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differences between the Germanic and Italian school system

GERMANY and ITALIAN SCHOOL SYSTEM

Germanic Each region develops its own educational program

GERMANY
System: The path begins at school 'age of 5-6 years in primary school that is covering the period 1-5 Grundschule.
The tour continues with three years of Mittelschule. Years are added to those of primary school, then how are their respective classes: sixth, seventh and eighth.
The path to this point is divided, after passing the examination, in two branches, das die Realschule and Gymnasium.
Those who continue their studies in high school, followed no more lectures in the form of organization in the classroom, but division into classes.
Those who follow a vocational school are directed to the world of work.
reached the 'eleventh year (which is the third top Italian) the boys have reached capacity, skills and maturity to decide (at the end of the first term) which road to take, in fact, have freedom of choice of two materials that will deepen and lead to 'exam.




ITALY
system: The educational program is dictated by the Ministry of Education.
The autonomous regions have the power to make small changes to the laws of the state.
System: The path begins at school 'age of 5-6 years with the primary school which lasts 5 years.
continued with three years of high school at the end of which it is claimed the 'examination, abolished in' 2007 and entered into force for students who were finishing the eighth grade in 2008.
Also in Italy the way it divides the two branches, high school and vocational school.
The lessons continue to be organized into classes, so the professional school.

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The differences between Italian and German school

Italian School in Alto Adige (high school teaching)
- hours per week (IV): 38
- Time: 8:00 to 13:15
- address: 0
- general audiences: 4 times per year for 2 hours
- Textbooks: 25 (IV)
- school organizations: a few (1 meeting earlier this year with the whole school)
- school trips fixed: living
study - multi-day trips, from 2 in then (Rome, Paneveggio, Vienna, trip maturity)
- Stage: 2 weeks (1 in 1 during the school holidays and) voluntary IV (few students)
- Projects: Project Area each year
- non-compulsory subjects: dance, theater
- sports activities, schools and tournaments against other schools (many students do not participate)

German School in Alto Adige ( Pàdagogisches Gymnasium)
- hours per week (IV): 36
- Time: 7:50 to 13:05
- address: musical, artistic, social (3 choice in the compulsory subject of art or music)
- general audiences: 2 times a year for seven hours
- Textbooks: 19 (IV) at the beginning of the year there is a sale of books in the school
-school organizations: many (concert, Schulball, school parties, making the beginning and end of the year)
fixed-school trips: Herbstausflug, Maiausflug, Bildungsreise, ride in the snow .....
- multi-day trips, from 3 onwards (Vienna, Ireland, a trip to maturity)
- Stage: 2 weeks (2 weeks during the school) in IV, V in 1 week (voluntary or take a trip or to make management the Schulball), all pupils participate
- projects: lessons in courses (this year) for 2 weeks
- non-compulsory subjects: eg, the afternoon dance, musical, music lessons, gymnastics, orchestra, etc. ecdl.
- sports activities, tournaments against other schools

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school and Froebel's educational thought

The Froebel's educational thought is based on three main points:

the conception of children;
the organization of the Kindergarten;
pedagogy gifts .

Froebel sees childhood as a particularly fertile and happy, because children have so far attributed to faculty only the divine in the inner child, there is a wealth of potential that education has the task to liberate and to grow. Education must also satisfy the spontaneous human activity suggesting external models to imitate, but providing an opportunity for everyone to realize concretely and individually. For this purpose, designed the gardens of childhood, that is equipped areas for play and child labor and for group activities, organized by a master gardener that guides the activities, without them ever undertake a programmatic , as happens in schools. The same name, Kindergarten , is inspired by the idea of \u200b\u200bconsidering children as teachers as gardeners and plants that need special care. In the garden, the main activity is the game regarded as a spontaneous creative activity and practice central to the development and sterile like fun. The game develops language, design, business logic, creativity and expression and is also critical in establishing relationships with oneself, with others and with external reality. The spontaneous creativity of the child, even if made independently and is not abandoned to chance but must be facilitated and developed through a series of toys foreordained, called gifts, or structured learning material is presented to the child in a specific order based on the theory of continuous and progressive development of the human soul. The first child is a gift offered to the ball, the symbol of infinity and unity but if given together with other, also a symbol of diversity. In addition, the ball develops the senses, language and abstraction when used in place of absent objects. The second gift is represented by several objects, ie sphere, cube, cylinder, through which the child learns to recognize the conflicts and their reconciliation. The third gift is a cube divided into eight cubes, and aims to approach the child arithmetic and launch the construction works. Finally, there are other gifts made of cubic further divided and increasingly complex skills that develop combinations.

The Froebel's educational thought and its realization through Kindergarten contains innovative features in the cultural life of the period and marks a turning point whereby, in doing so, be one of the pillars of education for the contemporary relevance of conception of childhood and school.

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Rousseau, L 'education

Rousseau, education

Rousseau convinced that society and culture have distorted the man, who was born basically good. The task of education is therefore to safeguard the child from the effects they can have him on society and culture. The true master not the one who teaches something, but the one who lets the child freely develop its own nature.

a) The three masters (J.-J. Rousseau, Emile or education, I)
Everything that we do not have at birth and we need to be large, it is given by ' education.

This education comes from nature , or men or things. The internal development of our faculties and our organs is the education of nature, the use to which we are taught to make is the education of men, and the purchase of our own experience on subjects that affect us is the education of things.

Each of us is therefore composed of three species of teachers . The disciple that contradict their different classes, you badly brought up, and will never agree with itself: the one in which they contribute fully and tend to the same ends, it is the only one who goes to live with its purpose and consistency. And it is the only one to be well educated.

b) Do not teach today what you can teach tomorrow (J.-J. Rousseau, Emile or education, II)
caring teachers, be simple, discreet and prudent, do not rush it on to act only to prevent that other acts, I never tire of repeating postponed until later, if possible, a good education, for fear of a bad issue now. On this Earth, that nature would have made the first man's paradise, the idea of \u200b\u200btrembling to that part of the tempter with the desire to give the innocent childhood knowledge of good and evil. [...]


c) The world is a world of cardboard (J.-J. Rousseau, Emile or education, II)
any study you do, with no idea of \u200b\u200bthe things represented, the representative signs are nothing. However, it always limits the child to these signs, never potergli to understand anything of what they represent. Thinking to teach the description of the Earth, they are taught to know that the cards, teach him the names of cities, countries, rivers, he has no concept of existing in another place where they are shown on the map.


The problem of 'education

The proper education should therefore proceed in the direction of action in part on the minimum natural development of the individual, education must be passive , a non-invasive, should not intervene in the natural development of the individual substance, inherently led to find for itself the right approach to problems and right balance between the educational moments. The pupil-teacher must avoid the bad influences moral society, should encourage their innate curiosity and prepare it for a spontaneous growth, unmediated by external factors degenerative.
The problem of education in Rousseau was Emilia, a book where you imagine a young man (Emilio, in fact), away from society and brought up in a villa in the countryside by a teacher that the pupil does not require any pre-conceived vision induced by society, but try to bring out the natural and instinctive curiosity toward the boy's natural events.
The social contract
If the company corrupts a man's original purity, it limits its freedom and reduces it in chains.
The problem is finding a social at the same time ensuring collective security and individual freedom. Rousseau wary of democratic ideas, or does not think that the problem can be resolved only by deciding which individual freedoms should be limited or not.
The only way to create a harmonious society absolutely is the total limit of individual liberties in favor of a social contract shared by all men. What Rousseau proposes is not an absolute and authoritarian state , the citizen is not subject to any authority, every person has to change his consciousness, however, profound changes in its being, overcoming selfishness right of individuals and forgetting the expression of private property will self-centered, tailored to personal choices, but no more collective in the name of the general will.

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the thought of Pestalozzi


Pestalozzi thought

His idea was initially that the man was good and that the teacher did not have the task of assisting its evolution during the second unit of the heart, mind and hand.
argued that man through three developmental stages:

natural (which follows its instinctual forces),
social (in which the common life forces him to a rehabilitation, not always positive the individual) and finally
moral (and the ultimate end of education: the individual is ready to goodness, solidarity with others and acceptance of God in their own souls).
Pestalozzi introduced the concept of education of the heart (education to emotion, feeling) and family education (eg, "Leonard and Gertrude" shows the centrality in education).

For him, the environment must be an environment that adopts certain characteristics of family and was so convinced that he decided to propose it again in real life, opening to accommodate the institutions where young boys and teach them) . For Pestalozzi, education is an ethical, because in those years there were many children that the fault of the war were left fatherless, or were disbanded or abandoned.

The educator from this experience comes to conclude that there is only a childhood physically abandoned (without parents and without food) but there is also a morally abandoned (despite that children have those who take care of them, are not followed and do not receive adequate educational proposal) as dangerous. The concept however, remains central in the thinking of Pestalozzi is the close relationship between nature and nurture, it is important that the student can live experiences in their context. The first characteristic of these experiences is that they are based on intuition.

With experience that goes specifically to achieve in its institutions, Pestalozzi reaches a world-renowned and greatly influenced the culture of his time, Rousseau almost over, because of his attempt to look ahead in the theoretical (as opposed to Rousseau ). These are the years where you travel frequently, and from these trips, and the many meetings that develop new ideas and new frontiers such as educational trips, made by educators in search of the great educational experiences (or best) where they can hands-on offerings and ideas of a particular school of thought or Educator. Among the many educators who went to Switzerland, institutions opened by Pestalozzi, There was a young teacher called Fröbel.

institutions Pestalozzi so, little by little began to become an important meeting place for all educators and educators in Europe. educational ideas began to circulate and thus begin to rise to new models and new hypotheses; among the new models we can not mention the model of mutual learning (who also influenced charm Pestalozzi).