28 ottobre 2021
On Oct. 28, 2021, "Famiglia Cristiana" published a review on the new book written by the Legal Representative of the S. Freud Private School, Dr. Daniele Nappo, together with the Psychotherapist of the Institute he directs, Dr. Naomi Aceto.
The text, entitled "Una Scuola per tutti. Una Scuola per ognuno" according to Famiglia Cristiana journalists, is a proposal for a new educational paradigm where everyone is considered in his or her subjectivity as a resource to be valued.
Below the link to view the article: https://www.famigliacristiana.it/articolo/via-la-competizione-inutile-dalla-formazione-scolastica_81861.aspx
A different school where each person is considered in his or her subjectivity as a resource to be valued, as a person with his or her qualities but also with weaknesses and frailties that, in the current educational and labor model, are forgotten in the name of competitiveness and hyper-productivity.
It is in this sense countercultural and alternative, if not revolutionary, that the book 'Una Scuola per tutti. Una scuola per ognuno.', subtitled 'A new look at the well-being of every student'.
Written by sociologist Daniele Nappo, founder and director of the Sigmund Freud peer high school (so called not by chance) in Milan, and by psychologist and cognitive behavioral psychotherapist Naomi Aceto, the book (pp. 223, 18 euros) published by Giunti Edu, is available in bookstores and on the main online channels (from Mondadori Store, to Amazon to Libraccio.it).
The focus is on adolescence, the most difficult phase of transition to adulthood and its problems on a personal level and with institutions: the educational and family context and the school context, bullying, separations, bereavements, self-harm, school phobia. The mix of difficulties very often faced by girls and boys. And almost always on their own.
And this is where schools - in the authors' theses - need to change step: to understand young people, to really understand their emotions, to give answers such as educational dialogue and persuasive teaching that aims at participation and inclusiveness. And much more: for example, going to school without doing school, that is, living new cognitive and social experiences or organizing a school centered on the student and not merely on the grade.
At the center of it all is peaceful and conscious learning, being comfortable with oneself and one's classmates, a shared and co-responsible relationship with teachers and parents.
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