There are several problems, in my view, in the Italian school originated from multiple substantive reasons: the school lacks an organizational infrastructure and pedagogical training to further cognitive and rational knowledge of the student.
The reasons for these shortcomings are not only due to insufficient financing of this institution but also to a distorted vision of the concept of "education" and training process.
begin, then, by asking ourselves: what does education mean?
Education is the process that leads a person to form since his early age, intellectually, morally and mentally in order to acquaint them with the principles that govern the world in its being and in his pride that is the essence of reality.
At every moment the world around us is driven by several events that interact in complex ways: it is our cultural background and cognitive development that enables us to interpret what happens around us in a way appropriate to the needs and quotas in the future by so that our rational capacity, emotional and intuitive, inherent in us, is headed in the right way according to the situation that we have before us.
E 'in this sense that a young boy must be followed in the process of learning and training.
But if that's the meaning of our need for learning, the school, there seems to be moving in this direction? The answer, in my opinion, is clearly negative.
The truth is that finding a correct logical path, clear and esautistivo in everything is not always easy and it is very tiring especially intellectually: So often we prefer to focus on the fact that without thinking about it.
The main problem of the Italian school is that this defect is repeated too many times with the result that often the young has a culture that at the end of the process is purely notional and manages school menmonica: this is very negative for the person because that is not equipped to properly handle the reality, both because, as the human brain is structured, the information is not organized in a logical way and not related to others already present in the brain are removed over time.
The result, then, is to create in the brain a disorganized storage of information from which you can not get easily interpreted data or by means of inductive or deductive processes: they are not, that is, put to the real potential of the individual is from the standpoint of rational intuitive.
Unfortunately, this incorrect way of teaching, in general, not just the fault of bad teachers, but even the publishers who publish books for schools not using adequate means for learning and reflection. In addition, the pedagogy seems to have given today is not yet due importance to the above.
It is no accident, for example, that the Italian students, when compared with those of other European countries, resulting from a recent research does not sufficiently prepared in the subjects although among those who study for longer hours on average per day.
But there are other problems in the Italian school: first there is no valid selection of teachers and no merit-based system that rewards them based on their ability to educate students or there is no control system potential abuses of power teacher for the pupils.
The primary and secondary schools give too much prominence to the study of literary subjects and much less on basic science subjects, which are essential to form, from an early age, the boy's mind on the key concepts of physics, mathematics, chemistry, ...
Moreover, even in literature is disproportionately weighted in the teaching of Italian literary works than the rest of the world as if foreign authors have not given any thought to the unique and significant contribution of our civilization.
The school is also in pursuit of its educational function is not taking into account the particularly delicate moment the life of a young boy in which it operates: the period of adolescence, in fact, is a particularly difficult and tumultuous growth of a young man.
Ritendo that the main psychological problems that can arise in a person, born in large part because it is in its adolescence, this period is the discovery of sexuality and the affirmation of the individual in society. In this sense, I believe we need, to train the boy also from a psychological point of view of giving them the basic tools for understanding the operation of the psyche in order to understand his psyche, and any difficulties with more clarity.
For the university, I believe that for many first five years of study may be too few to make a good doctor. Even at university, in fact, many concepts are discussed in a too superficial or only notional and there is hardly any practical training on the object of study. To improve the current situation, therefore, would be necessary to lengthen the period of university study.
Since I frutrante delay even for a student entry into the world of work should be shortened to a couple of years the duration of the school in order to extend for another two years to prepare entering university placements and laboratory reflection on the concepts of most neglected and viewed in a superficial way (often they also relate the concepts and the scientific discoveries of the 'last decade).
Finally I would add some thoughts on the policies adopted at national and transnational education: the growing industrial competition is supporting the various governments, particularly in emerging countries, particularly to establish selective schools that should be specially trained graduates go out and potentially more likely to technological innovation and scientific progress.
I believe that this policy is correct only for those developing countries that have a very large population and low income state because this is the only way to sustain research and innovation in that country.
I do not think, however, that in general is the best approach: a significant discovery you never know who may be born, especially if this is very important from scientific point of view this is due to the fact that too many contributing causes and too many situations, not least its creative and intuitive person much more difficult to measure than is the rational capacity and the ability to learn even more closely linked to academic performance.
In this sense a more general education of the population, in my opinion, brings better results in terms of scientific innovation (if the institution education does not suffer from the problems of the Italian school, mentioned above).
In my opinion, therefore, developed countries will still be able to compete along with the Asian giants like China and India only reorganize the school system in order to maximize the formation of the student according to modern educational criteria.
The reasons for these shortcomings are not only due to insufficient financing of this institution but also to a distorted vision of the concept of "education" and training process.
begin, then, by asking ourselves: what does education mean?
Education is the process that leads a person to form since his early age, intellectually, morally and mentally in order to acquaint them with the principles that govern the world in its being and in his pride that is the essence of reality.
At every moment the world around us is driven by several events that interact in complex ways: it is our cultural background and cognitive development that enables us to interpret what happens around us in a way appropriate to the needs and quotas in the future by so that our rational capacity, emotional and intuitive, inherent in us, is headed in the right way according to the situation that we have before us.
E 'in this sense that a young boy must be followed in the process of learning and training.
But if that's the meaning of our need for learning, the school, there seems to be moving in this direction? The answer, in my opinion, is clearly negative.
The truth is that finding a correct logical path, clear and esautistivo in everything is not always easy and it is very tiring especially intellectually: So often we prefer to focus on the fact that without thinking about it.
The main problem of the Italian school is that this defect is repeated too many times with the result that often the young has a culture that at the end of the process is purely notional and manages school menmonica: this is very negative for the person because that is not equipped to properly handle the reality, both because, as the human brain is structured, the information is not organized in a logical way and not related to others already present in the brain are removed over time.
The result, then, is to create in the brain a disorganized storage of information from which you can not get easily interpreted data or by means of inductive or deductive processes: they are not, that is, put to the real potential of the individual is from the standpoint of rational intuitive.
Unfortunately, this incorrect way of teaching, in general, not just the fault of bad teachers, but even the publishers who publish books for schools not using adequate means for learning and reflection. In addition, the pedagogy seems to have given today is not yet due importance to the above.
It is no accident, for example, that the Italian students, when compared with those of other European countries, resulting from a recent research does not sufficiently prepared in the subjects although among those who study for longer hours on average per day.
But there are other problems in the Italian school: first there is no valid selection of teachers and no merit-based system that rewards them based on their ability to educate students or there is no control system potential abuses of power teacher for the pupils.
The primary and secondary schools give too much prominence to the study of literary subjects and much less on basic science subjects, which are essential to form, from an early age, the boy's mind on the key concepts of physics, mathematics, chemistry, ...
Moreover, even in literature is disproportionately weighted in the teaching of Italian literary works than the rest of the world as if foreign authors have not given any thought to the unique and significant contribution of our civilization.
The school is also in pursuit of its educational function is not taking into account the particularly delicate moment the life of a young boy in which it operates: the period of adolescence, in fact, is a particularly difficult and tumultuous growth of a young man.
Ritendo that the main psychological problems that can arise in a person, born in large part because it is in its adolescence, this period is the discovery of sexuality and the affirmation of the individual in society. In this sense, I believe we need, to train the boy also from a psychological point of view of giving them the basic tools for understanding the operation of the psyche in order to understand his psyche, and any difficulties with more clarity.
For the university, I believe that for many first five years of study may be too few to make a good doctor. Even at university, in fact, many concepts are discussed in a too superficial or only notional and there is hardly any practical training on the object of study. To improve the current situation, therefore, would be necessary to lengthen the period of university study.
Since I frutrante delay even for a student entry into the world of work should be shortened to a couple of years the duration of the school in order to extend for another two years to prepare entering university placements and laboratory reflection on the concepts of most neglected and viewed in a superficial way (often they also relate the concepts and the scientific discoveries of the 'last decade).
Finally I would add some thoughts on the policies adopted at national and transnational education: the growing industrial competition is supporting the various governments, particularly in emerging countries, particularly to establish selective schools that should be specially trained graduates go out and potentially more likely to technological innovation and scientific progress.
I believe that this policy is correct only for those developing countries that have a very large population and low income state because this is the only way to sustain research and innovation in that country.
I do not think, however, that in general is the best approach: a significant discovery you never know who may be born, especially if this is very important from scientific point of view this is due to the fact that too many contributing causes and too many situations, not least its creative and intuitive person much more difficult to measure than is the rational capacity and the ability to learn even more closely linked to academic performance.
In this sense a more general education of the population, in my opinion, brings better results in terms of scientific innovation (if the institution education does not suffer from the problems of the Italian school, mentioned above).
In my opinion, therefore, developed countries will still be able to compete along with the Asian giants like China and India only reorganize the school system in order to maximize the formation of the student according to modern educational criteria.
0 comments:
Post a Comment