how to educate young people not to give up

The topic of character skills was organized within the University of Urbino with a recent conference by the “E. Mounier” of Acqualagna, which becomes an important reference point for the cultural activities of the hinterland of the province of Pesaro / Urbino. Prof. Giorgio Vittadini, President of the Foundation for Subsidiarity, and Hon. Paolo LattanzioMP and Rapporteur of the Law on “Non-Cognitive Skills” (Ncs).

The glorious rector of the University of Urbino, prof. Giorgio Calcagnini, welcomed the fact that the subject of man, which has been highlighted by many scholars, is fundamental in our civilization, because today students and staff are not only in demand for technical knowledge, but also the ability to interact with others in the environment. Also present was the director of the Banca di Credito Cooperativo del Metauro, Amedeo Montanari, sponsor of the event, who in his welcome underlined the characteristics of local banks’ relationship with customers.

In his speech on the bill, Lattanzio confirmed that it wants to get the school out of the bureaucratic and structural drought in which it is trapped, and relaunch the subject of pedagogical and social promotion, especially for the fragile children. Teachers and the school world are facing an epoch-making challenge and must become actors and protagonists of pedagogical and pedagogical change: only the combination of non-cognitive and cognitive abilities, can allow children to face the enormous challenges that the world presents to us. Distance learning, caused by the pandemic, highlighted territorial and school differences because only those schools that were most innovative in education and that had an empathic relationship with children were able to work satisfactorily.

Ncs are not a new subject, but a challenge for teachers on the education and training of children, to not only improve their knowledge but also the ability to adapt as protagonists to the continuous social and technological changes , which take place. Rather, it is a sensitivity, a pedagogical and pedagogical approach, that helps bring out and develop personality, and may not be the same in all environments and times.

The experimentation of these new skills must take place in the Italian school of infancy (it already takes place in some territories where the school operates). In addition, they have a positive impact on the prevention of deviant behavior: education in emotionality and relationships at a time when violence has become a part of our daily lives, such as News document us.

We live in a complex and constantly changing world, for which a “global competence” is needed to orientate oneself and to live as an opportunity and not as a condemnation; to do this it is necessary to develop all aspects of the young person’s personality, even the socio-emotionalotherwise he will not go to school and work with the security and energy he needs.

There are two facts that confirm the importance of an education that takes into account the psycho-social, emotional and relational aspects: Smartworking, which has an impact on the concept of the world of work, and the phenomenon of mass harassment (gread resignation) from 40-50 years old to senior positions, who, however, no longer see the realization of their emotions and their existence at work.

The new legislation provides guidelines for the development of national experiments in school autonomy, with the aim of evaluating the results after a period of three years. Finally, Lattanzio concluded by recalling this Aldo Moro he predicted the subject in 1958, when he, as Minister of Education, introduced civic education as the glue between study and social life.

Vittadini presents the volume Travel and character skills analyzes the plight of Italian students exacerbated by the pandemic: 30% of children did not connect due to network problems and among those connected, the relationship between colleagues and the pedagogical failed, increases feelings of suspicion and difficulty returning to normal. School dropout reaches annual peaks of 543 thousand units, equal to 13.1% of the total, which together with 7.1% of the implicit failure leads to estimates of losses of 1 in 4 children, while in the South it drops to 1 in 3, young People who presumably make up the 2.2 million Italian NEETs who neither study nor work.

It is not only or mainly the aspects related to the socio-economic and cultural conditions of the family that influence school dropouts; crucial are the school environment, the preparation of the teachers and the relations with them in the peer group. Today, children are emotionally more fragile and therefore their personal characteristics and their story have an impact, sometimes in a decisive way, on school difficulties, therefore they need to be helped to regain the motivational aspect, the reasons and the taste of life discover, for their self-esteem.

Thus, the aspect of the NCS gains a fundamental importance for education: in recent days the news that 51% of Italian 15-year-olds are not able to understand the meaning of a written text.

It should be remembered that the first to study these skills was the Nobel Prize in Economics James Heckman in the late 1990s. He began to study American school to understand why he could not train people properly and out borrowed the understand the Ncs. the interaction with cognitive abilities.

His studies have actually shown how they affect learning and work skills: they can change significantly over time and places. In addition, he verified on groups of students with the same cognitive capacity that failure depends primarily on the non-cognitive aspects of the personality.

For the American scholar, ncs innate personality traits are shaped by the interaction with the environment that conditions learning and work skills and therefore a part of the Character of people. His studies show that their development increases productivity at work: especially in a world where knowledge is rapidly aging, they give the individual the ability to “learn”, which is crucial not to be excluded.

Research on schools in the province of Trento by Vittadini and other scholars has highlighted such a variation in the non-cognitive aspects of personality (e.g., students’ maturity increases cognitive abilities, while those who show fragility tend to more bad results and things lead to knowledge.

Despite all the empirical evidence and methodological contributions, without school places that develop the personality of the students, the Italian school and our young people can not make the quality leap that is needed today.

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