School, teacher education determine the fate of the country

The front page of teacher education has opened up. Farthest last.

The intentions and the words, though Minister Patrizio Bianchi, seems solid, what will be the reality we want to see. When a pillar like school is involved, solemn affirmations and accelerations are not desirable interlocutors.

However, there are two securities.

The first is that the school is not able to take society on its shoulders, but the latter is deaf and struggles to understand it.

The second is that teacher education is closely linked to the fate of the country, because the individual is formed in the classrooms and helps to build community, for a reason that we never consider to be enough. School is the first area of ​​social life that the child encounters on his way. If there are eyes that are able to look at those places, the universe can change.

The training must focus on understanding of the lifestyle of children and young peoplemaking it possible for those who work with them, as far as possible, to understand the implicit finalisms of their behavior, because in social life it is easier to see them.

To make the concept clearer, let’s go back 21 years.

In February 2001, a 17-year-old boy killed the 16-year-old classmate who had left him and cut her carotid artery with a knife. It happened in front of the institute they were attending, seen by some comrades.

The editor of a weekly magazine asked me for a reflection on the story, I tried to figure it out thoroughly, and also messed with the statements from the boy’s family and his classmates. On the one hand, the mother who defined her son as a quiet boy, on the other hand, his companions who drew a more complex portrait of him, characterized by restlessness.

Maybe they were fine, but the classmates and teachers had an advantage, they went the student to school, in a social situation, while the mother saw him in a limited context, mostly alone, in his small room.

What we said before is now becoming clearer, a proof that social life reveals the features of lifestyle, as a background on which our figure is projected, exalts itself, and becomes readable on the outside. The school is the first social gate that the child crosses. Expensive because it can strengthen the quality and correct mistakes, thanks to the car no longer being stopped by the dealer, but moving on the roads. He sees it working.

The school is the first outer eye that will look at the child in a systematic way, training should help him train that gaze. What happens at the checkpoint where family and school meet is exactly what determines the fate of a country, each of us knows well, even if it is only instinctively.

Almost everyone remembers the first day of school, the moment mom handed us over and strangers we could trust. Even then, they “knew” that something strong was happening in our existence. The family, society as a whole, politics should also know this, for what happens in that interaction, past the gate, will shape the future of all involved. Which is an infinity.

In fact, a huge population grazes around the school. In the meantime almost 8 and a half million students, of which 7.6 million to the public and about 800 thousand to peers. We can assume 15 million parents and 20 million grandparents. Let’s put in a million teachers and different school staff. We add publishers, representatives, booksellers, paper dealers, all companies and all workers who in one capacity or another provide services. I do not consider the more than 200,000 children who go to crèches as another very delicate checkpoint, nor do I consider the 2 million individuals who add college students and university staff.

The school ends up coinciding almost perfectly with the country. To imagine that those who work within it, the true workshop of the company, can stand in peace, that their training may depend on the good will of individuals, the sensitivity of leaders, or random events, means that future generations and those who form the grace of a big lottery effect.

But there is more. Let us imagine looking at a planet with a telescope. After focusing the image with our eyepiece, we can concentrate on the show, however, the satisfaction will only last a few seconds, for soon the star will leave our field of vision.

The reason is simple. Planets move, and so does our Earth.

Likewise, a minor never stops, it is no coincidence that his is called the age of development. Mobility in itself does not affect the lives of adults, which is why there will be a mismatch between a teacher and a student, regardless of their age, for which we are obliged to compensate. In the case of the telescope, we will install a small unit that will follow the movements of the celestial body, while that function in the case of the school can only be performed by a systematic training of the teaching staff, taking into account that with the advent of digital technologies teaches / teaches the body much faster.

However, it will not be enough, as one thinks, to increase children’s and adults’ knowledge of new technologies, because the three-dimensional / virtual dose change affects much more, it invests the very foundation of our humanity, by the way in which it was formed through ” physical “interactions that have been going on for millions of years. We must examine the consequences of these steps in depth, it’s not just about technology, but about a venture that we cannot ask the school to carry out in solitude, for it is mastodon.

The school works on behalf of the company, that’s everyone’s business.

Finally, our children’s lifestyles are formed early and are shaped in particular by environmental stimuli. Well, from a certain point on, the school becomes the predominant environment, for within its walls, the tests are not only didactic, but often existential, starting with the affectivity chapter.

If populated by competent staff, trained with seriousness and constantly updated, school can become a huge buffer of educational errorchange of risky paths, especially at a time when

family is subjected to innumerable hardships, with growing discomfort and incessant ruptures, which increase the greatest fear in children and young people of not being anything and not belonging to anyone.

Every cent invested in a qualified way in the school will be saved in the welfare sector, because the way children and young people will try to respond to that fear will control their lives, it is not a paradox, precisely for the fear of being nothing comes what we see flourishing around us, for better or worse. When we talk about teacher education, we are talking about this, and much more, something about the meaning of being in the world and the way one is there.

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