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Franco Cambi
A pedagogy today
It’s a duty of an expert in pedagogy to read the signs of the present:
globalization, technology orientation, capitalism, Nord-Sud gap. Signs must
not only be analysed but re-defined following a “great” pedagogical assumption,
a pedagogy in which utopia and critical analyzing may cross in order to orient
present time in an anthropological sense.
Enza Colicchi
A theory of education related to actual time
The awareness of a difficult historical and cultural condition needs a
restatement of the guidelines that can substantiate as well as direct the
educational action.
Such directions are the same as “ choices” made in the context of a theorical
world of education, which asserts, instead of objective universal principles, a
subjective paradigma, in which the sense and the purposes of education are decided
by the human activity itself.
Such choices are made according to a pedagogical rationality which works
like an organ of public intelligence appointed in realizing, classifying and
prospecting practical solutions for real problems arisen by real subjects.
Giorgio Chiosso
A project related to a “liceo” of human sciences
The course of the Riforma ( Reformation) of the School, according to the Law
n. 52/2003 provides, among the others, the institution of Liceo delle Scienze
Umane (Liceo Human Sciences).
The “licealità”, ovarall, must be reinterpreted in the sense of a style of
knowledge characterized by a critical learning, a skill of historicization and
problematic nature, argumentative rigour.
In this sense the Liceo of Scienze Umane, appears, even in coherence with the
past exsperience of the Istituto Magistrale and of the Liceo Psico- Socio-
Pedagogico (Psycho- Social- Pedagogical Liceo), like a new cultural and
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