Legge 107: la faccia feroce della società della conoscenza?

The idea on which our scholastic and educational system’s “reform” is based, is to adfirm the core role of school in the knowledge society. To better understand and examine Law No 107/2015, it is essential to shed light on the concept of knowledge society. Taking into account socio-political and local events of the last few years, a set of contradictions of the knowledge economy – the economical paradigm of a society based on services and knowledge – inevitably emerges. A society, then, in which two kinds of knowledge become crucial: namely, the “know-how” and the “know-who” (Lundvall, Johnson, 1994). Both kinds of knowledge can be acquired through social practice, by interacting with stimulating, flexible and specialised environments. As known, such exquisitely local features comply with clearly delimited areas of the different countries; only those cities that boast excellence can offer the abovementioned scenarios (Archibugi, Filippetti, 2016). London, Paris, Barcelona, Milan are “islands of prosperity” which produce knowledge, creating concentration of richness and wellness and marginalising rural and peripheral places. From this perspective, Law No 107/2015 might become the legal instrument of the social inequality, making the distance between provincial and metropolitan citizens even more dramatic.