Rethinking school

Primary school should teach how to read, write and count. Wrong teaching-pedagogic methods are creating increasing learning difficulties for children, arbitrarily diagnosed as disorders: dyslexia, dysgraphia, dyscalculia… We need a new educational paradigm planned by intellectuals, educationists, teachers and artists for a New Renaissance of childhood.

Learning to read

Teaching methods different from the alphabetic-phonetic one (visual method and other mixed strategies different from the alphabet), confuse and create a cognitive conflict to the child. Get stuck, make mistakes, slow down, are not functional disabilities of the child, but they are often the result of ineffective teaching-pedagogic methods. An “educational dyslexia” due to the reading teaching method.

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Learning to write

The children have to learn at first the lowercase italic type, where the movements of the hand itself make it impossible to confuse the letters. With the italic type, children do not confuse or exchange the “b” and “d” letters, while this happens when they learn block letters first. Thus, we can avoid unnecessary dysgraphia diagnosis. The dictation exercise is and remains the best methods for the writing exercise.

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Inattention and agitation

Behavior problems at school? Inattention and agitation manifestations may be the direct result of altered, hurried, confused, ineffective teaching-pedagogic methods, or of physical, relational, emotional problems. We do not have to start from the hypothesis that the child is unable to stand still and pay attention, but we have to focus on the teaching-pedagic methods used, the artistic or sports experience, the relationship with nature in his/her school or in his/her environment.

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