Scuola e democrazia About Gelmini reform ... 
I can not understand what happens to the school better, I can not understand what they want to make the school system. The government, now and then, says you need a reform. We are of the same opinion, many others have said governments, not excluding the so-called "First Republic" and is home to numerous failures. But now I can not understand what they have in head, I do not find their way because I can not believe that the reform proposes to cut the workforce, the trivialization of teaching, the "hijacking" of pupils in vocational training, are considered not interested in school, to make them complete their compulsory schooling. These, though they shared, and not at all, would be considered uncoordinated actions, and certainly not functional for the purpose of reform. And instead it's absolutely pejorative acts of the already shaky school system, unable, under the circumstances, give all citizens the training necessary to be such, and of course I just think of the school sector, not by the merits of the interventions on the University.
I repeat there is not even the idea of \u200b\u200ba project, but I doubt that an intention implicit in all the work there is. At the bottom of destroying the education system is made possible the undermining of democracy in practice, or if you simply want democracy. On the one hand it is stated in the name of popular sovereignty that rules are a hindrance to the action of government, on the other it is the will of the people consistent with the interests, not of the ruling class that does not exist, but only "families" dominant.
This brings us to a mortal wound to democracy, want the rules, either of overstating the actual capacity of the citizen, it is no longer to limit democracy in its liberal conception (magari!), but to undermine the whole democratic system , whose foundation is in a pre-school association. After all, if democracy (too many times we have called) requires prior consent of the people, the dialectic of the projects and programs, and if this dialectic of the protagonists are all citizens, they must be able to confront in building awareness of the city man must be placed in conditions to participate in the comparison of the various options for training (successiva!) consensus.
Hence the essential contribution of the school system democratic constitution: the dialectic aware, against the dictatorship of the approval. This, it said in passing, the only fearsome totalitarianism today: the dictatorship which creates treat, instead of the conscious comparison. Other than the dictatorship of relativism!
And then: either to a training school organic functional dialectic (or relativism freedom concretely realized?) Or the end of the installation of democratic rule.
There are problems in any case. There is no doubt that the governments of the "First Republic" have largely circumvented the problem of founding a school system of democracy. However, I think, I have had this and something seems to have tried. Meanwhile, although many difficulties, have made the school unique, among other difficulties thought to the training of the disabled, the contradictions between ideology have created some (few actually) favorable conditions for capable and deserving, I think of the famous albeit inadequate presalario. The fact remains that some reservations must be ordered, as some seem full of contradictions negative effects on the long term.
Let me explain with an example among many. Surely you remember the argument by many movements and school clubs, from different cultural backgrounds, the equal dignity of the teachings and disciplines. On this high-sounding axiom has been charged to the school every possible effort. Now, long story short, I do not think the school has the sole responsibility of road, but I think that the school is the only guarantor of the teaching of reading and writing. It will also be looking at school you learn to sing (maybe "the sprightly Teresa"), but I think more training to the teaching of mathematics. It will certainly be important to give space to the observation of phenomena, but vital task of the school to think about what has been observed. In short, turn it come volete: c’è disciplina che deve essere affrontata, c’è insegnamento che sarebbe opportuno affrontare; c’è una graduatoria. Di conseguenza, quando si è alle strette, magari sul piano finanziario bisogna privilegiare le discipline indispensabili alla formazione e rimandare a tempi migliori quelle opportune. Una riforma non può non tenere conto di questo presupposto perché ne derivi un impianto disciplinare conseguente.
C’è di più. Ho parlato delle contraddizioni che hanno ritardato la promozione del merito; ribadisco ciò che tante volte mi è capitato di affermare: l’ideologia ha confuso l’egualitarismo con la pari opportunità data a tutti i cittadini di pervenire to higher studies. Now I would like to clarify a few comments and I use the method more accurate contrast.
Let me explain. The Ruling Class Risorgimento and fascism, then the same school were assigned to a dual task: to form the ruling class and socialize the masses in parallel for proper control and, according to this second purpose, the training was to point to the absolute minimum of indoctrination, through the teaching of reading and writing. In any case, the ruling class and the masses had to be clearly separated in the early steps of training. Fascism, as compared to the elite liberal / Risorgimento, the Gentile reform, was able to give the project una realizzazione organica. Nel sistema repubblicano (qui c’è il vero contrasto) il sistema formativo non può limitarsi al minimo indispensabile, per di più in funzione dei piani della classe dirigente, ma deve puntare al massimo possibile di formazione, in considerazione delle capacità di tutti e di ciascuno. Ne deriva che tutti hanno diritto, costituzionalmente garantito, al massimo possibile, in ragione delle proprie capacità personali. E non solo per un principio personalistico, ma per una ragione di natura costitutiva della convivenza civile in cui le migliori risorse umane, adeguatamente promosse, vanno poste al servizio della comunità.
Da queste premesse la promozione del merito, a qualsiasi cost, because it is half of the same physiological process of democracy realized.
There were always contradictions, but now I do not know to what extent there is real ability to understand what you are doing (Maria Stella knows?), Is to undermine the culture of a school system that serves all . The conscious participation in the life of the nation, with the personal skills promoted to the maximum possible, is precisely the opposite approval of behavior brought about by the media tyranny, dictatorship of conformism, but the dictatorship of relativism!
final point, just to finish. The promotion of merit, through the education system, is only possible if the teaching is updated to search results, otherwise the teaching, and textbook obsolete, does not promote nor merit, nor the most sophisticated capabilities.
For this (and I know I repeat myself, but it requires the completeness of reasoning) the education of teachers should be placed as a constituent element of the profession, but must be achieved in close relationship with the search results. The alternative is to repeat the manuals, and perhaps for the entire personal story of each teacher, what you learned at the University, by adding at most (but now it seems to me no more than) a few found by teaching methodology, always dear to bureaucrats institution. Now
distressed me much, but once, when I talk about the teaching of disciplines, I was very interested, but I was careful to make possible.
Augustine Pietrasanta
photos giusepppe Hungarians 
Poster Bologna December 14, 2010 
