Francis Codello
education systems in the first world companies are forming new parties. Suited to the needs of the new economy and the international division of labor. Learning needs to be fragmented as necessary and useful. A process that leads to the formation of a mind duttile, elastica, flessibile priva però di valori di riferimento e assoggettata a una funzione di dominio e potere che si regge sul proprio sull'assenza di principi come la libertà e la diversità. Insomma, sta nascendo un nuovo dominio basato sulla centralità e sull'importanza della formazione strutturale dell'uomo. Questa è la riflessione che propone Francesco Codello, dirigente scolastico a Treviso e studioso dei problemi dell'educazione
Chiunque si accinga a riflettere sulla personalità infantile non può che constatare come progressivamente, ma decisamente, i ragazzi abbiano ormai uno sviluppo precoce di tutte le abilità cognitive. Bambini e ragazzi di entrambi i sessi, infatti, presentano una distinct sphere of rational and logical maturation of their personalities that primarily involves the cognitive and intellectual. This incontrovertible fact emerges clearly from all the analysis, observations and studies the psychological, educational, social, which have been published in recent years, but also systematic observation that parents and teachers do every day in different educational contexts.
The intellectualization of personality development is now an indisputable fact which shows a drop early and in advance of the age in which every child develops intellectual performance. All of the social organization of childhood revolves around this setting: early schooling to the age of three years, organization of leisure time marked by an 'enrichment of educational opportunities' invasion of audio-visual compelling enough to cause widespread poisoning Technology [l] determined set of educational programs and curricula in cognitive-sense efficiency-and the fragmented nature of the systematic ways of teaching and research of organizational models of education that meet the criteria of productivity, organization as a whole school of knowledge marked by a logic-economistic industrial philosophy of time as an opportunity for accumulation of knowledge and experience intellectual, lack of space and time in which there is no presence organized by adults, in fact radical expulsion from every experience of practical training, manuals and body; progressive transformation of the family from place dedicated to education (authoritarian) to the nucleus of assimilation and consumption.
This framework inevitably produces the birth of children to a dimension, the cognitive-intellectual note, contributing significantly to the formation of personality and totally imbalanced sectoral completely contradicts libertarian every assumption about development of the personality. Also
trends are set to fall dramatically over another strong characteristic of the libertarian conception of education, namely the development individual autonomy which is the essential element of freedom.
fact we can see that children are increasingly distanced from their own autonomous personality, an individual from being in the world, a conscious detachment from the existential and standardization. This manifests itself in various ways, such as the extension of the stay at home until older ages, the loss of skills and basic skills, in reliance on certain behavior patterns and not from the family but increasingly from the group, or better the 'flock' [2], in a growing and frightening increase of relational problems from an early age that replace those with cognitive.
This anticipation of cognitive development together with the gradual exclusion of other aspects of personality as one-dimensional individuals who fit well but in the socio economic and cultural development of post-industrial countries of the north and the capitalist West. The process of globalization, which is nothing if not a new cultural feudalism, is based precisely on the conditions of the international division of labor logical consequence of the primacy of intellectual knowledge about the operation.
learning of learning
era of access [3] the development of the education system can not be in Paesi dominanti, che indirizzato e coerente con la logica sistemica generale della parcellizzazione delle conoscenze, la specializzazione spinta e la mancanza della produzione e della capacità di un pensiero di massa che sia «globale» [4]. Al contempo all'interno di questi Paesi l'apprendimento viene sempre più visto, non solo come necessariamente e utilmente parcellizzato, ma anche come «apprendimento dell'apprendere». La meta-cognizione quindi costituisce l'elemento fondante dell'intero sistema psico-pedagogico strumentale allo sviluppo della società in termini di globalizzazione. Questo fatto, di per sé interessante ed essenziale in una logica libertaria, diventa all'interno dell'intero sistema generale, un'abilità logica raffinata sulla quale selezionare le intelligenze e le conoscenze della nuova classe intellettuale che dirige e sposta, dispone e ipotizza, il lavoro intellettuale dei Paesi ricchi, creando così un nuovo e più sottile sistema di selezione [5].
Il pensiero unico che accompagna la globalizzazione del sistema mondiale costituisce l'inevitabile corollario dell'unicità dei valori dominanti, del trionfo del post-capitalismo e della nuova rivoluzione internazionale che fonda il nuovo feudalesimo culturale. Questo pensiero fondato esclusivamente sull'esperienza cognitiva e intellettuale domina nelle società privilegiate e si trasforma in quelle dell'esclusione in pensiero unico fondato sull'esperienza manuale e/o corporea. Il sistema presented here of course is reflected in the same way even within individual companies, however, reproducing a pattern of class division that is also based on geo-environmental variable. Anything but a secondary element analyzed by Pyotr Kropotkin and Eliseo Reclus. The two anarchist thinkers have shown how the hierarchical division of labor and the formation of social classes depend considerably by environmental discrimination, namely that the geographical marginal, compared to a center, produces a new and more subtle differentiation and determines a further division based on geographic location. An employee of a rich country earns much more and will ensure a better quality of life of a colleague of equal or greater than a poor country.
The same teacher's role is modified by this process, producing a radical shift of its social functions. The school, by virtue of early schooling, increasingly becomes a total institution par excellence, increasingly taking on the role of container exclusively educational process. The logical framework on which the institution plays in all-school associations in charge of giving content to the time of children and young people. The dominant and typical experience is resolved in the abstract and intellectual learning in school, in the space of consumption and use of knowledge and concepts, in oneness and segmentation development of personality.
From this unique approach are born and amplify the personality disorders, the relational and logical dissociations who now represent the everyday life and the rule in all social contexts of young people.
The teacher, the educator, therefore, becomes more and more specific technical discipline, unable and unequipped to deal with social problems that children manifest, that families produce globalized.
has completely lost its social function or to select new leadership or critical consciousness, intellectual fragmented society.
The knowledge economy
School should form the "human resources", which, as recognized and defined as such, is deemed to be other "resources" and thus acquires the same value as the benchmark fell from machine intelligence to the capital to play around what his future [6]. As Jeremy Rifkin points out rightly
[7] the economy is now knowledge-based economy in the sense that it becomes the main resource of the new economy, companies made increasingly virtual, in which the increased production of wealth through the end of exclusive oppressive and manual work (for the part of the dominant societies). That (contrary to what supporters of the optimists virtù dello sviluppo tecnologico [8], che pure ci sono) porta in una società classista in un mondo feudalizzato, alla formazione di una nuova alienazione di cui l'esempio più sconcertante è costituito proprio dal bambino e dal ragazzo a una dimensione.
La risorsa intellettuale, da una parte, e quella manuale, dall'altra, sono ormai strumenti al servizio della redditività del potere di una nuova classe intellettuale di proprietari immateriali [9]. Inoltre occorre tener presente che le conoscenze cambiano e raddoppiano circa ogni cinque anni producendo un frenetico tempo di consumo del sapere e pertanto soltanto chi possiede una capacità meta-cognitiva è in grado di pensarsi o come dominatore o come contestatore.
This knowledge then becomes the exclusive vehicle and tool for the privilege of training: master and market intelligence, ie the "knowledge-able," "able to know." In other words go beyond acquiring knowledge of a methodological framework that allows learning to learn, resulting in the formation of a mind supple and elastic, 'flexible' but no reference values \u200b\u200band subject to a function of dominance and power that holds its own lack of principles such as freedom and diversity.
short, a new domain is formed based on the centrality and importance of training the man to a structural dimension, quella della razionalità del sistema, sottile e profonda, tanto da mutare anche le strutture della formazione del pensiero (basti pensare al ruolo della formazione iconica e delle immagini nel processo di modificazione della percezione e dell'assimilazione).
Vale la pena sottolineare come questo impianto sociale produca, accanto a quanto esaminato, anche sul piano dei valori l'affermarsi del valore della tolleranza, che diventa indispensabile perché ideologicamente tutto si tenga, vale a dire l'accettazione passiva dell'altro. Non certamente la solidarietà, che implica esattamente il contrario della passività. Ed è quello che invece ai libertari interessa.
Francesco Codello , Treviso, in January 2001
references
1. John Naisbitt, High tech and human relations , Franco Angeli, Milano, 2000
2. Judith Rich Harris, not the fault of parents , Mondadori, Milano, 1999
3. Jeremy Rifkin, The Age of Access , Mondadori, Milano, 2000
4. Thomas L. Friedman, The roots of the future , Mondadori, Milano, 2000
5. Jeremy Rifkin, The End of Work , Baldini & Castoldi, Milano, 1995
6. Riccardo Petrella, Education and training: the five traps in Libertarian , n.2/2000
7. Jeremy Rifkin, The Age of Access , op.cit.
8. Thomas L. Friedman, The roots of the future , op.cit.
9. Kevin Bales, The new slaves , Feltrinelli, Milano, 1999
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n.1/2001
is reproduced here courtesy of the author.
Link: http://web.ticino.com/giovannigalli/codello.htm
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