In this paper I want to take into account educational activities and experiences, which have been carried out, in Italy, not in the name of ministerial political choices, but thanks to engaged teachers, educators or/and philanthropists. I intend to consider, even if synthetically, one hundred and fifty years of our history, i.e. the period of our national history: Italy became a Nation only in 1861. Official school politics has been dominated, along all this period, by conservatism and elitism, whereas teachers, educators and philanthropists have tried quite different didactical ways and have worked out a quite different idea of school and teaching/learning activities. The main purpose of the proposed paper is not a mere description of these experiences, from Adolf Pick to Loris Malaguzzi in the field of children education; from popular teachers to Don Lorenzo Milani in the field of compulsory education; from ANIMI, an association for the interests of South of Italy, to Nomadelfia in the field of extra-schools activities. The core of the paper is a comparison between official political school-models and non-official models, on the ground of paradigm of School, presented by the Science of Education. And this perspective will let me reply two questions: why have not the interesting described educational experiences influenced political choices? Why has not common interest of teachers, educators, politicians and researchers in the field of education developed into a dialogue so to build a more efficacious, actual model of school for all?
Educational Projects and School Politics in the Unified Italy
BELLATALLA, Luciana
2012
Abstract
In this paper I want to take into account educational activities and experiences, which have been carried out, in Italy, not in the name of ministerial political choices, but thanks to engaged teachers, educators or/and philanthropists. I intend to consider, even if synthetically, one hundred and fifty years of our history, i.e. the period of our national history: Italy became a Nation only in 1861. Official school politics has been dominated, along all this period, by conservatism and elitism, whereas teachers, educators and philanthropists have tried quite different didactical ways and have worked out a quite different idea of school and teaching/learning activities. The main purpose of the proposed paper is not a mere description of these experiences, from Adolf Pick to Loris Malaguzzi in the field of children education; from popular teachers to Don Lorenzo Milani in the field of compulsory education; from ANIMI, an association for the interests of South of Italy, to Nomadelfia in the field of extra-schools activities. The core of the paper is a comparison between official political school-models and non-official models, on the ground of paradigm of School, presented by the Science of Education. And this perspective will let me reply two questions: why have not the interesting described educational experiences influenced political choices? Why has not common interest of teachers, educators, politicians and researchers in the field of education developed into a dialogue so to build a more efficacious, actual model of school for all?I documenti in SFERA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
