The right and the school we want back

The right and the school we want back

The Meloni government do things of right. But public opinion, which today praises Giorgia Meloni, is coherent and willingly accepts the provisions that theExecutive will assume in line with the electoral program of centre-right. No yielding to the “wildcat” Italian for whom everything must move so that nothing changes. This time, Giuseppe Tomasi of Lampedusa stay on the shelves. The waters need to be stirred up. Although an oxymoron may appear to the less attentive, to unfold in the Italian socio-cultural context the conservatism it requires a revolutionary act. Break down the Moloch of progressivism that dominates our local public institutions requires courageous gestures with a great impact on the collective imagination.

Now, given that there is no field of public life which is not affected by the shock wave of the cultural paradigm shift following the victory of the right, at the moment we are identifying one whose reform in root should be a priority of Government action: it is the education sector. Let’s talk about. There is a structural problem linked to the inefficiency and poor safety of school buildings; there is a problem with quality of teaching; there is a problem with matching between the world of school and that of work and business; there is a problem with dispersion and of school dropout. Serious issues, which come from afar and which must be addressed as soon as possible. But there is another which is of form and substance together, which has significant repercussions on the moral fabric of the nation and concerns the behavioral approach that learners must have towards the educational institution. Decades of progressive culture they have led the school world to be a place of unacceptable permissiveness. The dress code it has gone from the aprons and uniforms that pupils were required to wear before the riots of sixtyeight to free, sometimes obscene clothing, permitted by school principals in the name of the inviolability of the right of young people to do as they please.

Dear Minister of Education, Joseph Vallettara, would you like to issue a circular requiring students to show up in class with a different style from that of the disco? Could we go back to associating the word sobriety with the concept of school attendance? It will be objected: this is how we go back. And what harm is there in reversing if the road traveled so far has been wrong? The dress is form, however it is a prelude to a substance. In the case of the school, the right posture that young people must assume when attending it hides behind the clothing appropriate to the decorum of the place. Seriousness, composure, respect for hierarchiescontinence in the utterances of impulses correspond to concepts that must regain citizenship in the educational field.

The reflection extends to the improper use that young people make of new communication technologies. Access to networks is fine social, but not when they interfere with classroom lessons. The use of mobile phones should always be strictly prohibited during school hours. Even more, the video footage of what happens in the classroom. The moment of learning does not have to turn into an infinite reality. Pupils’ lives should not be caged in a vapid the Truman Show. And students should not fall into the trap of dramatizing existence by posing as actors who play out their lives instead of being their authors. If everything becomes a show, even the bullying against the teachers turns into props. Take the case that occurred in a high school in Alexandria. A disabled teacher she was targeted by a dozen students who first tied her to the chair and then kicked the chair itself, all amid mocking laughter and shouts. The students were sanctioned with a suspension measure, subsequently commuted to “socially useful work”, consisting of cleaning the classrooms during breaks. Too little. For a behavior from Penal Code there rejection it would have been a more adequate sanction to bring the hooligans into line. On this front we are for the “zero tolerance”, which should not be limited to the violent behavior of young people but should extend to the overbearing and arrogant attitudes of parents who are increasingly intruding inappropriately into the teacher-student relationship. Who lives at South well aware of the reality offree zonesof lawlessness, where not even the school is exempt from responding to a logic of oppression that is unacceptable in a barely civil context. Cases of teachers being beaten by parents are commonplace, because they are found guilty of having reprimanded their “innocent” children. It does not work this way. A law that specifically sanctioned violence against teachers in the exercise of their duties would be a good signal for the restoration of the secular sacredness of the school institution and of the pedagogical function of the teacher in the formation of the personality of the young person.

On the teaching methodology something must be said that will make the many progressives who populate the world of education jump out of their seats. It is right that school teaches reflection, but it must remain a place of transfer of knowledge. And as hard as it is to hear, knowledge is notion. Yes, the reviled notionism struck and sunk by 1968 sociology. But what does a company called upon to be competitive in a globalized world do with a group of young people who criticize everything without possessing solid cognitive factors for investigating reality? Nothing. Worse: when it doesn’t generate monsters, it gives birth in industrial quantities to idiots with a know-it-all attitude. Learning must remain the keyword of educational stage. No one more than us can support the importance of developing in the young the exercise of critical thinking and the acquisition of interpretative categories functional to the understanding of reality. But this faculty cannot be separated from the necessary relationship of logical concatenation with the preparatory phase of learning, even mnemonic, of theoretical knowledge. A simple test it would help to draw an accurate picture of the degree of learning of the fundamentals in the Italian school. Verify how many of the students know the verses of theNational anthem, beyond the one sung in football stadiums; how many know how to decrypt its political-ideal meaning; those who know the authors of the text and the music of the hymn and know how to date it historically and illustrate the context in which it was composed. L’test outcome it will disappoint you, but it will not surprise you. For decades, learning in progressive schools (particularly in the upper secondary cycle) has been traveling along two main lines connected to research: classical experimental research (hypothetical-deductive method) and action-research (participatory heuristic method). . The first one tends to be addressed to natural sciencesthe second at human sciences. The methodological tool of action research is used to direct students to understand the complexity of systems conditioned by human intervention and to become aware of the fluidity of design hypotheses. If the aim of experimental research is the understanding of reality, the aim of action research is the change that can concern people, relationships, the context. The heuristic process it relies on intuition and the temporary – and relative – state of circumstances in order to generate new knowledge. However, this methodology has important contraindications, starting with the denial of the detachment that the researcher should experience from the reality being studied. It follows that, lacking sufficient information to form an autonomous judgment on the facts being studied, the student ends up assimilating knowledge mediated from the subjective point of view, sometimes partisan, of the teacher. It is through the use of this method that the school has turned into a brain laundry for the use of politically correct.

Progressives have been clever in criminalizing fact learning by purposely hiding its revolutionary significance. Those who “know” will go further than those who overspeak it lacking solid theoretical foundations. Specifically, it’s right to ask that school go back to being concepts, rules and discipline? Yes it is. And we are not ashamed of it. We don’t need that left shake the bogeyman’sauthoritarianismrather we are concerned that the school should once again be authoritative. Only in this way can it be free and, with it, the young people who have lived it will be able to apply to participate in that better humanity of which both the future of the nation as much as his here I’m they desperately need.

The right and the school we want back