The school year ends and one wonders: has the role of the school changed?

The school year ends and one wonders: has the role of the school changed?

We are at the end of the school year.

That is, we are at the end of the educational path that is marked by the end of the diseasebut also due to the opinion that these three years have set the history of our children and youth also from an educational and cultural point of view.

Therefore, a total way of life is given which, one hopes, may have left a good impression on everyone, because it is a living experience.

Now it’s over examinations and tests, then for evaluation. Always know that, before the class and judgment, the heart of the school is completely in the question of the value of the school, what to learn, from what point of view.

Knowing, then, back, many open questions, especially at the level of education.

When, for example, there is a problem between and among teenagers and young people, it is now a common opinion that the school should intervene. As with anything else.

In the past the family was interviewed, today the school. Also because the family, we know, is in trouble, almost falling apart in the face of new difficulties.

On the one hand, therefore, we ask the school not only for cultural training, but, even before that, the ability to provide educational support. Let’s think about many projects, specifically called “education”.

In short, today everyone asks schools for what they can no longer guarantee: to help our children, teenagers and young adults find their way in life.

However, knowing that the responsibility of education is and must always remain with the family. So the real added value is always the partnership between the school and the family.

But how can the school do to provide educational and cultural advice to its students, and therefore to their families, if today we live in a time where there is no longer any certainty about the level of cognition, values, presence, social?

Just browse social understand the chaos of opinions, interpretations, opinions.

The word “truth”, that is, is no longer considered a value, it has almost gone out of fashion: today we no longer talk about the concept of truth, we often talk about it. interpretations of reality, that is, in one’s own opinion, which is one’s own. Each of us seems to believe we are the center of the universe: we would like to talk about truth but we end up talking about ourselves. We would like a dialog, in fact we are reduced to endless monologues.

There schooltherefore, it remains today perhaps the only common basis left for research and questions of many opinions, interpretations, points of view.

In this work, the school fulfills its mission, which is to conduct education in cultural research. On the basis of good preparation, it is increasingly difficult to ensure. In which the same culture can no longer be understood as a mere presentation of alleged facts, but an indication of the research method, for the purpose of their common recognition, at various levels: existential, social, scientific, pragmatic. Based on various subjects and many fields of study.

By doing so, the school will be able to bring different generations into the conversation, but only if it knows how to find common points, otherwise everyone will think of themselves and their time as unique. In this sense, school is always an experience of relativity, something different from relativism, which is taking for granted (“everything is relative”) what is not taken for granted (“if everything is relative, then say ‘everything is relative’ it is also a relative ‘”).

Therefore, the skill of the teacher is not for those who claim to know everything, to the extent of limiting themselves to distribute the content, but for those who communicate and reveal the meaning of research. Which is what “sir” deserves: he who teaches leaves a mark, shows the road, but asks everyone to be responsible for free research. Responsibility, ie the ability to respond. That is true power.

So the truth in today’s school is not relied upon, but remembered as a life’s work.

Because without truth there can be no science, democracy, knowledge, our daily life, and school and university would be reduced to mere ignorance. Why search and find out if there is no truth? Culture, therefore, is not the possession of information, or the accumulation of facts and expertise, but the energy of association, renewal, passing the baton between generations.