School vs family

When we read in the media that a teacher has been insulted by the parents of one of her pupils, our thoughts immediately turn to the teachings that he should have received from the family and, in parallel, from the school.

The world of school, in the last 30-40 years (i.e. for the last two generations) has changed completely, not only as regards the educational programs but also, and above all, for the methods of approach by the learners, towards the school institution, the teaching staff, the didactic purposes of the school.
Thanks to a policy that has not been able to manage the inevitable innovations that time brings with it (new media, change of language, fashions, etc.), the school has lost, in the eyes of learners and their families, that authoritative role that it should have as springboard towards culture, the world of work and civil society rather than, as it is too often considered, a deposit for children when at work, a nuisance and a place where, obtorto neck, compulsory schooling is fulfilled .
Parents who should be asked for a license to be able to generate other human beings who unload their frustrations and incapacities on teachers not only are a bad example for their children, but show how society is involved in pretending to teach others and to check their work when you have neither the cultural tools nor the skills to do so.
And it is precisely from here that the problem arises: parents blame the school for many hardships of their children, school dropout and rudeness in general.
While traveling you will surely have happened to stay at international structures; at the table, as elsewhere, the only undisciplined children (and adolescents) are Italians: does that mean something?
If in part teachers have the task of making schools and teaching subjects appreciated, by seducing them (from the Latin secum ducere, to lead to oneself), it is equally true that it is up to parents to teach their children respect for others, towards the authority in the first place (a teacher is always a public official, even after the lesson time) not only at school but also at that of the FF.OO.
On the other hand, children begin their schooling at the age of 6 and until then it is the parents’ duty to teach every life lesson; subsequently, they spend a maximum of one third of their time at school (8 hours out of 24) and in the remaining 16 hours those dedicated to sleep must also be counted: if while sleeping he is awakened by the quarrels of his parents, he will surely grow up with a concept of life and society not exactly positive.
I therefore consider it necessary to clearly divide the tasks between family and educational institution, where the former must impart some fundamental concepts to the children (education, honesty, reliability, respect for the weakest, equality without distinction of sex, race, religious faith) while the latter will teach subjects established by the Ministry (the Ministry which should periodically verify the suitability of the subjects with the needs of society) for which parents may not be qualified.
Our school, unfortunately, has always omitted some fundamental subjects for the development of an individual and has eliminated others in recent times: sex education, civic education, highway code are just an example.
How can we think that an individual grows in respect of the other gender, of those who profess a different faith or of those who speak a different language from ours if at home we are the first to hear denigration of the different, the non-EU citizen (remember that even Swiss citizens, of the Republic of San Marino and the Vatican City State are non-EU citizens) or if a disabled person is bullied since elementary school without the teachers intervening?
I believe, therefore, that both parents (and consequently also grandparents and uncles) and the school must contribute, each for their own part of competence, so that an individual grows in respect for himself and for others, inserted in the society in which he lives and grows and that, from an early age, he is inculcated the desire to evolve, to redeem himself from an uncomfortable starting situation, to assert himself in the world because no one should be denied this opportunity.
Using the media and electronic devices as modern babysitters, rather than talking and confronting children, is certainly harmful to their development, and thousands of examples all around us confirm this.
But it is also the task of politics, that is those who are entrusted with the promulgation of laws, to remove obstacles to the realization of the above, to allow the realization of these rights and, above all, to sanction any attempt to act in a different sense, from the inability of the teachers to poor parental fitness, from bullying to school dropout.

Sergio Motta

School vs family – Il Torinese