History, geography and philosophy: a triad to revive school and study

Given my experience as a teacher in all levels of education, I suggest notations that belong to me. First of all, it would be very essential to strengthen the study of History and associate Geography, a very neglected but fundamental subject. Geography in a broad sense, giving a vision of the world that without geography is inconceivable, associating history with geography makes one understand objectively many choices, many events. At the same time, notions of philosophy must be introduced in all school orders, everyone, everyone, even the professional ones, a minimum of logical knowledge. Sometimes one gets the impression that there is no capacity for a coherent conception of discourse from premise to conclusion.

Philosophy is essential in schools

Nothing worrying, distressing, philosophy is not a rabid beast. I would also add notions of Sociology, essential principles, relationships between production systems and the advancement of technologies, employment, international trade, struggle for markets … The teacher who loves to know knows how to make people love what he loves, and love takes away the effort rather pushes passion to the extreme. Enthusiasm is the essence of knowledge. And of life. We need to re-establish the enthusiasm. Very fundamental: enhancing the history of art: we are an aesthetic continent, we have even transformed religion into aesthetics, Catholicism is an aesthetic religion, Protestant Christianity circumscribes aesthetics especially to music.

Study as a disposition to joy

I do not devalue other religions, but like Greece, Rome, Catholicism and Christianity there is no aesthetic condensation in any other civilization. This is Europe and Italy in particular. We must find who we have been, otherwise we rely on the future whatever it is , the future whatever it is as the future: to become as if we miss the train if we don’t get on. It would be the defeat of civilizations. It’s happening, the tremor of not being modern, futuristic, but traditionalist. When the “left” understood that the proletariat was no longer an alternative class to the bourgeoisie, it expanded to civil rights. But understanding them as the annihilation of the historical past and of every tradition, alimentary, sexual, demographic, advancing in decay. With a social base between the recollection, the irregular and the globalistic.

A serious school that if it makes you love learning is not burdensome, far from it. Studying is joy, the teacher should become a teacher because he feels this disposition. My first experience as a lecturer in History and Philosophy at the Lyceums proves it. We finished the Philosophy program in four months, I did not know the terms of the period but it was such a push from me and the boys that we burned the times and did not know what to do next. In China I have seen children at the study table with absolute concentration and families devote themselves sacredly to their student children. School saves a society.

The left has destroyed the school

Amor patrio, the great, immense Italy, amazes the more you know it, the more you love it, the better you know it; and knowing it and loving it you defend it, and by defending it we will save ourselves, we will save the greatest aesthetic heritage in the world. Why give it to others? Why make us interchangeable: this people or another on our soil, equal are we? It could happen. It could happen. The trend of past governments and of the “cosmopolitan” mentality (think: this is the reproach that Antonio Gramsci, a communist of other times made against Italian writers) was flooding us. Not anything appreciable from this left. Having no social reference, it wanders between sexual, alimentary, ethnic irregularities and the domination of amorphous, transgenic, transnational large capital. There is no left-wing culture, there is a move towards dissolution that is considered “change”. But it’s not that changing is always the best.

Freedom and quality

At the Jesuits, teachers of education, we played roles in class: Augustus and Caesar, and we changed roles according to the victory in the school competition. It is not to be considered antagonism, to dominate the other, rather to improve oneself, to elevate oneself. Without slouching in regressive egalitarianism, equal in devaluation, to content the collective nothingness. Live to the last breath, out of love not out of breathlessness. Knowledge is love, for the Greeks, that is, for humanity. If we were able to establish a relationship between the intellectual and the social base, we would have the possibility of escaping the disorder, the organic intellectual is fundamental, it is not the intellectual who receives the orders of the party. Purposes obviously felt by the intellectual as their own, not imposed, not carried out. Today a reference is very difficult, the intellectual is alone, he defends values ​​but has no social following. For example, the rehumanization of man, very fundamental, by whom is it accepted, understood? Which class, which class, which category, which party perceives it? This is the drama of our historical moment.

The uncertain future

We must take an example from the intellectuals of the aristocracy, from the intellectuals of the bourgeoisie: to debate at the highest level and even if in a broken society to establish essential points of defense and implementation. In full subjective freedom in the vicinity of shared objective evaluations. The proletariat that presented itself as an alternative class no longer has this alternative capacity, the bourgeoisie must re-associate freedom with quality. The dissociation between freedom and quality (aristocracy of the spirit) is the bane of humanity. Europe goes to the future at random, the only identifying character is the transgenic in each territory. The abyss. Which class, which class are still attached to humanization, to the historical past not against the future but against the dehumanizing future? Be aware of our aims, the horror of the transgenic and the historical / demographic explant. May these be our goals. Greece, Rome, cultural, aesthetic, individual Catholicism, critical freedom. Quality. However, each one makes his contribution according to the star he sees or dreams.

History, geography and philosophy: a triad to revive school and study – Century of Italy