Words such as “democracy,” “equality,” “freedom,” and “participation” are regular guests in university classrooms, especially in a law department. But in addition to being the content of lectures and writings, as well as the values to which the educational mission of public education appeals, how do such concepts become teaching methods? From the survey we conducted with a group of male and female students, it would appear that, in the course of their studies, only in very rare cases do young people in education have the opportunity to make decisions, for their opinions to be heard, or to participate with others actively in the creation of knowledge. Therefore, in the face of countless reforms, the educational model that prevails in the academy is still the individualistic, hierarchical, transmissive, passivizing model as set forth in the Ratio Studiorum of the Society of Jesus in 1599. But is it really possible to teach how to become citizens by treating the students as subjects? Is it conceivable to communicate to students the value of freedom without giving them any space to express themselves, to take initiatives or make choices? Can one convey a sense of equality and solidarity in a highly hierarchical and competitive context where collaboration is absent or even opposed? For many years I have been conducting educational experiments to arrive at a teaching that is democratic even in method and challenges the knowledge/power model imbued in the university institution. The expression by which I have defined it is “Academy in reverse” or “For a humble academy.” The basic elements of this methodology are: a. the establishment of an educational community in which knowledge circulates and is produced according to multiple vectors. It welcomes students, faculty, but also subjects and realities outside the university, often characterized by being socially marginal. b. Assessment through authentic tests and a reflective essay. Students and students are observed in action and in dialogue during the course of lectures. They are asked to work in groups on so-called “reality tests” relevant to the subject of instruction, in which they must employ and extend knowledge by doing something real and socially relevant. The collective study and research experience is then assimilated and organized into individual writing: the reflective essay. Training and evaluation are thus the result of different ways of relating to knowledge: through readings and debates, research and writing, creativity and praxis, group work and individual metareflection. This methodology actually brings together in one moment the three missions of the university: teaching, doing research, and having a social impact.
Parole quali “democrazia”, “uguaglianza”, “libertà”, “partecipazione” sono ospiti abituali nelle aule universitarie, soprattutto in un dipartimento di Giurisprudenza. Ma oltre ad essere i contenuti di lezioni e di scritti, nonché i valori a cui fa appello la missione educativa dell’istruzione pubblica, in che modo tali concetti diventano metodo di insegnamento? Dall’inchiesta che abbiamo svolto con un gruppo di studenti e studentesse, sembrerebbe che, nel corso dei loro studi, solo in casi rarissimi i giovani in formazione abbiano l’opportunità di prendere delle decisioni, che le loro opinioni siano ascoltate o di partecipare con altri attivamente alla creazione della conoscenza. Pertanto, a fronte di innumerevoli riforme, il modello educativo che prevale nell’accademia è tuttora quello individualista, gerarchico, trasmissivo, passivizzante come stabilito nella Ratio Studiorum della Compagnia del Gesù del 1599. Ma è davvero possibile insegnare a divenire cittadini e cittadine trattando gli educandi da sudditi? È pensabile comunicare agli studenti il valore della libertà senza lasciare loro alcuno spazio per esprimersi, per prendere iniziative o compiere delle scelte? Si può trasmettere il senso dell’uguaglianza e della solidarietà in un contesto fortemente gerarchico e competitivo dove la collaborazione è assente o perfino osteggiata? Da molti anni conduco delle sperimentazioni educative per pervenire ad un insegnamento che sia democratico anche nel metodo e che sfidi il modello di sapere/potere intriso nell’istituzione universitaria. L’espressione con cui l’ho definito è “Accademia alla rovescia” o “Per un’accademia umile”. Gli elementi fondamentali di questa metodologia sono: a. la costituzione di una comunità educante in cui il sapere circoli e si produca secondo molteplici vettori. Essa accoglie studenti, docenti, ma anche soggetti e realtà esterne all’università, spesso caratterizzate dal fatto di essere socialmente marginali. b. La valutazione tramite delle prove autentiche e un saggio riflessivo. Gli studenti e le studentesse vengono osservati in azione e in dialogo durante lo svolgimento delle lezioni. Essi sono chiamati a lavorare in gruppo a delle cosiddette “prove di realtà” attinenti alla materia di insegnamento, in cui devono impiegare ed estendere la conoscenza, facendo qualcosa di vero e socialmente rilevante. L’esperienza di studio e ricerca collettiva viene poi assimilata e organizzata in uno scritto individuale: il saggio riflessivo. La formazione e la valutazione sono quindi la risultante di diversi modi di relazionarsi al sapere: attraverso letture e dibattiti, ricerca e scrittura, creatività e prassi, lavori di gruppo e metariflessione individuale. Questa metodologia di fatto riunisce in un unico momento le tre missioni dell’università: insegnare, fare ricerca e avere una ricaduta sociale.
Bartoli, C. (2024). Il desiderio e la legge: educazione democratica e benessere psicologico all’università. In C. Bartoli (a cura di), La condizione studentesca: inchiesta su disagio, dispersione universitaria e buone pratiche della didattica, vol. I (pp. 19-37). Palermo : Unipapress.
Il desiderio e la legge: educazione democratica e benessere psicologico all’università
Bartoli, Clelia
2024-11-01
Abstract
Words such as “democracy,” “equality,” “freedom,” and “participation” are regular guests in university classrooms, especially in a law department. But in addition to being the content of lectures and writings, as well as the values to which the educational mission of public education appeals, how do such concepts become teaching methods? From the survey we conducted with a group of male and female students, it would appear that, in the course of their studies, only in very rare cases do young people in education have the opportunity to make decisions, for their opinions to be heard, or to participate with others actively in the creation of knowledge. Therefore, in the face of countless reforms, the educational model that prevails in the academy is still the individualistic, hierarchical, transmissive, passivizing model as set forth in the Ratio Studiorum of the Society of Jesus in 1599. But is it really possible to teach how to become citizens by treating the students as subjects? Is it conceivable to communicate to students the value of freedom without giving them any space to express themselves, to take initiatives or make choices? Can one convey a sense of equality and solidarity in a highly hierarchical and competitive context where collaboration is absent or even opposed? For many years I have been conducting educational experiments to arrive at a teaching that is democratic even in method and challenges the knowledge/power model imbued in the university institution. The expression by which I have defined it is “Academy in reverse” or “For a humble academy.” The basic elements of this methodology are: a. the establishment of an educational community in which knowledge circulates and is produced according to multiple vectors. It welcomes students, faculty, but also subjects and realities outside the university, often characterized by being socially marginal. b. Assessment through authentic tests and a reflective essay. Students and students are observed in action and in dialogue during the course of lectures. They are asked to work in groups on so-called “reality tests” relevant to the subject of instruction, in which they must employ and extend knowledge by doing something real and socially relevant. The collective study and research experience is then assimilated and organized into individual writing: the reflective essay. Training and evaluation are thus the result of different ways of relating to knowledge: through readings and debates, research and writing, creativity and praxis, group work and individual metareflection. This methodology actually brings together in one moment the three missions of the university: teaching, doing research, and having a social impact.File | Dimensione | Formato | |
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