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educate young people to think that they will go and work to accomplish something, and this something may be reached also in the form of non-salaried work and, in particular, of community enterprises.

2.2.2. Work and Enterprise

Work needs to be done on the other aspect of the relationship that relates the world of labour to that of the schools; there needs to be more training at work. Today, the technological cycles have shortened enormously and so each worker, in order to go on being eligible for work, needs to renew his qualifications at least three times throughout his working life. Hence the need for continuous education and training.

From the viewpoint of an unlimited free trade system, the enterprise runs the risk of being only and exclusively a place of wealth and productivity in a globalized world grappling with fierce market competition. Today workplaces are “learning organizations”, they are places of learning and they provide opportunities for training experiences.

Desire for humanization and gratification: this is one of the strongest signals that come from the new generations that do not see work as an all-inclusive need; on the contrary, in many respects individuals take the attitude of refusing or of not believing in work. The educational space needs to be redesigned in this regard, by looking into forms of combination among different types of knowledge (theoretical, operational and experiential), and especially by alternating school and work.

2.2.3. Non-formal Educational Contexts

Families and intermediate social forms of learning are and shape non formal educational contexts that take on multiple and ever-changing configurations that need to be recognized, interpreted, enhanced, orientated and supported as (and if they are) the expression of an educational potential and opportunity to develop it. For instance think of the multiplicity of configurations of the so-called educational services for children, especially for very young pre-school children.

From this standpoint, it is indispensable to recover the sense of the project of the couple, the centre around which work rotates with its articulations with personal, family and social life. Some problems and co-habitation disputes, prompted by the working engagements of the couple, can be solved only through an intense dialogue between husband and wife. The latter are called upon to decide together on the scale of priorities to be adopted and according to which they will orientate the evolution of the family. It is up to them to understand that the family needs some time, which free from work, is to be orientated to taking care of interpersonal relationships, to mutual attention and to listening to each other.

2.2.4 The Media

A first objective of the Pedagogy of Work in this area consists in introducing young people to the Information Technology Culture. In addition, in order to fight the risk of cultural standardization that may lead to the acceptance of negative stereotypes (for instance ethnic or sexual), it is worthwhile starting processes of critical self-review.

At school, this would not require a new subject being introduced (even though it could be a new discipline: Media Education) but rather a new dimension should be added to the teaching/learning processes.

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