An interesting article by Marco Rossi Doria published on Unity explores the theme of 'learning in today's society technology.
Only a part of the learning happens in school. It was always like that. But the school has had, for two hundred years, the monopoly of codes and methods of learning. But today all disciplines are available in a thousand forms and in all places. With the possibility to be readily manipulated, varied, confused, compare, expanded. The actual functioning of the human brain is called into question: the organization of memory, the simultaneous presence of many codes and devices that stimulate the different senses together, the coexistence of analog and logical procedures, immediate relationship between built and enjoyed the production, between speed and patience, etc. . Faced with this scenario, especially in high schools, the idea of \u200b\u200bschool founded on the primacy of transmissive method holds much less than in the past. Yet the government is proposing hourly organization and discipline that can contain almost only the broadcasting front, five hours at school with the prof that tells you how it is done its part of the world, decide what is important to you and how you learn and evaluate. With the addition, if any, of the three 'i' and a few interactive whiteboard. But can you really believe that this is the school able to compete with the complex interweaving between new media and safeguard the rigor of the method, including knowledge base and gradual acquisition of research procedures, including development of promotion of staff and the risk of subordination to gadgets? The whole debate in neuroscience about how we learn, the relationship between theory and operation, including models and laboratory, including individual learning and co-construction expertise with others, including foundational knowledge of the disciplines and knowledge designed to look at big problems in the world by multi-disciplinary fields of knowledge, complex, with large areas of link between knowledge, between certainty and doubt needed to win to do it: this is all that is left out of school by the idea that there comes from the government. But the few hours rigidly transmission system of government we can not answer just asking more hours or mere chair-defense organization. There is another way of learning that has taken the field. And with which teachers are measured for some time. It is from the seventies that the school comes to terms with what is "beyond the book and the chalkboard." It was television that brought us to teaching the "critical use" of the media, to read the many levels of messages and then produce their own images as measured by the connections between media use, creativity, content to know the actual manufacturers. The TV has forced us to toil daily to counter the growing anthropological failures in terms of content and relationship models, but also to change many forms of education. The network is pushing us to discover that it is possible to live together and blend of old and new media, you can restore a "space saved" for good and for the sanctity of the rituals and codes of the traditional means, as long as they are interwoven with new. Read newspapers and books to produce books or newspapers or other radio or video. Learning to recite poetry and plays well to make them playable then show, music, disrupting, or creating their own multimedia works addressing the challenges of text, images, music, editing and rhythm. Networking fatigue rigorous and creative writings of well-maintained and of artistic production, scientific experiments, which include manufacturing technologies. Thus, the condition of the teaching is by coming to terms with a revolution in the very idea of \u200b\u200btransmitting knowledge and skills to recognize. The reality of today learn how to fly well beyond the walls of the school cancels the time divided between 'at school and at home, "belies any notion of linear learning. You una cosa enorme. E noi ci sentiamo spaesati. E dobbiamo ammettere che siamo per lo meno restii a considerare possibile che Francesca o Carlo o Maraya stiano facendo i compiti di matematica mentre parlano al cellulare con un auricolare, ascoltando musica con l’altro, mentre inviano sms a ripetizione, guardano con la coda dell’occhio un canale tv magari in un’altra lingua, con il computer che è luogo di chat, ma al contempo di ricerca di formule matematiche atte a risolvere i quesiti del compito. E poco ci domandiamo: cos’altro, intanto, stanno imparando? Poi, però, comprendiamo mano mano che i nostri ragazzi - pur fragili su molti piani - sono immersi in processi di apprendimento ricchi, che procedono per salti, approssimazioni, consolidamenti, ritorni. Non è come abbiamo imparato noi. E, tuttavia, registriamo che c’è un forte bisogno di strumenti selettivi, interpretativi e regolativi che solo noi possiamo indicare e far valere, ma a condizione di stare a contatto col modo con cui i ragazzi stanno imparando. Così, alle molte nostre resistenze si vanno affiancando le disponibilità a provare forme nuove del nostro mestiere. Da trasmettitori di saperi ci stiamo facendo metodologi della loro selezione. Da detentori di un corpus di nozioni stabilite e rigidamente divise in discipline stiamo trasformandoci in esploratori e co-produttori di ricerca, sorveglianti di procedure, esperti dei rapporti mutanti tra forme e contenuti, tra acquisizioni e communications between different areas of knowledge and references that have common fields. To do this we discover that we are acting in at least three areas complement each other. First: to reconstruct otherwise references foundational disciplines and to rediscover the 'classic' in every area of \u200b\u200bknowledge. And the traditional media: the good book, vocabulary, notes, the atlas, the caliber, the china, watercolor. Second: share a curious browsing through the records online role-playing games, simulation programs, finding the knowledge economic, geographical, historical, legal, scientific and logical steps that contain or explore together the huge deposits of world literature or computer mathematics, Science, art and music. Third: to produce works in all fields, promote opera rehearsals, productions and create global trade. And all this is happening. And so many teachers break the link between rigid and deterministic control the information provided (the lesson) and information request (the test, the question) and enter into fruitful fields of research procedures: the development of projects and outputs, decoding and interpretation, analysis and attribution of meaning, the expression of personal opinions and supervised by legal procedures, validation of hypotheses and paths. It is a universe where we are learning while we teach. And that is in urgent need of a new school. Organization made up of fluid, airy, unpublished, based on freedom and direct responsibility of the teachers in action groups. NAPLES
October 27, 2010 published in National (page 40) in the "Culture 
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