An educational institution must "belong" to someone to effectively carry out its educational work, to self-assess and improve service by adapting it to the real needs of students. Yet, it must "belong" to someone, in the sense that there must be a community reference, characterized by shared ideals and looking at that school as the expansion of its own ideals, as well as an instrument to involve pupils in its culture, so that they can improve and spread it in turn. Moral principles on which civilized coexistence is based are clearly expressed in the Italian constitution: therefore, these principles should be proposed to all young people to voluntarily internalize them. There are several reasons and methods to propose the constitutional principles to young people; when a community shares the educational purposes derived from the Constitutional Charter, then it finds the ideal motives to carry out strong and consistent educational actions. Educational action is as effective as teachers feel it, in so far as they recognize themselves in a community with a specific cultural identity and as a means to a common goal which is shared by the whole nation, but also peculiar to its own community. Pedagogical pluralism, with its comparison of school models, represents the true richness of a country as it stimulates all schools to improve their capacities to train upstanding citizens through different ways, within the constitutional framework. The effective equality between state and non-state public schools contributes to reviving the educational commitment of all teachers and prevents cultural homogeneity.
|Titolo della pubblicazione ospite||Il valore della parità. Scuola Cattolica in Italia. Diciannovesimo Rapporto, 2017|
|Numero di pagine||14|
|Stato di pubblicazione||Published - 2017|