Educating as a social principle: inclusion, emotions and skills


The ability to project education and its nature seems to be more a fantasy game rather than a pedagogical necessity. Looking beyond the present or the near future, heading towards that horizon of aconian memory, appears a planning necessity and a real social requirement. The need to determine and to exert all the objectives of an educational governance which has the faculty to trace and translate the “good intentions” as outlined in the Italian Reform of the “Good School”, is a must, as a pedagogical and didactic principle; it becomes even more necessary in the face of the increasing demand of scholastic autonomy; it is also necessary for a flexibile regulated offer which is avant-garde, and is based on the continuous training of teachers, in compliance with digital citizenship and perspectives. According to these aspects, “to learn in order to teach” is essential, where “to learn” is not limited to the singular sphere of our knowledge, but broadens out into an integral and holistic vision of society and of its continuous evolution.