Authors: Lino Rossi, Enrico Orsenigo
This article intends to examine the position that the school can acquire as a means of orientation, that is, an intermediary agency and mediator with the task of sup-porting its users (students, teachers, but also families) in the difficult work of con-scious participation in the network of knowledge. and skills. In this direction we have tried to re-read the key concepts, or perhaps the metaphors of a knowledge destined to create meaning that Italo Calvino proposed in his American Lectures. Lightness, speed, accuracy, visibility, multiplicity and finally “beginning and end”, can represent the problematic nuclei of an orienting thought, from whose suggestions try to define the cognitive map for an educational project capable of supporting convivial knowledge and access to a learning society capable of pro-moting social change and seeking to reduce inequalities in terms of individual and class opportunities.
Keywords: Learning society, orienting thought, complexity, conviviality
Notes on contibutors
Lino Rossi è professore aggiunto di Psicologia dello sviluppo e dell’educazione – Istituto Universitario Salesiano di Venezia, Mestre, aggregato alla Facoltà di Scienze dell’educazione dell’Università Pontificia Salesiana di Roma.
Enrico Orsenigo è psicologo iscritto all’Ordine degli Psicologi del Veneto. Collabora alla cattedra di Psicologia dello sviluppo e dell’educazione – Istituto Universitario Salesiano di Venezia, Mestre.