held by the site Scuolaoggi this beautiful memory of Piero Romei that I have not had time to meet but lives on in the precious texts that he left us.
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In memory of a teacher (and friend)
Fri, 11/03/2006 - 1:04 pm
Piero Romei, I met the first time in Padua, in March 1988, during one of the first conferences on school autonomy. I was the one to approach him before he started his speech in the hall, animated - I have to say - a certain thrill in getting to know an author so much already read, quoted and studied. Serbian memory of that meeting a curious transaction. I was in my hands a booklet of sociology, just bought the nearby library Dragons. Peter asked me to see him, I passed him, a quick glance at the cover title and then immediately ask me if I had no objection to sell it. How to say no. An artist's bizarre, I thought then. Today he tells me that far impertinence of his boundless curiosity academic together - the pleasantly discovered later - by an equally strong inclination to stay together around a table working as a dining table, not to shrink from it on to any topic of conversation, it was great, or frivolous, to live with all logs refined emotion - impatience in word and gesture to the genuineness of rice - the events of everyday life.
Piero Romei was like that. Master of intellectual daring and engineering together joyously man immersed in his time. But he was not the sum of the two stories. Piero was the circle of "together" the two stories. He was the man who offered to master material reality to be developed scientifically and while the teacher was the man who gave his theories to interpret sharply, so the original reality.
In this, in this continuous process of cross between abstractions of thought and facts of reality, its luxurious similarities are explained. Can not recall them all. I remember that the "balloon deflated" that football, you can not know in which direction will eventually go: to represent the unpredictability of the processes and organizational learning, the complexity of doing school when they are not supported by experimental programs of action: certainly all be verified, but providers of rationality in a deflated balloon otherwise. I remember yet, when it's time to explain the responsibilities of the school on teaching processes (= output) rather than on learning outcomes (= outcome), the similarity with the "Travel Agency" that goes legally held accountable for failure to implementation of its package tours, but that customers will never charge "has not found a soul mate or having fun or not they have found in bad weather."
University of Bologna students in his class might remember him as the professor of film forums. Yes, because the prof. Romei, to provide concreteness to the scientific assumptions of his lectures, he liked to select packages of films on which called the students to exercise their knowledge of systems and organizational structures. Yet another opportunity, another way to meet the scientific abstraction with an expression for another captivating reality.
Dear Peter, I realize only now that he has already written a lot, but had not yet said anything about what you have actually performed for the Italian school. It 's true, when you get words and things are already in the renewal movement. There was the '68, there was the priest of Barbiana, there were mostly to the Decrees of Delegates '74. "Quality of learning" and "Equal opportunities" are the poster the new school, the beautiful sequence "Training and Upgrading - Freedom of Education - Testing" is called to make the implementation tool, the articulations of "collegiality" will ensure the democratic trait. Yet, the decade that separates the Delegates Decrees by the appearance of your book "The school as an organization" is still remembered for the placing on the role of an army of temporary teachers. Today it is clear that the reform of the '70s has, yes, provided the school system are all important parts of the renovation, but has not delivered to schools or the "Scheme of the plant has" neither the libretto for "Instructions' use and maintenance. " Result: Despite the fervor of the early councils and the early colleges, despite the possibility of test methods, innovative teaching and even law, despite the official recognition of the autonomy teacher compared to the severe constraints imposed bureaucratically until then, when you get the rituals and myths individualistic the old school are all still pretty darn active.
So will you, Peter, to deliver the arm patterns and instructions for installing the new school. There describe the structures, processes and possible dysfunction using organizational scenarios, fascinating because it is applicable. Will you tell us that one day the "matrix model" in which the skills cultivated in the vertical group of department disciplinary cross the interdisciplinary project of the Faculty Council insists on the need for another day "standardization of objectives" to give meaning to the process of testing / evaluation phase to monitor the organization, he describes the school as a "system link weak "in which, even at its highest levels, the" complexity "must not lead to inaction, a decision not to act; arguments of different management positions due to the school in terms of" processes "and" outcomes "will be supporting the The noble, chivalrous of any "business organization" will you go one day up to bet on the possibility of streamlining the "quality"; (...)
Since then, anytime and anywhere with your knowledge, with your know-how, with your brilliant ability to use pen and speech.
Since then, till 3 last night.
Nicola Casaburi
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