The school transition-

The ecological transition? That’s good. The technological transition? That’s good. But what is most needed in Italy is the school transition. The Pnrr – the National Recovery and Resilience Plan – is investing 17 billion euros in schools (a small increase to a total of 30.88 billion euros for the education and research sector). a substantial expenditure, amounting to the 57 billion, which is used annually to guarantee the primary and secondary school procedures. However, the money is needed, but not enough to bring the school back. For the non-trivial reason that the crucial capital of knowledge and education, not financial but human. Spending without change would be like wasting it. Therefore, in order to give the school new impetus, it is not only necessary to open the portfolio, but – as Stefano Caselli on the Courier Service of 26 November – also and above all to open one’s head and to anticipate a general rethinking of the education and research system. How? Starting to realize that a real school transition is needed, which is the school of a stationary bike system, in which one pedals a lot but does not move an inch, and a circuit system, in which the school works to attract and learn . gives new generations the real opportunity to move within the complexity of the world (whether modern or postmodern). It may seem strange, though The last fifty years of the history of the Italian school are characterized not by the construction of a new school, but by the progressive destruction of the former school known as Giovanni Gentile School.

Half a century ago, in an ideologically divided Italy, there was no desire to go from the only state school system to the free school system, as Salvatore Valitutti explained. The result, known to everyone or so, should be: the public school has lost its authority and has, in the end, consumed the futile effort to create a mass school that was never really born except in its elephantine dimensions. Fifty years later, we are paying the hefty price of school drop-outs, which inevitably affects the quality and health of our democracy. Today, the school problem can no longer be avoided: either we change or the failure of the school and the university pulls the whole democracy to the ground that the ruling classes can not restore. The inevitable school transition to save the public school itself: the free school system, in fact, does not exclude the extension of the concept of the public school, but, on the contrary, requires the existence of the public school; while the sole existence of the monopolistic public school, of which the same schools are a part, excludes the free school and drastically impoverishes what is called, with bureaucratic terminology, an educational offer.

School reform always means taking exams – whether we like it or not, whether we know it or not. Currently, the Italian school system is based on licensing tests, which, as the saying goes, are done to dismiss and take place at the end of a study cycle. At the end of the first study cycle, the eighth degree exam is taken and the diploma is issued for enrollment in the high school. In the same way, after completing the cycle of the second degree study, the final exam – the so-called matriculation exam – is done and the diploma for university enrollment is issued. This system, so far, is so sophisticated that it is unreformable. There is nothing to do but turn it around: replace the license checks with the entrance checks. Upon entry, the cycle of studies ends without exams, but in order to enroll in another school – and of course to enroll in university – it is necessary to take the exam. So, no more exams to leave but exams to go to school and university. Distribute not more diplomas, papers and credits with legal values, but a serious verification of cultural preparation or knowledge for the beginning or continuation of studies as an inevitable prerequisite, as Luigi Einaudi wanted and knew, for education and Achieving professionalism.

As you can see, this is a real twist of the logic that currently governs both the school and the academy: with licenses, everything revolves around the distribution and ownership of the diploma, while with the entries all revolving around the preparation of students and professors. a classic way of bringing school back to school and not reducing it to a donor of pieces of paper loaded with a value they do not have and that reality, like all too naturally happening, is mercifully devalued . Can we continue to close our eyes to this reality? It would be worse than a crime, it would be a serious mistake. And school, all in all, should be just that: the faculty for recognizing mistakes.

12 February 2022, 18:02 – edit 12 February 2022 | 18:02

Leave a Comment