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La mia amica e collega Alessandra Paganardi , poetessa e insegnante di lettere, ha scritto una pregevole riflessione, prendendo spunto da un post di poche pretese che avevo pubblicato qui  e condiviso su Facebook. Si parlava di voti scolastici, studenti stressati, genitori ansiosi... Il suo commento è stato così ricco e denso che, con il suo permesso, lo pubblico qui, facendone un guest post  (spero solo il primo di molti) di cui sono a dir poco lieta e orgogliosa!

La scuola superiore copre un arco molto lungo, anche senza contare le eventuali ripetenze. Si entra quasi bambini, e many of the males are very, very different and of course it comes out even more autonomous, more unsustainable fferenti a necessarily rigid rules. Subject to the formality of signing the warrants to "age" (often mere legalization of lax bigiata) rules are exactly the same in almost 14 years and 20 or more. same checks, same prohibitions, the same unhealthy environments that often barely have time to go to the toilet in six hours, the same turnover of material which requires in a single day to be ready on Kant, Manzoni, Shakespeare, electromagnetism and derivatives.
A heavy curriculum where the teacher must create a miracle to transform heterogeneous classes, and with great motivation tips, detachments in almost homogeneous, culturally or fake agguerritissimi such. This is in view of a state exam increasingly cybernetic and delicate, which will be judged by his own work, often done under the limits of the general crisis of nerves and you can tell by the frequency, of course increasing with the increase of the commitments of panic attacks, sick leave policy, suicidal youth more or less authentic, turnover of ambulances to school psychologists, social workers, the projects run by charities and discomfort many advocates of youth. The school increasingly resembles a psychiatric hospital instead of a place of shared culture and education ordered. forgot that it is often the teacher himself having to improvise a social worker, having to chase away the eternal student, fatally slowing squeezing the willing and capable. How can we expect young people to maintain a high level of interest and constant attention to five years in such conditions? The class in high school, for example, even exaggerated importance, it depends directly on the performance and peace of mind of many, so that the teacher is often compelled to stop teaching to quell the tensions that arise in the classroom ( I always tell them that a class is like a mountain climber: it takes the first climber, but we do not all one step too far, to avoid jeopardizing the excursion). But on closer scrutiny, as they could not generate tension in an environment so unnaturally claustrophobic? Well, the class group, the university, there is simply more, the boy, especially if he has not had the good fortune of having a family behind educationally and culturally aware, who has supported and helped us to understand the reality around him, instead of pushing it to a sterile docimological success that will do little good, has a precise sense of having thrown away at least five years learning the rules, concepts and strategies useless. Possible that there is a form of transition and adaptation driven, a bit 'smarter, from adolescence to adulthood? Or we want to continue to tell us about prolonged adolescence canard, canard that may in some ways convenient for us adults, but then delivered to the country several thirty-something cowardly and, perhaps for this reason, hopelessly unemployed?

(photo davidsilver )

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Drain

There is a bit of a mind to put everything and go to school do a class like this?

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Amazing

According to a recent research, people who use drugs is well informed about the damage caused to assume that substances, and considers alcohol and tobacco among the most dangerous substances (Drug users know from Their stuff )

This figure explain the failure of any systematic campaign of information and education "organized by schools and other stakeholders, aimed at teenagers, to induce them to desist from risky behaviors (alcohol, drugs, AIDS, dangerous driving, etc...)

The figures tally with the observations that I made based on my modest experience: as I teach science, I often directly address these information programs, nelle scuole in cui lavoro. Di anno in anno essi diventano più numerosi, più multimediali, più coinvolgenti... e anno dopo anno osservo sui visi dei giovani destinatari la stessa bonaria indifferenza, lo stesso paziente distacco, lo stesso ironico scetticismo. Un unico, grande fumetto esce dalle loro teste: «Sempre meglio che far lezione, ma... che palle!»

Puntare tutto sulla paura delle conseguenze negative serve a poco.
E non soltanto perché un adolescente si percepisce come immortale, e fatica a capire cosa siano davvero la sofferenza fisica e la morte (a meno che non ne abbia fatto esperienza diretta nel proprio nucleo familiare o fra i propri amici intimi). Intendiamoci: non sto dicendo che campagne, corsi, dépliants e poster in tal senso siano inutili o controproducenti. No: a qualcosina servono. Sapere non è mai inutile o dannoso. Ma non basta!

Non saranno mai sufficienti, queste iniziative, finché non si ha il coraggio di mostrare ai nostri studenti che la vita è bella e degna di essere vissuta. Si tratta proprio di mostrare, e non semplicemente di affermare, perché i ragazzi sono sensibilissimi all'incoerenza: se trasudiamo disincanto e pessimismo, o peggio cinismo, avremo un bel dire loro di amare la vita: ci riderebbero in faccia, e avrebbero ragione.

Su Facebook gira un link simpatico che dice più o meno così: «Io non mi drogo... sono già stupefacente di mio». Well, perhaps our first task is to show how reality is already amazing on its own. We can do this primarily through the specifics of our work, we explain that matter, not least remember the enthusiasm with which from the beginning we chose to address it. This wonder is contagious.

Lately, I believe, as educators we are called to account for the hope that is in us - whatever that is. There must be a reason why we throw down the foot of the bed in the morning here, education is basically being authentic and reveal that reason. Whatever. If you have the money, money, and if it is poetry, poetry, if it is God, God

So well informed, aware, prevent, but ... there are education and prevention programs whose effectiveness compares to this love. If reality becomes attractive and desirable, they are to seek other illusory, and when you fall in love life, do not you try death.

(photo "Bored In The Dark" by matchstick )

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First day of school

First day of school: surprised, dazzle them. Prof 2.0 (Alessandro D'Avena) :

"Do not disappoint them. Give them an unforgettable day. Do not ask for their holidays, do not tell yours. Do lesson with a love which you have never made. Prepare today that lesson. And 'Sunday and have a few more hours. Dazzle them with an argument which arouse wonder. Kill them with wonder! It 'starts with astonishment that the knowledge, Aristotle said, and nothing has changed. Annihilated the grandifratelli, the uominiedonne. Pass them to share with your lessons. Renew your amazement. Explain to them the infinite Leopardi although it is not in the program, let her touch this infinite beyond the hedge banks. Tell them life and death of a star. Describe them the golden section of the petals of a rose and the secret that gives you the right to love. Marvel. Dazzle. Let the eyes shine, let them see that you know why that subject taught, che siete fieri di aver speso una vita intera a imparare quelle cose, perché quelle cose contengono il mondo intero."