The high school diploma reflects the school’s identity crisis

Education Minister Patrizio Bianchi has announced a massive intervention for compulsory digital training courses for all teachers. At the same time, astronomer Clifford Stoll, one of the pioneers of artificial intelligence – who became a high-tech heretic – said that education has little to do with computer skills and that “school is too important to be handed over to neo-fanatics technologies and the models of the people they build. ”The latest high school diplomas can be read in the light of this dichotomy, which hides cutting-edge paradoxes at the bottom of the crisis in the teaching profession on the one hand and the so-called“ Educational Emergency ”on the other. For decades, high school students have cognitively and emotionally expressed the anthropological novelty of the state as a digital native. sequential nature to which the adult world continues to entrust the transfer of knowledge.The school knows that it can not provide young people with valid tools that can strengthen there es specific cognition, and students know that they can not combine much with the argumentative structure of interpretation of reality that the school provides, as the new generations belong to a regulated society. structure from a visual semantics that proposes observational logics as opposed to those expressed by sequential thinking and by the visions of the world reflected in it. Not only that, but by digitizing itself, the school provides that digital natives can constantly produce answers in the face of a poor elaboration of concepts, a phenomenon associated with the media breeding they have received, exposed as they have been to hundreds of hours of answers alone (from the media) to questions that their psyche was absolutely unable to formulate. Digitization goes hand in hand with the binarization of the observation of reality, a sleek and instrumental attitude that proves to be in line with the dizzying rhythms of social acceleration, where young people learn only to say yes or no, unable to problematize internalization. the social unconscious, declaring itself only for or against this or that event, without anticipating more articulate scenarios in which the causes of the heart can balance the mind. The philosopher Umberto Galimberti argued polemically that “in school, subjects are no longer discussed in the classroom, with which instead the subjectivity of the person would emerge. Understanding of the written text is done, which is a performance. You go to see if a boy has a language competency, but who this student is, no one cares anymore. (…) By proposing ministerial programs, the school makes the majority of teachers believe that education is nothing more than a derivative of education ». This is not at all the case because education means identifying the specific intelligence of individuals, taking care of their state of uniqueness. No one does, with the youthful identity transformed into a tangle of unmixed visions and perspectives, between exceptionalism and discomfort, between “stupor mundi” and shame, between displayed uniqueness and consuming mimetic needs. The question assumes a special value for anyone trying to observe contemporary societies based on the psychological paradox that crosses them; indeed, some epoch-making processes tend to limit or deny the right to subjectivity, but precisely because contemporary societies appear extremely individualized, individuals’ need to deal with their “personal identity” (who they are and how they wish to be perceived) is constant . reappears. Adolescence is a phase of social training that culminates in the fact that relationships with others are given a minimal role, in the wake of the hyperindividualization of life processes that makes one live with anguish the risk of dissolution of the social context. Conversely, the search for one’s personal identity brings the fear rather that the self – perception, in light of the growing improbability of the various social roles one can adapt to, can fragment. The school finds it difficult to intercept these needs that arise from the process of socialization in a complex society, with the same maturity examination reflecting a socialization dynamic that is largely decided by bodies other than the school. The philosopher Massimo Cacciari maintains that “the current high school diploma is nonsense, while the exam of the past was also a useful test for the character because it forced one to a certain discipline”. If the ultimate goal of the school remains each student’s expressive unique character, without “shaping the grade”, the transferred knowledge will still have to be of service to the individual existence, but if the concept becomes the ultimate purpose and the profit marks the criterion of performance to measure it – in complete neglect of any psycho-relational dimension – the school path will change into an expected internship for exclusion, first from one’s vocation and then from the social context in which one can in vain regain the missing links in one’s. identification. Faced with the new characteristics of mass society in the digital age, the school path does not seem equipped to prevent young people from experiencing the illusion of freedom, given that everyone gets the same world to consume and the same experiences to be. consumed to live, perfectly codified in their meaning to adapt to being on the world stage.

* Sociologist of deviance and social change

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