The European Commission has published the Eurobarometer , according to which indices, Italy's innovation is in second last place, well below the European average (white column graph above) regarding, inter alia, investment in R & D in Informatics, the number of graduates in technical-scientific and European patents.
The established trend for some years does not seem attributable to the global crisis and reduced investment: there are inventions, science and culture. This news made me think of "Minds for the Future," the latest book by Gardner, in which the scholar stresses the need to review thoroughly and deeply learning models: the current education system, created to prepare individuals for 19 th and 20 th century, is quite well suited to developing only the "disciplined mind" (mind respectful of rules and standards: "Obedient mind"), which extends in depth, but, unfortunately, is not sufficient alone to face the challenges of the 21st century.
Gardner accuses the school system to ignore the "synthesizing mind" ("synthesising mind") that grows in width, and, even more grve, to paralyze the "creating mind" ("creative minds"), which is extraordinarily flexible and forms the basis for success in the knowledge economy.
The writer examines the American system, but I do not think that our school is better prepared to stimulate creativity, perhaps if we want more innovation would be appropriate to review the priorities within the programs, reducing quantity to quality and especially for the development of technological skills and Case Study solving.
The established trend for some years does not seem attributable to the global crisis and reduced investment: there are inventions, science and culture. This news made me think of "Minds for the Future," the latest book by Gardner, in which the scholar stresses the need to review thoroughly and deeply learning models: the current education system, created to prepare individuals for 19 th and 20 th century, is quite well suited to developing only the "disciplined mind" (mind respectful of rules and standards: "Obedient mind"), which extends in depth, but, unfortunately, is not sufficient alone to face the challenges of the 21st century.
Gardner accuses the school system to ignore the "synthesizing mind" ("synthesising mind") that grows in width, and, even more grve, to paralyze the "creating mind" ("creative minds"), which is extraordinarily flexible and forms the basis for success in the knowledge economy.
The writer examines the American system, but I do not think that our school is better prepared to stimulate creativity, perhaps if we want more innovation would be appropriate to review the priorities within the programs, reducing quantity to quality and especially for the development of technological skills and Case Study solving.
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