“He had the tone of someone who, holding a chair at Harvard, has been given a temporary appointment at Massa Lubrense”.
This is the sentence of the journalist Concita De Gregorio, referring to Mario Draghi, who causes so much sensation.
What is wrong with this sentence?
Perhaps it is not truthful, does it not correspond objectively to reality?
Why Massa Lubrense in particular, which is a beautiful town by the sea? This remains a mystery to me; I hope Massa Lubrense’s friends, with their sympathetic sense of irony, typically from Campania, don’t take it too badly!
But unfortunately I have to confirm that the sentence contains some truth: I taught in a hotel institute and I teach in a professional institute, let’s say I have some qualification to speak, if only for the direct experience I have gained.
I don’t want to be indignant because I prefer to understand the reasons that lead to making certain statements rather than just playing the role of the offended.
I said that a certain amount of truth is present in that sentence. If you want to argue in a serious and truthful manner, this aspect cannot be overlooked.
It is undeniable that on average girls and boys who attend a professional institute belong to less well-off and more disadvantaged socio-economic; it is enough to compare with the girls and boys who attend a classical gymnasium to realize this difference. Those who deny this deny the evidence.
And it is a problem that no one has yet managed to solve or tackle, not even the Draghi government with its nondescript Education Minister Bianchi.
It is an important problem because it is clear that the choice of school cannot and must not be influenced by one’s socio-economic conditions, but only by one’s abilities and aspirations, and when this freedom of choice is trampled down or limited we are in the presence. of a serious and hateful social injustice.
I would also like to say a few words about reference to the Harvard professor, prestigious, expensive and elite American university. Well, definitely one teacher at a professional institute does not teach the physics of subatomic particles or the isoperimetric property of the hypersphere in the class of quantities with a finite measurement-oriented limit, but a teacher from a professional institute knows and knows how to deal with the fatigue of teaching a difficult class, fatigue and satisfaction of being able to build fruitful educational relationships with problematic children, he knows how to enjoy the taste of the priceless satisfaction of successfully bringing a boy to the finish line of the diploma.
Unfortunately, he also knows that there will be a lot of stress and frustration in his work, when he will feel powerless in the face of situations that become practically impossible to handle, or when he will touch the phenomena of leaving school early, not read. dry numbers in ministerial tables, but watches helplessly the scholastic abandonment of his students, precisely of the most fragile.
It is not easy to teach at a so-called cross-disciplinary instituteand instead of making a light irony, it would be better to think of measures that make teaching and learning in these schools easier and more rewarding.
In some of these schools there is one shocking teacher changeBecause many teachers go to other schools as soon as they can, students have different teachers every year, and often first-time teachers, when instead they would need pedagogical and didactic continuity, they would need trained and experienced teachers to take them in in teaching. first year and accompany them continuously up to the fifth.
A real educational disaster that hits precisely the most fragile parts of the school population. It is appropriate to say that it is raining in the wet!
We must intervene we have to guarantee continuity to these guysit is their RIGHT, we must ensure that there is no difference between teaching in a professional and in a classic, we must ensure that there is no difference in studying in a professional and in a classic, even from an educational point of view .
It is necessary to guarantee didactic continuity, school time for recovery, small classes, collaborative school climate, professional and continuous psychological support, support teachers, educational assistants and any other resource necessary to eliminate all the inequalities that may indicate that Classic is a better school than the professional one.
Unfortunately, those responsible for education in our country, and some experts in pedagogy and didactics, prefer to solve these problems simply by pretending that they do not exist, and they find nothing better to do than to dedicate themselves to the invention of new and useless training courses for teachers, or pargoliare about how classist the use of numerical voting is and how democratic the use of descriptive judgment is, not counting excesses of superficial irony worthy of the worst bar in town.
I wonder if these gentlemen ever set foot in a class prior to Professional at the beginning of the school yearif they know the difficulty of teaching these boys and girls the basic rules of mutual respect and of civil coexistence and relational care in the community of the school class, essential and unavoidable prerequisites for any educational activity.
Yes, a Harvard professor, despite his immense competence, would find it difficult to teach a professional because it is not an easy job, you need specific competence and a lot of experience which can only be gained in the field, the one that no manual and no coach can teach you..
Yup, probably a Harvard business professor would fall behind in his teaching scheduleand would fail to explain all the expected topics in a particularly difficult class.
There is little to joke about, and it is not appropriate to make light satire: Concita De Gregorio’s sentence may not be far from reality, perhaps it is written in a way that is not fully aware of its implicit and more hidden meaning, but it is certainly hateful because it hits us in the face with the enormous burden of social injustice that it carries, even if it is covered with an opaque layer of irony that allows it to pass, on a first distracted reading, with great naturalness , as if nothing had happened!
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