COSA SERVE AI BAMBINI NELLE SCUOLE? - #galimberti #filosofia #educazione #scuola #bambini

Contemporary schools seem to have lost their original function, reduced to a system for transmitting skills, while children remain emotionally and symbolically developing. It's not the quantity of information that's lacking, but meaning. "Schools should teach not just how to do, but how to be," and this statement underscores the difference between education and training. Children are not containers to be filled, but open structures seeking guidance, recognition, and a language to navigate the world. Reviews and comments converge on a single point: children demand attention, not performance. When the school environment is reduced to constant assessment, it breeds anxiety, confrontation, and a loss of self-esteem. There's a growing difficulty in managing emotions and naming what one feels. It's no coincidence that conflicts between peers often turn into aggression or withdrawal. Where emotional education is lacking, violence emerges as the primary language. Galimberti identifies a crucial divide here. "Emotion is the first form of knowledge," and when it isn't educated, it remains blind, shapeless, ready to explode. School should be the place where emotions are recognized, explored, and thought about. Teaching math or grammar isn't enough if children don't know what to do with their anger, their fear, their desire. Without this work, all knowledge remains external, unrooted, untransformed. Another element emerges forcefully: the need for meaningful adults. Not simply transmitters of knowledge, but figures capable of embodying meaning. "We learn from those we respect, not from those we fear," and this overturns the entire educational model based on formal authority. Children either recognize authenticity or reject it. When they perceive distance, coldness, or automatism, they disconnect. School then becomes a place to navigate, not to inhabit. The theme of time appears central. Children need slowness, repetition, and room for error. The acceleration imposed by programs and the logic of performance clashes with the pace of growth. Knowledge is not immediate; it is a process that requires sedimentation. Where everything happens rapidly, nothing is internalized. Only adaptation occurs, not understanding. Finally, the question of the body arises. School tends to immobilize, discipline, and contain. Yet the body is the primary locus of experience. "The body is not an object we possess, it is what we are," and ignoring it means severing the link between learning and life. Movement, expression, and physical connection are not accessories, but conditions of knowledge. Without a body, knowledge becomes empty, abstract, and distant. School, then, is not a place of preparation for future life, but the first space in which life manifests itself. Without this recognition, the result is a competent but disoriented individual, informed but incapable of living within themselves. #galimberti #umbertogalimberti #philosophy #growth #psychology #education #school #children #emotions #learning #teaching #pedagogy #identity #development #relationships #empathy #society #technique #alienation #training #knowledge #thought #teachers #young people #personal growth #help #psyche #humanity #values ​​#reflection "School as a place of being, not doing" "Educating emotions: the void of modern schools" "Children without emotional language: educational failure" "Teaching or training? The crisis of contemporary schools" "Galimberti and the fate of education" "The school that doesn't listen to children" "Between performance and meaning: the decline of education" "The forgotten body in learning" "The teacher as presence, not function" "Growing up without roots: the modern educational drama"