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ILCUOCOINTERNATIONAL
cholesterol cause arteriosclerosis; cholesterol
mainly damages the heart, the brain and
the kidneys, while triglycerides are mainly localised
in the arteries of the legs and the retina.
Fructose passes directly from the intestine
to the liver without producing triglycerides.
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SEE PAGE 35
FOR THE ITALIAN TEXT
The ATENEO
The Ateneo della Cucina Italiana is the
professional updating school of the FIC.
It was founded as a cultural and gastronomic
venture aimed at fostering the development
of professionals in line with
the current needs of the catering world.
Able to develop balanced analyses, to design,
listen to and spread the millenary
culture of Italian cooking. The Ateneo
della Cucina Italiana has various headquarters
for courses in Italy (see on the
site www.fic.it) and also organises lessons
and refresher courses abroad, for FIC delegations
and for cultural organisations
which request them.
SEE PAGE 50
FOR THE ITALIAN TEXT
The identity
of professional
institutes
By Giovanni
Guadagno
teacher of practical
techniques
On these pages, a journey begins through the
red tape of educational reform. In particular,
we present and comment on the “Guidelines for
the transition to the new system” relating to professional
Institutes (D.P.R. 15 March 2010, no.
87 art. 8 paragraph 6). In bold print, we highlight
the thoughts and consideration of the author
of this article. What do you think about it?
Write to me: chef.guadagno@alice.it
“The re-organisation of professional in-
stitutes responds to the need to organise fiveyear
training paths, aimed at obtaining an educational
certificate, based on a solid basis
of general and technical-professional education
referring to the production chains of
national importance which at a local level can
assume specific connotations.
The new professional institutes are characterised
by a priority reference to the large
sectors in which the national economic system
is structured, distinguished by technological
and organisational applications which,
in relation to the reference chain, can be listed
on the basis of the vocation of the area, local
development projects and the relevant
training requirements.
The distinctive elements which characterise
the policies of professional education
within the secondary education system is
based, therefore, on the use of technologies
and methods typical of the various application
contexts; on the capacity to respond effectively
to the growing demand for personalisation
of products and services, which is at
the basis of the success of many small and
medium-size made in Italy companies; on a
work culture which is based on interaction
with local production systems and which requires
the acquisition of a versatile scientific,
technological and economic learning base.
Integration with the local area and the production
world is not only a work method, it
is an unavoidable factor for combining the
teaching plans of the school with local development
plans and the training needs of the
students are those offered by teaching and organisational
autonomy, enriched by the opportunities
put at the disposal of schools by
the re-organisation rules.
In recent years we have seen a general
de-professionalization. We need good
chefs, waiters and operators in the tourist
sector. Let us stop deceiving our children
with the allurement of degrees and
doctorates of social prestige, sentencing
them to mediocrity and low salaries.
Three key words can help summarise the
project references to structure the training
offer in order to respond to a wide range of
needs: : minds of work, professionalism and
laboratoriality. The image of minds of work
refers, on one hand, to the extraordinary tradition
of initiative and intelligence of the Italian
“molecular business”, on the other
hand the principle of training equivalence of
all the paths of the new system of the second
cycle of the education and training system.
It is founded on a cultural conception which
intends overcoming the stereotypes of a sequential
interpretation in the relationship between
theory and practice and of the superiority
of theoretical knowledge and offers
structured answers to the questions of the
world of employment and the professions. In
designing the paths, for example, this approach
urges the attention of teachers to correlate
the solid basis of general and technical-professional
education with the interests
and motivations of the students, so that the
subjects learned are perceived as useful, significant
and verifiable in real life”.
If there’s no work. Invent it! We don’t
have any alternatives. Italy contains more
than 50% of the world’s cultural heritage
and is potentially able to live off
tourism and its allied industries (agricultural
production first of all), as long
as we don’t sell the family jewels to the
highest bidder and we don’t force our young
people to leave lucrative jobs which
are indispensable to the national economy
(agriculture and stock breeding, the
whole hospitality and catering sector) to
follow the butterflies of finance.
Professionalism proposes a valorisation of
the work culture, understood in its widest
meaning: the series of operations, procedures,
symbols, languages and values, but also
identity and sense of belonging to a
professional community, which reflects an
ethical vision of reality, a way of acting for
positive purposes in relation to not only personal
but also common needs.
With the concept of laboratoriality the value
of work extends to the purpose of the study
path (learning to work), to the privileged
method which allows students to
learn in an active, absorbing, significant and
effective way (learning while working).
The reform puts all its cards on laboratory
teaching which, unlike the old
way of thinking, is not valid only and
above all for the main subjects. Each
teacher and each subject can develop
this type of teaching, within the limits of
their need. The aim is not that of producing
meals, pizzas, newspaper articles
rather than translations into foreign languages,
but it is that of concentrating the
attention on the improvements which
the pupil brings to his work by forcing
him not to work in a hurry but above all
to learn to work well.
To correspond to this vision and to become
true “schools of territorial innovation”,
the professional institutes are called open