The paper aims to reflect on the issue of autonomy concerning the state of health of the Italian school and its training and educational potential. From a non-positive balance of the autonomic option and its application to educational practice, the article will identify an alternative way to give back to the Italian school its central role. This role would allow the school to be the engine of human learning and education, creator of critical minds, maker of culture, of so-called Latin “curiositas”, and Greek “paideia”, all concepts so far from any subjugation to technified and ornamental visions of learning, training, and education.

Oltre l’autonomia autoreferenziale. La dimensione culturale della scuola e della formazione

Bruni Elsa Maria
2020-01-01

Abstract

The paper aims to reflect on the issue of autonomy concerning the state of health of the Italian school and its training and educational potential. From a non-positive balance of the autonomic option and its application to educational practice, the article will identify an alternative way to give back to the Italian school its central role. This role would allow the school to be the engine of human learning and education, creator of critical minds, maker of culture, of so-called Latin “curiositas”, and Greek “paideia”, all concepts so far from any subjugation to technified and ornamental visions of learning, training, and education.
File in questo prodotto:
File Dimensione Formato  
NsRicerca-10-2020 BRUNI.pdf

accesso aperto

Descrizione: Articolo in rivista
Tipologia: PDF editoriale
Dimensione 1.06 MB
Formato Adobe PDF
1.06 MB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11564/726004
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact