the government led by Giulio Andreottino longer considered so crucial, he decided to suspend it at the beginning of a notorious period of cuts in the education sector.

Fortunately (in the writer’s opinion) with the law no. 92 of 20 August 2020from September of the same year, the right to learn Civic Education has been restored to students.

The central role of the institutions: the school

The art. 1 of the law no. 92/2020 establishes that “Civic education contributes to the formation of responsible and active citizens and to promote full and conscious participation in the civic, cultural and social life of the communities, in accordance with the rules, rights and duties.“.

It is therefore established”the transversal teaching of civic educationwhich develops knowledge and understanding of the social, economic, legal, civic and environmental structures and profiles of societyà “(Art. 2, Law No. 92/2020).

According to the legislation in question, Civic Education must rotate through
some fundamental pillars that is the knowledge of the constitutional rules, of the principles of legality and of solidarity, the learning of environmental education through the study of the protection of the heritage and the territory and finally the acquisition of the skills that the students allow digitized means of communication and to use them with appropriate criteria.

Basically, it is a concrete and modern program that is oriented towards the future.

The fundamental characteristic of today’s civic education is to offer it transverse perspectivethus overcome the canons of the traditional subject that combines different study disciplines, so that superficial and unproductive aggregations of theoretical content are avoided and instead develop processes of connection between disciplinary and extra-disciplinary knowledge.

The school has once again become the “compass” for the orientation of young people.

And the family

Also there Universal Declaration of Human Rights, adopted by the United Nations on December 10, 1948 in New Yorkrecognizes the right to education for every individual.

According to the text of the declaration, education must be geared towards the full development of the human personality and the strengthening of respect for human rights and fundamental freedoms. Parents have the right to priority in choosing the type of education to be given to their children (Art.26).

It is interesting to note that ten years before Aldo Moro there was a strong awareness of recognizing institutions as having a primary role in the growth, training and education of young people.

The art. 7 of the law no. 92/2020 still remembers fundamental relationship that connects school and familyrelationship about necessary for “improve the transversal teaching of civic education“and for”raise students’ awareness of responsible citizenship“.

There is no one who does not see how there is a healthy relationship of complementarity between school and family, which is for all purposes the most effective keystone to ensure that our young people achieve training and education in accordance with the modern principles, constitutional and community rules that govern today’s society ..

Civil war

School and family: the effectiveness of roles

Having reviewed the functions legally assigned to these two institutions, we are now called upon to make an examination of conscience and reflect on the effectiveness of their roles.

The recent scholastic experience is certainly still immature, but the strange transversality of the discipline promises well. Along with law, students are also taught notions of history, current affairs, philosophy and general culture.

No longer just a passage of terms, but an analysis of historical moments, problems and situations, in order to develop the student’s reasoning and a critical mind.so that they can understand for themselves what is right and what is not.

The family remains the indispensable task of educating within the walls of the house according to the same behavioral and social principles.

Teaching your children that throwing a piece of paper on the floor is a gesture contrary to the social rules of good behavior is a solid basis for his education, which will receive further confirmation when he is at school in the lesson of Civic Education hear about it.

The same can be said when we teach our children the nobility behind the act of picking up waste from the ground and putting it back in the appropriate bin.

Respect for the environment also necessarily goes through an adequate civic education.

We are the education we have received.

Thank you Prof.

Stefano Fioramonti
Lawyer – environmental lawyer

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