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Open letter to politicians, journalists and citizens

Ci rivolgiamo direttamente agli uomini politici, ai giornalisti e ai cittadini che, come noi, hanno a cuore il destino della scuola italiana.
Stampa la nostra lettera e diffondila.

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School of Humanities: analysis and proposals

Riportiamo le nostre osservazioni sulle VECCHIE BOZZE di quadro orario (proposte dal Ministero dell'Istruzione nel giugno 2009), osservazioni che hanno contribuito a migliorare i quadri orari definitivi, votati dal Consiglio dei Ministri il 4/2/2010 e visibili alla pagina: http://liceoscienzeumane.blogspot.com/2010/02/orario-liceo-scienze-umane.html
Per un' ANALISI PIU' AGGIORNATA (paintings on schedule approved by the government in February 2010) see instead: http://liceoscienzeumane.blogspot.com

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trials in institutions ex masterful
reform minister from 2010 Gelmini erase all trials currently in post-training colleges.
Despite their variety, they can be grouped into three broad groups:

1. address socio-psycho-pedagogical , which is still the richest and most complete path among those that emerged in the field of ex-master in that it provides the study of all major human sciences (psychology, sociology, pedagogy, law and economics), both in their theoretical structure and in their practical application of research
2. address social (the most popular version is the school of social sciences ), which has abandoned Latin and pedagogy to focus more on sociology, anthropology and social psychology;
3. address psycho-pedagogical (represented by school of humanities and high school education), which focused on the scope of the complementary disciplines of psychology, supplemented in some cases with the pedagogy.

The main purpose of these experiments was specifically to field test the educational value of teaching a new curriculum, in order to evaluate the effectiveness in practice.
Therefore, any education reform that intends to be scientifically and pedagogically based should, first, examine existing trials and those that extend to the whole country turned out to be better.

High School of Human Sciences Reform Gelmini Gelmini
The reform provides for Instead, the cancellation of all these trials and the establishment of only two addresses:

1. a new high school humanities that recalls the structure and programs designed by the Moratti reform (Decree 226/05), but removing all subjects address in the two years teaching and focusing on the history of the human sciences of pedagogy (see the picture time )
2. within this school, you can activate an 'economic and social option, which in its structure resembles the current school of social sciences, because it eliminates the teaching of Latin to maintain instead to law and economics, and replaces the "human sciences" with the "social sciences", present in all five years (see the picture time).

While the experiments that have enhanced social disciplines (such as the high school of social sciences) are somehow preserved through the social and economic option, but those that have successfully developed the psychological area (like the old school of humanities or high school education) and those that guarantee a more complete and broad spectrum (such as the socio-psycho-educational high school) are inexplicably deleted.
should it all flow into the new high school human sciences in which, however: 1) have been completely eliminated hours of introduction to the disciplines of address in the first period, 2) the humanities have been reduced to just 12 hours throughout the five-year period and 3) is lacking any systematic treatment of psychology or sociology.

The critical elements of the school of humanities and our proposals
The traditional option of the new school of human sciences is undoubtedly the one that raises more concerns from the academic point of view. The are mainly three critical points.

1. First the absence within two years of characterizing subject , this will radically affect the identity of a private address of its specificity (as it would remove the greek and latin high school mathematics and physics from the classical or scientific). More than a high school of "human science" becomes a general course of "humanities" (Latin, Italian, foreign languages, art history, etc..), That is something completely different from all the trials that should instead replace former master .
2. lacks any rational justification is the reduction of the human sciences mere history of education, since it represents only a minor aspect of these disciplines and perhaps less useful in terms of training staff and student workload. Bearing then in mind that most of the girls take up the socio-psycho-pedagogical and former high school humanities animated by a strong interest in psychology or sociology, we wonder how many members will be able to attract a high school focused exclusively on the history of pedagogy.
3. The lack of a systematic treatment of psychology and sociology also deprives the student of essential tools for dealing with competence and serenity of the complexity of today's world, social relationships and emotional ties. So do not you just training the human interior that high school is supposed to promote excellence.

to protect the value of our institutions seems essential, therefore, put forward some proposals.

1. ask to re-address the disciplines even within two years , addressing the first two years a program similar to that provided by the projects of socio-pitcher PSCI-pedagogy ("Elements of psychology and sociology), already successfully tested for almost two decades, makes it possible to introduce the human sciences through topics very close to the daily experiences of students, stimulating their interest and thus learning.
2. asked to assign the hours of humanities of the three years to the systematic study of psychology e sociologia, dedicando eventualmente il quinto anno ad attività laboratoriali di ricerca attiva, che permettano di esercitare ed applicare le conoscenze apprese trasformandole in solide competenze pratiche (esattamente come avveniva con la disciplina di “Metodologie della ricerca” nel socio-psico-pedagogico).
3. Proponiamo , infine, di associare l’insegnamento di pedagogia a quello di filosofia . La distinzione delle due discipline ha creato in passato diversi problemi quando erano assegnate a docenti differenti; risultava difficile, infatti, mantenere la sincronia e la coerenza tra i due programmi, che dovrebbero procedere invece in parallelo poiché vengono esaminati, soprattutto in the third and fourth, the exact same authors. The merging of the two subjects to manage the program in a more linear addressing of each author before the philosophical foundations and then the pedagogical theories. Hopefully it can also create a single discipline called exactly "philosophy and pedagogy."

Elements option critical socio-economic and our proposals
option based largely on socio-economic school of social sciences, the curriculum now so well developed. Compared to the current testing is the discipline that is without a doubt the most disadvantaged in the social sciences, which loses almost half the time so far that they were assigned. Hitting in this way characterizing their discipline certainly takes strength to this address and undermines its educational effectiveness. So we ask

1. option to increase economic and social hours of social sciences, especially in the period when ie when they are developing basic skills of the student.
2. It seems then necessary to keep a close correlation between philosophy and social science disciplines by giving both the same teacher in order to link the teaching of philosophy that address the fundamental issues rather than to history.

More general comments
strictly pedagogical point of view we see, finally, the absurdity of reducing the total hours of the biennium to only 27, just when we should instead work more with students. As you know, reducing the time school has adverse effects on students who have not yet acquired the necessary autonomy of study, then remove the support of teachers to children under the age of 16 years severe impact. Therefore we ask that the
Monteoro weekly period is again raised to 30
.

Summary of requests to create a better high school science Human

1. re-enter the address of disciplines (social sciences) in the two years
2. involve the teaching of philosophy than the history of education (high school humanities) or the social sciences (option economic and social), headed by the same teacher
3. increase, both in the traditional school of humanities and social-economical option, the time spent to address disciplines (humanities and social sciences)
4. reintroduction programs the three years of high school science the systematic study of human psychology and sociology
5. riportare il monteore settimanale del biennio a 30

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Il quadro orario del liceo delle scienze umane
proposto dal ministro dell'istruzione
(e poi NON APPROVATO)

Monte ore annuale delle discipline (documento del ministero)

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Per essere informato sulle nostre iniziative in difesa dei docenti della A036 e dell'insegnamento di scienze umane e sociali, scrivi un'emai a: docentia036@gmail.com

Scarica questo articolo in versione PDF , già impaginato per la stampa: http://docentia036.interfree.it/files/2-Analisiliceoscienzeumane.pdf

Per una analisi dei tagli previsti per la classe di concorso A036 in licei, istituti tecnici e professionali, vedi l'articolo: http://liceoscienzeumane.blogspot.com/2008/12/analisi-dei-tagli-alla-classe-di.html

Alcune iniziative : http://liceoscienzeumane.blogspot.com/2009/07/cosa-fare.html