In this paper we present the preliminary results of a survey administered to Italian stu- dents, teachers and families to detect the conditions prevailing in the education sector in the time of Covid-19. The aims of the study were to analyze teachers’ new citizenship skills and families’ relationship skills in order to create a new school-family agreement that is suitable not only for face-to-face lessons but also for distance learning and that incorporates new participation compe- tences from all those involved. Responses to the questionnaires, created in semi-structured format, were received from 2,000 teachers, families and students from all over Italy. This explorative phase highlighted the profound distance-learning revolution that has been adopted by over 90% of edu- cation systems but that has also created enormous difficulties from the emotional and relational perspectives. Aspects such as personalization and individuality in the learning process have been deferred, especially for those with disabilities. The conclusions intend to open to feasible social- pedagogical projects that respond to educational, digital and social needs drawn from this research, heralding that the pandemic has brought us into a new age of education.
The article deals with a historical-pedagogical analysis concerning the previous and following years the publication of Lettera a una professoressa, by observing the context and some phenomena with essential elements. Specifically, detailed references are reminded in order to clarify the thought and the work of the prior of Barbiana. The social, economic and political contradictions of the post-war period that reflect in the Italian school education emerge: the class-oriented structure of society, the marks used for selective and justicialist purposes, early school dispersal. Only from the 70s, after the teaching of Latin was removed from secondary school, 1968 and free access to University, education becomes a common good, by bringing about the principles of the Constitution. The close analysis of Don Milani still catches the motivation to give due considerations for education in general, for integration processes and of “I Care” of which the current social context is greatly necessary with its various “emergences”: the importance of language, the dedication to foster self-esteem processes, the choice for the tutoring technique and of cooperative-learning. Based on a visionary ideal of cooperative and tolerant society, the Don Milani method proposes a new humanism by turning into a leading school model. The article includes significant conclusions from the Lettera for educational topicality, for the issues it calls and for the solutions it requires, first of all the pedagogical-social demand of a school for all and everyone which avoids “to make equal parts among unequal”.
Due to the unprecedented period which has swept over educational agencies, as well as society as a whole, it is appropriate to try to learn and understand the first effects of these transformations operating on different levels: educational, formative, relational, and social. This contribution intends to develop some reflections on the different dimensions which have affected more than others the educational, formative, and scholastic experience, paying particular attention to the educational relationship and the modifications in teaching. The analysis takes as its starting point some empirical data from an exploratory study at the Università degli Studi Roma Tre. The role of the school on the path of cultural humanisation of the human being is then presented, followed by a critical discussion on how the teaching and relational changes that have inevitably been introduced this year fit into this path. Lastly, the conclusion considers how to transform the crisis which has struck schools at the heart into an opportunity for thinking about them with a wider perspective.
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