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www.
edises
.it
ing a profound revision of knowledge and of the models of educa-
tion and training leading to the development of a complex thought
process, the only one able to deal with issues that require multidisci-
plinary approaches. This is what the French philosopher and sociolo-
gist Edgar Morin explains in the book entitled, precisely and simply,
The head well made
(whose subtitle,
Education reform and thought reform
,
is emblematic and more relevant than ever in this respect). The “well-
lled head” is one in which “
knowledge is accumulated and does not have
a principle of selection and organization to make sense
”, while in the “well-
made” head there is “
a general attitude to ask and deal with the problems,
organizing principles that allow to connect the pieces of knowledge and give
them sense
”. Therefore, the “well-made” head is capable of overcoming
the separation between cultures and meet the challenges of the com-
plexity of life in every aspect.
It had become obvious for some time that pupils are not contain-
ers to be lled with many notions disconnected between themselves:
the
National Indications
of 2007 took a road that, in our country, rep-
resents the rst attempt to establish a training program based on a
nal competence pro le, featured, i.e., by the goals to be achieved.
The school is understood, therefore, as the context in which the
foundations for a training course are laid, able to provide the neces-
sary tools for a lifelong learning.
The
National Guidelines
2012 continue in this direction and consol-
idate the choice of an education aimed at the acquisition of skills
and abilities. With this objective, the continuity and unitary feature
of the curriculum are reinforced between nursery school, primary
school and lower secondary school, in relation to the unity of the
person and the process of learning, recognising that skills and com-
petences are not like notions, whose acquisition can be expressed
in terms of de ned times, but “qualities” that mature, become ner,
and are perfected if properly stimulated over time. The vision of the
education commissioned by the new
National Guidelines
, under which
teachers must henceforth model their activity, is centred on the skills,
or rather on the skill-oriented goals. Compared to this and taking
into account the results offered by the research on learning models,
the pedagogical and educational action is conceived in a new way,
respectful of the knowledge related to the learning environment, un-
derstood as a context of activities and situations that respects and
promotes the centrality of the pupil, which processes the right learn-