18 febbraio 2022
On Friday 18 February 2022, Dr. Daniele Nappo, legal director of the S. Freud Charter School, writes, in his usual weekly editorial for the “Piazza Lombardia” column of the national newspaper “Il Giorno”, his thoughts on the need to stimulate students' critical thinking.
After the DAD experience, it becomes necessary to improve teaching, leaving more space for interesting content and topics, which can stimulate the student's curiosity, without necessarily being all aimed at an evaluation on the register. Tackling student-teacher debates with solid foundations can help everyone grow.
"Among the many and important tasks of teachers, we can remember the important duty of increasing and improving the ability to express critical thinking of students, not necessarily strictly related to the school program but on any topic. In this period, often influenced by distance education (Dad), it was necessary to improvise a proper form of "school doing". Unfortunately, from a distance it all boils down to the moment of lessons without boys and girls being able to meet and relate to each other in their environment. It was first necessary to experiment and then invent a way to help young people to maintain sociality, relationships and dialogue, factors whose loss was the greatest danger to be avoided. Corridors, classrooms, entrance or exit halls have 'disappeared'. A so-called face-to-face lesson is always, of course, tiring for the students and the teacher, and becomes even more so if done in a conference call. One more reason to experiment and create relational didactics that combine both the contents and topics of the program with interests and motivations that were not only aimed at receiving a good mark in the register. It was inspired by being close even if far away, by being in a cohesive group because the group is strength, and space was given to the 'Debate' more commonly known as the argumentative debate; this method which foresees and allows, with organization, to face a theme proposing it as a real debate. This lesson modality certainly offers greater certainties both of expression and of contents that are treated with more cognition and knowledge and with a reasoning that reinforces the discussion. Facing a debate with solid starting points allows a comparison between teacher and learner who positions the relationship in an area of sharing such as to create the suggestions to open the class to a change with ideas also of real fun. There is no doubt that if children are involved and above all active in a process and in an evolution of their knowledge, it will be more significant and permanent. A lesson set in this way creates greater interest, better participation and the hours of lessons become spaces that the teacher dedicates to the students not only as a physical presence, but of spirit and soul. It was universally understood in Dad's time that the role of the teacher involves understanding what lies behind the appearance and appearance of a young person."
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