Enhancement of skills and prevention of early school leaving: the instrumental function of didactic action in the school of complexity


The paper examines the main causes of educational poverty (economic crisis, inadequate redistribution of wealth, quality of education and training, personal choices); the social effects that can derive from the emulation of models in which the logic of “everything and now” prevails and the role of the teacher in preventing the phenomena of abandonment, with particular reference to the ability to transmit and enhance skills and the way of thinking, designing and implementing the training offer. The object of analysis are: the individual and his capacity of self-determination; the social influence exercised by welfare models in which the “culture of image” prevails and the role of education in the definition of educational policies oriented to the understanding of the instrumental value of knowledge (lifelong learning). The paper offers a few considerations for build other ways of understanding education. Particular attention is paid to the study of issues useful for the development of pedagogical models and effective teaching practices that allow to contrast the phenomenon of early school leaving.