Your SlideShare is downloading. ×
Learning as source of life and the school la rinnovata pizzigoni
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Learning as source of life and the school la rinnovata pizzigoni


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. Learning as source of life and the School “La Rinnovata Pizzigoni” Sandra Chistolini Università degli Studi Roma Tre Department of Education General and Social Pedagogy Italy International Conference on Adults Education 24-25 October 2013 - Bucharest, Romania Transforming the educational relationship: intergenerational and family learning for the lifelong learning society
  • 2. Research Methodology • Symbolic Interactionism and Ethnomethodology (Dilthey, Dewey, Denzin) • Comparative research in education (Sadler, Hans, Holmes) • Conceptualization and practice of the innovation (Pizzigoni) Since 1907 the Pizzigoni School «La Rinnovata» of Milan (Italy) is promoting the adoption of the experimental method. The concept of learning as source of life is the materialization of the social interaction studied by the ethnomethodology. This is a new way to approach the problem of knowledge and innovation in contemporary school system. Moreover, comparative analysis in the context of educational studies provides the theoretical framework for understanding the relation between institutional change and scolastic experience.
  • 3. Scientific contest of presentation PEDAGOGY and School Education according to Person Argument Interactive Explanation Methodology PAIEM •Concepts •Situations •Methods •Contrasts •Differences •Social cohesion •Innovation •Education concerns Knowdlege Values Competences •School is part of the global society SCHOOL EDUCATION METHODINNOVATION THEORY PRAXIS PEDAGOGY Pizzigoni Learning as source of life Individual Culture Society
  • 4. WOMEN PEDAGOGY The early 20th century in Italy was a century dedicated to women as regards education and it was definitely important in the subsequent development of feminine pedagogy and education THE IDEA teachers and educators did not believe so much in having to render a service to science as to serve childhood and man-child, thus, conceiving the best education for developing the child MARIA MONTESSORI 1870-1952 GIUSEPPINA PIZZIGONI 1870-1947
  • 5. New Pedagogy founded by Women • Montessori and Pizzigoni were involved in a new scientific and experimental pedagogy, running along parallel paths and perhaps never directly meeting. • Montessori saw experimental pedagogy as based on a method of scientific pedagogy, whereas, for Pizzigoni, it was objective teaching • Montessori began her experiment with “Casa dei bambini”/Home for Children in Rome (1907) and wrote “The Method of scientific pedagogy”(1909); Pizzigoni conceived the fundamental guidelines for the School “La Rinnovata” in Milan (1907), created the first nucleus as an experiment, in Ghisolfa (1911) and presented The Renovated School according to the experimental method in a public speech. In a short article in the “Pedagogic Journal” in 1909, Pizzigoni was able to show her interest in scientific and practical research.
  • 6. La Rinnovata Pizzigoni, 1927 Nursery for children 0-3 years La Rinnovata Pizzigoni, 2013 Elementary school
  • 7. • G. Pizzigoni criticizes Herbart who is satisfied with a teacher capable of describing his experiences, while the teacher should reawaken the experience of children. She prefers Fröbel, Author of "Education of man", and appreciates the emphasis on the importance of life in the open air, nature, travel and walks; one’s own country is a “single whole”, and nature is an "all continuous” (G. Pizzigoni 1956, 26). • As for Vincenzo Cuoco, Pizzigoni likes the specification of the aim of education that “more than presenting positive ideas, has to provide the mind with the aptitude to understand science” (G. Pizzigoni 1956, 27). • After having reviewed these studies, Pizzigoni states, “How can I express the great joy of hearing the eco of my soul in these writings?” (G. Pizzigoni 1956, 28). And then, “This is how the concept of the duty of school is gradually completed and assumes the entirety of the great value in educating individuals and reforming society” (G. Pizzigoni 1956, 29).
  • 8. Reform Pedagogy – New Schools - Progressive Education Pizzigoni had studied and known: • the experiences of the new school in Europe and USA • how the U.S. presented itself as the land of true, modern, scientific pedagogy, against verbalism and in favour of personal and intellectual observation of the facts and phenomena. That school seemed truly to reply to the needs of childhood • American Schools presented by Omer Buyse, the Hamptom school, the English open-air school, Letchwork in Garden City, Abbotsholme and workshops of practical pedagogy • Landerziehungsheime (1898) of Lietz, a 19th century experiment in education towards citizenship (Germany) • École des Roches of Edmond Demolins (France) • Waldschulen in Switzerland • Swedish workshops, and Tolstoj’s Jasnaja Poljana school (Russia)
  • 9. “I wanted to renew the school too old as much as I could, but I was judged by many as a very strange person. My spirit, however, does not quieted, and seeking the school directly, as I had a quick and concise vision about what should be the elementary school. It was in 1907 that, almost obeying to a voice which was speaking inside me, I have written in a breath the fundamental points on which the new school should have been built: I had saw what it was going to be the new environment, and I had saw how the children could move around, I had saw the light and the beauty from a life lived for the benefit of the minds and of the souls of the childhood, and so I have formed the ideal framework of the new school”. Basic lines and programs of the renovated school, 1922 Pizzigoni wrote
  • 10. LEARNING AS SOURCE OF LIFE “Let us leave the world of words and enter the world of facts, that is my motto. I have conceived the school this way: facts teach; pupils experiment and learn; all teachers do is bring all the facts they find fundamentally educational into contact with the pupils, or the latter into contact with the former, and guide the minds of those who have to learn, so that the learning is ordered and becomes a source of life” (G. Pizzigoni 1929, 10-11). The teacher and school prepare the conditions and ensure the possibilities of learning.
  • 11. Pizzigoni talks about the dream and utopia of the new school, thought out in a new environment and with new teachers “Knowledge of child psychology, individual and collective; aptitude to live the life of the world of little people; a mind trained in the knowledge of nature and social and national life; knowledge of method criterion for carrying out various sciences, and great interest in childhood, valued in itself, in its continuous development and in the future it will reach: in my opinion, these are the indispensable elements of training a teacher for a truly renewed primary school” (G. Pizzigoni 1956, 11).
  • 12. Objective teaching, the experimental method, the psycho-physical experience of the pupil, workshops, classes in the open air and forming the character of the child are the original aspects of the Renovated School, which opposes verbalism, studying for exams more than for life, and collecting words rather than observable facts. Objective teaching
  • 13. RESULTS Pizzigoni Fund in the Historical Museum of Didactics “Mauro Laeng” A new Archives has been created with the purpose of presenting the original idea of “La Rinnovata Pizzigoni” and the continuity of experimental pedagogy, from 1927 to 2013. The Archives, called “Fondo Pizzigoni” is on line with worldwide access to children’s production. The 350 records are important to everybody that would like to follow the initial impulse over the years, knowing the experience aimed to create a new environment where conditions of learning are based on the school of joy and the respect of the children.
  • 14. Conclusion The effect of the New Schools in Europe and in USA lasts in the contemporary pedagogy assuming new forms. The experimental method of Pizzigoni, or method of personal experience, combined with the attachment of the teacher at the school and pupils, was and is a significant innovation in which it is possible to find signs of the pedagogical transformations that have crossed the Italian school in these last hundred years of history. The method has an high social impact because it refers to the school environment in terms of world, with mutual enrichment. This education in school is characterized by constant principles rooted in the concept of 'learning as source of life'. Learning is a problem of existence from which derives the importance of knowledge. Be a school in the method and make the method a school
  • 15. Bibliography Denzin, N. K. (1970) “Symbolic Interactionism and Ethnomethodology”, in Douglas , J. D. (ed.) Understanding Everyday Life. Toward the Reconstruction of Sociological Knowledge, Chicago: Aldine Dewey, J. (1938) Logic, the Theory of Inquiry, New York: Holt Dilthey, W. (1914) “Der Aufbau der geschichtlichen Welt in den Geisteswissenschaften”, III/2, iv, in Gesammelte Schriften, VII, Leipzig: Teubner Hans, N. (1949) Comparative education. A study of educational factors and traditions, London: Routledge and Kegan Paul Holmes, B. (1965) Problems in education. A comparative approach , London: Routledge and Kegan Paul Pizzigoni, G. (1922) Linee fondamentali e programmi della scuola elementare rinnovata secondo il metodo sperimentale, Milano: Paravia & C. Pizzigoni, G. (1929) L’insegnamento oggettivo. Estratto dalla “Rivista Pedagogica” diretta da Luigi Credaro, anno XIII, fasc. 3-4, Milano: Tipografia della Scuola Rinnovata. Pizzigoni, G. (1937) Scuola nuova maestro nuovo scolaro nuovo, Milano: Ufficio di Propaganda dell’«Opera Pizzigoni» Pizzigoni, G. (1956) Linee fondamentali e programmi e altri scritti, Brescia: La Scuola Sadler, M. E. (1900) How far can we learn anything of practical value from the study of foreign systems of education?, Guildford: Surrey Advertiser Office