“Dear professors, this is not the case. But we can build a better school together “

Dear Leader,

does it give me as a student and, if nothing else, many other peers of mine the opportunity to think about a school system that is now anachronistic? Allow me to criticize the school today, to imagine someone who is of current value, that is, who teaches students how to deal with today’s problems. If we want a modern school, we must invest in teachers, school facilities and activities, because by doing so, we would invest in the future of our society.

At the bottom of the growth process for us kids is there the relationship with the professors: it is therefore essential to have a fair and happy relationship between the young person and the adult who follows the principles of respect and equality. It is necessary that many programs is reduced and better constructed. It will not be a better society that judges people based on the amount of knowledge, but one that seeks out and protects individuals with intellectual autonomy. It is necessary to reduce the importance of the evaluative aspect. Evaluations have an educational value if a means of stimulating engagement and make young people aware of their knowledge; on the contrary, they become the source of discomfort if they are perceived as the ultimate goal of the study, do not allow the development of a sincere confrontation between students and professors, force children to live school life with anxiety and do not allow them to really burn for the subjects.


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The school is also a building that we children must perceive as a place of growth, gathering and hospitality. Must invest financially in laboratories and technological equipment, in particular by technical and professional institutes; in gyms and playgrounds, as sports activities contribute to psychophysical health, and for many children it represents a passion that the school should encourage; Finally, it is necessary to invest in the creation and redevelopment of spaces dedicated to socializing, both inside and outside school buildings. Schools must make use of the services that the area offers: It is no longer relevant to continue to think about teaching that is strictly linked to the classrooms in a building.

Let me imagine, dear leader, facilities open all day from morning to evening, where we students can meet in the afternoon, and which we can use independently, to become aware of our responsibilities and to demand the right to a secular place that can function as a social aggregator. It is time to look at the educational institution as a means of training for those who are to be the protagonists in the near future, so the state should invest in primary schools so that everyone can have access to effective education. The school will be up-to-date if it helps young people find a job through ongoing collaborations with suitable universities, institutions and work and cultural centers, and not sporadically only adapt to a school-work system that thus structured does not make sense. .


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Allow me to tell you, dear principal, not to fear that all these proposals have the power to reset the mere didactic value of the realities of the school; on the other hand let me hope they have the strength to transform the school into a reality capable of investing in the passions of today’s young people. So it is with extreme passion for the future and without resentment towards anyone that … I accuse many professors of placing themselves on a level of superiority towards the students. It is not by punishing the student that one can hope to change his behavior. I accuse many professors of having as their only concern the completion of the educations and obtaining grades, for not taking into account the children’s afternoon activities, not to treat all their students equally, not to make use of the whole evaluation scale, to create a climate of tension in the classrooms, not to be able to understand the interests and needs of the new generations. In the end, I accuse many professors of having lost sight of the ultimate goal of their profession, of having forgotten the enormous social power they have in their hands, and of having allowed the collapse of the institution of which they are the main representatives.

I accuse the political ruling class of has never shown a real interest in education, but even more seriously that he never showed any interest in us young people. It is not by continuing to change the matriculation exam that the problems affecting the school will be solved; an exam, which i.a. should be definitively rethought as it forces students, within months, to prepare for university exams or start applying for jobs, to review topics already examined to obtain a diploma that should have already been confirmed by last ballot paper. Again, I accuse the political ruling class of having divested in teachers and Ata staff, reduction of wages and not financing of adequate refresher courses. We need a reform that allocates resources to invest in teaching staff and school structures, and that is about improving programs and evaluation systems. I accuse public opinion of no longer having respect for the role of public servant that professors perform as a result of the devaluation of one of the roles on the basis of a democratic society. In the end, I accuse politicians of constantly making propaganda about us young people and about education, using empty words, unable to present an idea of ​​school that is social and current.

And finally, I blame us guys for not being able to clearly articulate our requests, to form a common front to defend what we have most valuable, the school. I accuse us children because it is superficial to state those around us as responsible for all the problems, without examining our behavior with an equally serious look, without first having carried out a precise self-criticism. But we can say that although we are not completely exempt from this study of conscience, the balance of the harm suffered by the inefficiency of others legitimizes us to express severe judgments.

In conclusion, I allow myself to publish this letter; and to refer it to as many as possible; and to dedicate it to those who measure their actions on the basis of their deep, intimate, and true happiness: how is it possible to feel happy if one does not do good, if one does not leave posterity something noble to be remembered for? Those who act out of their own miserable self-interest, I think, will never be happy.

Please receive, dear principal, the assurance of my deepest respect.

The author is a student at Tasso High School in Rome

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