18 aprile 2025
Mr. Daniele Nappo, Legal Representative as well as Founder of S. Freud Private School, focuses on the quality of the educational system measurable on the basis of the centrality of the student and the acquisition of lasting and meaningful knowledge. Schools must form knowledgeable people, capable of combining knowledge, emotions and tradition with modernity, technology and reflection.
The centrality of the learner and giving all students lasting knowledge: these are the determining aspects by which the quality of the education system is measured. Putting the learning student, with his or her individuality and network of relationships, at the center. Schools must look at the whole person. It is called upon, as a priority, to develop the acquisition of essential cognitions that last over time and to make people understand their importance. It is a challenge that redraws the boundaries of school knowledge: an essential and scientifically legitimate knowledge that knows how to be contemporary, modern without losing the depth and relevance of memory. An education capable of contrasting new disciplines and information technologies. Active, at the same time, to live from the formation and richness of our cultural tradition. And that interprets every dimension of human reflexivity, creativity, expressiveness. Knowledge and knowledges that become effective and persistent precisely because they are offered in such a way that the learner is involved in them, understands their relevance in view of subsequent choices and studies, to build one's own project of relateness, to be able to return to the sabile wealth of knowledge, using and expanding it throughout life. The school must propose itself as a place of awareness in which everyday experience, common sense, spontaneous, televised, electronic learning meet with the formative value of the disciplines. Study, understanding and socialization, reflective knowledge and mastery, and emotions are not elements or conditions to be pitted against each other: there is a school specific, signifying but not totalizing, that makes them dialogue in a continually delineated balance and harmony. Cognitive experience, in fact, is not one of many functions to be placed alongside others, but represents the foundation of school experience around which the other dimensions of being in school are built and interwoven.
