“It is now clear for many years that at the end of the path to school too many young people write bad in Italian, read a little, and struggle to express themselves orally. By the time the university professors are denouncing the linguistic deficiencies of their students (grammar, syntax, vocabulary), with errors as soon as tolerable in the third grade. In an attempt to remedy this, some universities have even activated courses of Italian language”. Is the incipit of the open letter of 600 university teachers to the president of the Council, the minister of Education and the Italian Parliament, promoted by the Group in Florence for the school of merit and responsibility.
“In the face of a situation so alarming the government that the school system does not react in the appropriate way, because the topic of the correctness of spelling and grammar has long been devalued on the teaching plan, more or less, by all the governments. There are some important initiatives aimed at the training of teachers, but I do not see a political will, adequate to the gravity of the problem”. “Instead, we need -is detected – a school is really demanding in the control of learning, as well as the most effective in teaching, otherwise neither the generous efforts of many very able teachers nor the acquisition of new methodologies will be sufficient. We must therefore ask how urgent goal of achieving, at the end of the first cycle, a sufficient possession of the linguistic tools from the vast majority of students.”
“To this end, we, the undersigned university professors – law – allow us to propose the following lines of action: a review of the national guidelines that give great importance to the acquisition of basic skills, which are fundamental to all disciplines. Such signs should contain the interim targets are essential to achieve and the most important types of exercises; the introduction of checks by national periodical during the eight years of the first cycle: dictation, spelling, summarizing, comprehension of the text, knowledge of vocabulary, grammatical analysis, and cursive writing hand. It would be useful to teachers of middle and high school, respectively, to verify the output from the primary and the examination of the third, also to stimulate on these themes, the professional comparison between teachers of the various orders of school.” “We are convinced that the introduction of moments of serious occurs during the school -he ends – is an indispensable condition for the acquisition and consolidation of basic skills. These moments would be for the students an incentive to do their best and an opportunity to get used to face of the evidence, without dramatizing them, while teachers would finally clear objectives which are common to all schools that complete a significant part of their work”.
Among the names who have signed the letter, many Academicians of the Crusca (Rita Librandi, Ugo Vignuzzi, Rosario Coluccia, Annalisa Nesi, Francesco Bruni, Maurizio Dardano, Pietro Beltrami, Massimo Fanfani); the linguists, Edoardo Lombardi Vallauri, Gabriella Alfieri and Stefania Stefanelli; the rectors of the four Universities; teachers of Italian literature, Giuseppe Nicoletti, and Biancamaria Frabotta; the teacher Benedetto Vertecchi and the history of pedagogy Alfonso Scotto di Luzio; historians Ernesto Galli Della Loggia, Luciano Canfora, Chiara Frugoni, Mario Isnenghi, Fulvio Cammarano, Francesco Barbagallo, Francesco Perfetti, Maurizio Sangalli; the philosophers Massimo Cacciari, Roberto Esposito, Angelo Campodonico, the sociologist Sergio Belardinelli and Ilvo Diamanti; the writer and teacher Paola Mastrocola; the mathematician, Lucio Russo; the constitutionalist Carlo Fusaro, Paolo Caretti and Fulco Lanchester; the art historians Alessandro Zuccari, Barbara Agosti and Do nata Levi; the professors of administrative law, Carlo Marzuoli, comparative public law Ginevra Cerrina Feroni and roman law, Joseph Valditara; the child psychiatrist Michele Zappella; the economist Marcello Messori.
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