Education Minister Patrizio Bianchi has announced a massive intervention for compulsory digital training courses for all teachers. At the same time, astronomer Clifford Stoll, one of the pioneers of artificial intelligence – who became a heretic of high technology – said that education has little to do with computer literacy and that “school is too important to be abandoned to neo fans.” -the technologies and human models they are building ». The latest high school exams can be read in the light of this dichotomy that hides tearing paradoxes at the base of the crisis of the teaching profession on the one hand and the so-called “Educational Emergency” on the other. For several decades, high school students have cognitively and emotionally expressed the anthropological novelty of the digital native status. Homo sapiens is becoming “homo videns” (G. Sartori) with the school becoming an indicator of the enormous difficulties of the natives to follow and orient themselves to the sequential character of the intelligence to which the world adult continues to trust the transmission of knowledge. The school knows that it cannot provide young people with valid tools that can enhance their specific cognition and students know that they cannot combine much with the argumentative structure of interpretation of reality that the school offers. new generations belong to a regulated society. structure.from a visual semantics that proposes observational logics opposed to those expressed by sequential thinking and the worldviews that are reflected in it. Not only that, but the school, by digitizing itself, allows digital natives to constantly produce responses to poor concept development, a phenomenon that is linked to the media upbringing they have received, exposed as they have been to hundreds of hours of answers alone (from the media) to questions his psyche was absolutely unable to formulate. Digitization goes hand in hand with the binarization of the observation of reality, a slender and instrumental attitude that is consistent with the dizzying rhythms of social acceleration in which young people learn to say only yes or no, unable to problematize the internalization. the social unconscious, declaring itself only for or against this or that event, without anticipating more articulate scenarios where the reasons of the heart can balance those of the mind. The philosopher Umberto Galimberti argued controversially that “in school the subjects are no longer discussed in the classroom, with which instead the subjectivity of the person would arise. The written text is understood, which is a performance. You’re going to see if a guy has language proficiency, but who this student is, no longer cares about anyone. (…) The school, by proposing ministerial programs, leads most teachers to believe that education is nothing more than a derivative of education. This is not the case because educating means identifying the specific intelligence of individuals, taking care of their condition of uniqueness. No one does, with the youthful identity that transforms into a twist of unmixed visions and perspectives, between exceptionality and discomfort, between “world stupor” and shame, between the singularity exhibited and the devouring mimetic need. The question acquires a particular value for those who try to observe contemporary societies based on the psychological paradox that runs through them; in fact, some periodical processes tend to limit or deny the right to subjectivity, but precisely because contemporary societies appear extremely individualized, the need for individuals to confront their “personal identity” (who they are and how they want to be perceived) ) constantly. it reappears. The youthful condition is a phase of social formation that culminates with the attribution of a minimal role to the relations with the others, as a result of the hyperindividualization of the vital itineraries that makes live with anguish the risk of disintegration of the social context. On the contrary, the search for personal identity raises the fear that, in the face of the growing improbability of the different social roles to which to conform, the sense of self can be fragmented. The school is difficult to intercept these needs arising from the process of socialization in a complex society, with the same examination of maturity that reflects a socializing dynamic largely decided by bodies other than the school. The philosopher Massimo Cacciari argues that “the current high school exam is nonsense, while the past was also a useful test for the character, because it required a specific discipline.” If the ultimate goal of the school remains the expressive singularity of each student, without “forming the character,” the knowledge transmitted must still be at the service of individual existence, but if the notion becomes the ultimate purpose and profit marks. the performance criteria to measure it -in total neglect of each psycho-relational dimension- the school path will be transformed into an anticipated practice of exclusion, first from the vocation and then from the social context where to recover the links in vain missing from their own. identification. Given the new characteristics of mass society in the age of digitalization, the school path does not seem equipped to prevent young people from experiencing the illusion of freedom, since everyone has the same world to consume and the same experiences to to be. consumed, living, perfectly codified in its meaning to conform to being on the world stage.
* Sociologist of deviation and social change