THE ATHENS SCHOOL IN THE 21ST CENTURY

A Manifesto for Educational Renewal

PREAMBLE: SIX QUESTIONS

Before we build, we must ask:

1. Do educational projects truly connect schools with students?
2. Is theory anything like reality?
3. What experiences have ignited your curiosity?
4. What personal growth have you actually received?
5. How will this scholastic path affect your future?
6. What advice would you give to a student entering the world?

These questions are not rhetorical. They are the foundation upon which we rebuild.

PART I: THE DIAGNOSIS

The Sickness of the Present System

Schooling Paradigms

We are told to:

• Define professional goals
• Learn renewable career skills
• Craft our professional image
• Project that image into the world
• Develop personal qualities for future direction

Yet these paradigms operate within structures that systematically destroy the very qualities they claim to cultivate.

Create Life Conditions

Reading shapes neural pathways. Cells ignite, form connections, establish patterns that persist through days under various psychological forms. Feed the mind with constricting material, and you create “sick” conditions — soul poisonings that require cleaning (the psychologist’s couch). Feed it with healthy material, and you activate renewal, development, growth.

The fixed thought establishes solid relationships between nerve cells. It gives birth to identity. Interrupt certain readings, allow nerve cells to break their inserted relationships, and you obviate the consequent chemical response in the body.

We must cultivate students with valuable readings — material that activates them in their environment and opens future doors. Instead, we feed them photocopies.

The Need to Explore

School cannot afford to close at noon, on weekends, for summer holidays, not even for Christmas. The obligation to attend daily must invite students to socialize, to educate themselves, to join, to create friendships that persist through time.

Meeting the student’s need is like supporting the tourist in their need to explore freely. Periods of rest combine with the needs of pupil and family to create organized social parameters.

Alarm

After the morning alarm sounds from your bedside table, here comes the school bell. At any moment it will mark time in the division of hours throughout the morning — in a salad that covers time supposedly dedicated to culture.

The best example to explain school: observe the small world in the sadness of entry, find it in the joy of exit. Details of signals that light up consequences.

Harmony

The school year must follow a numerological basis to harmonize a beginning that continues in continuity. The year moves education, ignites culture, develops knowledge, organizes breaks, concretizes weekly rest and holidays for students and operators.

Energy is “harmonic/tuned” when an object, color, or space is placed correctly. The transmitted waves arrive cleaner, clearer, sharper. This is why we move furniture at home, place a speaker, hang a painting. A practical example: cleaning the house, caring for ourselves through hygiene, choosing clothes for certain occasions.

School ignores this harmony.

Rhetorical Phrases

“How we were…” We do not recognize ourselves in our children because we force them to do what we ourselves could not do. The repetition of ignoring what is open to the new equals the fear of growing up, of going ahead — the fear of leaving the door to venture into holiday without planning, the fear of crossing the Pillars of Hercules.

To Caesar What Belongs to Caesar

In reality, the child wants to socialize, to know, to join the world in simple union. Being at home obliges parents to pay attention more stressful than educational, without awareness of naturally different times. We cannot take ourselves away from what metaphysically has been imparted to us.

School Books

Elementary school books, presented to educate, produce more moral harm and social rebels than cultural results. Books with reduced duration, “studied” and discarded, fill not memories but basement spaces, garages, attics — or are thrown away. No one wants them.

Democratically obligated to purchase. If this were not so, they would not be bought. They do not enter the household shelf; they insult the Feng-Shui of space. Once sold, they disappear into backpacks, then into the darkness of boxes.

The books meet the same unhealthy structure that presents what is taught in a wheel of deficiency — a mechanical and cultural racism manifesting as educational tragedy. Elementary-level books do not ignite interest. Stories of poor quality, where every page wants a pedagogical speech that a trivial magazine from the corner newsagent surpasses in real, direct results.

An intention totally diverted into delirium: adult minds playing at being (not becoming) children, while educating and teaching. If school has no games and the structure produces these results, pedagogy must be rewritten. An educational bluff.

Writing the Future — Reading the Story

The elementary school book should have blank pages to write, to collect thoughts, ideas, fantastic futuristic images, new drawings during the term.

We say children are our future, yet we direct them to move personal directions. They must study wars under the name of peace and tolerance, without other books treating the topic.

The guide’s task: not guiding thought, but guiding cultural expression. Each one designs their own chair, not colors the photocopy of the same chair for 25 students. The guide shows new perception. Feed them with healthy material from what they saw, perceived, dreamed, imagined. The guide lays out their work.

The Visit

The doctor visits us at home when we cannot move. In school, the teacher presents his visit while the student, forced to sit, awaits his incurable intellectual care.

Ring Around the Rosie, All Fall Down

The main “industries” of schools direct toward economy/commerce, tourism sciences, social sciences, politics/jurisprudence, religions. All these components, attempting to shake hands, would never meet — and all fall down.

Consistency of Facts

Recognizing the origin of school — its history, past pedagogical experiments, theories of pedagogical science — reveals a chain of visible “instructive techniques” that are revealed torture of the soul. Spiritual amputations with moral convictions rather than educational realities.

Teachers report serious psychological stress. Operators report social and family neuroses. Pupils are victims of what they live and see in the classroom, following preconceptions that will later require cancellation so they can return to the origin of their intuition. All this arrives at stage education in a rebellion of the senses that comes at the sound of the bell.

A Failed Cocktail

Sweet and sour, bitter and salty — not worth the recipe. Not education and culture, but a product created with arrogance and the consequent birth of bullying.

When the teacher appropriates a diary, rips a sheet, denies a task, shouts to silence, dictates law, punishes by shouting, barking, denies exit for break or services — we do not realize this moves the exact same technique of the Bully. It opens the victim of hours mixed in a “salad” with cultural indigestion = rejection. Worth not wanting to return to school. Resulting growth of social rebels.

Long Live School

Rudeness is recognized everywhere. The scholastic adventure that should open doors to life and guide the student to the present gives no results. The reception — the welcome at the entrance — is the most uneducated possible, presented with a smile that ends with surprise.

Punish, punish, punish. The prize remains abstract: a card with votes and judgments that in life will serve absolutely nothing. They do not lead to cultural direction, no realization, no knowledge of personal qualities. Ten years of the best youth — never to return — totally lost to a desk in suffering, humiliations, backaches, screams, dictatorships poorly exposed in arrogance of being.

“Here is my son, study and this will be your end! And if you do not, you’ll end up like Lucignolo!”

Very poor sport activity, recognized as movement of life through the human body, finds no activity. When it fails due to teacher absence (on a trip with other classes), it is not communicated in time for educational purpose — no message about not wearing gym shoes. It is directly skipped, as if it has no value.

Food “in shavings” to the food pyramid transforms into snack consumption among thousands of expert nutritionists and projects without operational structure. A basic rudeness set in the name of culture, offering “not free” in the presumption to educate.

In the morning at “recreation” — that stop announcing the long-awaited pause, not only education to nutrition — here is the student pulling from his backpack the insult to nutritional guidance: “the snack.” Including books, notebooks, pencil case, diary. Here is the clarification of lacking educational growth in all senses.

Corridors where time is wasted, spent doing nothing, eating a snack or eating in the same classroom: “all you can do.”

The school, following old regimes, perpetuates suffering that children learn to participate in obligatorily, without openness to scholastic options. (Home-schooling is considered an escape, not an option.) As a wheel, unconsciously carried forward by the same mass of people who studied matter, but not how to live.

Check that students remain seated and well composed during lessons. Check them further during pause so they do not get hurt, do not run, do not fall — but above all, they do not make noise, mess, noise! From classroom to corridor, to the killer square for knees and clothes.

The myriad of proposed projects fail to satisfy a school that has never been educated, has no character.

The fruit project is there today, tomorrow maybe… In a structure with no table, no guide, without culture in presenting fruit for a set time, it does not educate the importance of food. Presenting fruit once or twice a week is like learning foreign languages — a population of idiots.

When food is presented, prepared, cooked, served, offered in various options, it takes greater value. Otherwise, it becomes mere fruit of little importance and doubtful value. Business planned for some service.

Consideration and Awareness

Consideration and awareness evolve toward innovations that help the individual live in freedom of expression, with greater responsibility toward their rights and increased duties.

To Be or Not to Be

To educate or lead to culture is not pretending to be a “teacher” seated behind a desk, turning between four walls. It wants constant pedagogical update that moves the student’s intellect in singular intuition and related empathy through life’s steps — yet recognizing you are a child of your own nature. The “metaphysical” movement that pushes the child to crawl before taking the first step.

Selfishness

Selfishness in receiving the child into the school world covers them with packaged material placed in backpacks — ever heavier, emphasizing the hypocrisy of recommending sitting with back straight in an uncomfortable chair and boring desk. Words all ready to photocopy and paste. Photocopy and color. Join the dots to build the letter or finish the sentence. A sadness that creates imbeciles. What misery in the grown-up for a student who “unconsciously” would want more. Evolutionary growth needs more serious, diversified material proposed in more forms.

The Photocopy

The last great strength of the school.

God bless the photocopy machine! Through photocopies, notebooks fill with all possible material: poems, stories, drawings — directly glued under the banner of environmental protection, economy, love for nature.

An obsession. Art and design lessons, like music, history, geography, sciences, biology, technology have no value in their uniqueness of content. Everything is rigorously photocopied. In art… coloring the photocopied figure. Recommending not to leave the lines!

Exercise double job in the concept of saving time. In natural science lesson, you copy the chestnut. In drawing lesson, you color the photocopied grapes.

Blessed Ignorance

Put a ship at the bottom of the ocean or a stone in a pond, and in short time you populate it with tiny inhabitants.

All writers proposing culturally poor material to attract “cultural obese” should be considered. (I insert myself with the sole purpose of turning on conscience, promoting school life quality under the sign of evolution, hoping to attract attention.)

Those who read continuously without thinking must resort to written thought, ready to exercise and put into action in search of mention confirming the edibility of what they said — considering it was not produced by them. Fast Food of the spirit. Common literary market finding customers exactly as pond waters are for their creatures. Mosquitoes bother everyone, as much as dull people.

A learned man is an idler who kills time with study. Beware of his false knowledge: it is more dangerous than ignorance.

Time and Timing

The common man has no knowledge of time. He lives in its illusion where days and feelings live the certainty of tomorrow, but end communicated in times reduced by their nature and ego.

Returning to school in September when nature still breathes fresh air after summer — days still beautiful, clear — yet in the pleasure of torturing repeatedly, we lock up in unhealthy classrooms to study poor material rather than live and enjoy the time given to the psycho-physical state. This would be easy to divert toward new pedagogical parameters.

The child, in his time — the day, the four seasons — responds to a time that, although sharing it with adult days, does not have the same management. Time/space factors guided, cared for, governed by parents. A space with no space except that shared with family. A timeless time, where there is no time even to go to the bathroom.

Later, in a time more “mature,” it will automatically come to everyone’s own maturation: recognizing days of the week, hours, seasons, individual moments, spaces, time… blowing their nose.

The Educational Journey

A child on their first day at school does not expect what will be presented. They imagine something interesting continuing their cosmic journey that brought them to planet Earth. Instead, they meet disappointment tumbling inside general chaos — ignorance rather than expression of education, where arrogance works the opposite of sociality.

The desire to express oneself, to play, socialize — absolute masters of the essence that generated them — to know, to get answers to thousand questions knocking on intellect’s doors in times that have no space, no time.

However, aware that the child absorbs like a sponge, space and time are limited to days of an adult seated, readings without truth, real practicality, emotion — teaching morality in contrariness from classroom environment and social results. Leaving materials like astronomy, biology, art, music, languages in the value of memorization of knowledge effective and valid in time, even if “apparently” more distant, are closer to them than you can imagine.

A cosmic journey that brought them to birth after conception, or the same day mum and dad met, or maybe an endless journey still speaking in their dreams.

Love for children, the innocence speaking truth.

The Dream

Comments to lessons brought to small people are innumerable, ending in jumbled criticism of educational system and pedagogics dictated by ignorance — results visible daily in offices, workplaces, squares, vacations, streets, shops, supermarkets, bars, television.

Insights and concepts in unison of neurological growth are an organizable utopia.

Stories on school books are ridiculous, written by adults intending to be new Andersen. They probably educate the adults who wrote them, addressed more to school staff than to child. Stories of children… that children should write. A cartoon has more value in igniting feelings than finding hidden morality between wordless mints on notebooks.

If all presented at school as moral tales led to society directed toward empathy, love, peace, tolerance, economy, environment — then we agree to keep the dictated line.

Expressing oneself by telling the story, writing in their notebook the dream from last night instead of transcribing “Witch Carlotta, Furlo the sparrow…” would gather more character data, development of personal qualities, pedagogically formative personal growth.

Considering imagination of a theme, the dream had, develops value and meaning in recalling memory, bringing back as much detail as possible. Search for expression, thought, then written. Fantastic description making sense to one’s own writing. From one’s own life to living. Development of fantasy creating history of one’s journey. Afternoon thought, true original unique personal value. The present in history. Value of one’s own days. Personal journals opening borders and new characters. Indelible facts moving spirit, creating poetry, marking character, moving pages of future, teaching the teacher.

Seating at the Desk

A healthy eye covered by bandage at early age remains blind — no stimuli in quantum mechanics of cause-effect. Young students limited to listening to material cumbersome for their age, absolutely impractical, much less educational as it does nothing — especially when teachers themselves scream asking for silence. School staff unleash desire to belong; ego covers being. They have not given voice to their dreams.

A bore for the child who finds joy only when lesson ends, time to go home to play, fantasize, travel, drive desire.

Soups of subjects in dictatorship without cultural substance. Salad times where book content lacks sufficient impact for cultural growth. Topics presented through drawings lacking marketing to sell their subject.

Form and reading have no character in consequence of what is written and presented, limited by those who produced them and those bringing them to table with mechanical answer for those who must absorb.

School operators wanting/believing to teach meet what they learned, seen, experienced — like the blindfolded eye at early age without sufficient light to widen views. With intention of “educating” without educational parameters but concepts and reforms in moral fiction, repeated errors from which we never grew, evolved, developed.

Mixed Salad

Salads of subjects. Monday: one hour history (Napoleon), two mathematics, one geography, 15 minutes break, two Italian. Tuesday: Music (teacher missing), Art (substitute), one hour “grape-wine” sciences, two history (Egyptians, Mesopotamia, Sumerians), one hour “religion,” the janitor arrives, one hour English… (film translated into Italian).

A Childhood Behind a Bench, in Front of a Cathedral, a School for Whom?

All quiet. The teacher enters. Silence. Fear for some, everyone’s curiosity… how, who will be the teacher this year.

From 8 am, to the desk, almost every day for the designated period. Teachers speak, explain, tell, shout, keep order, control, warn, punish. Everything must follow time respecting imposed requests in senseless hurry.

Silence! Keep quiet. Enter the good morning (often teachers do not greet the class). Superiority… “I am / I will be your teacher!” Every now and then they get up to make two turns around desks — it is not easy to sit all the time. On the contrary, the young audience, sitting in silence. Woe to talk, move, breathe. “Do not feel like a fly flying.” Composed, firm, with straight back. Wait for break to give vent to incessant explosive energies forced to uncomfortable wooden chair.

The backpack is defendant number one for the back. The chair, where you spend hours daily sitting, is not mentioned — not important. Just stay straight and composed! Everything falls on your upbringing in sitting. Young enraging energies… will happen few times in life. Youth passes quickly. Life a consequence.

School is not for the child but for adults who need to stay seated. Just read the story, a dictation not meeting pedagogical science in driving education… but copying under strict regimes. Everything else is politics.

Among school walls in poorly organized, non-educational dictatorship, begins when alarm sounds in obligation to enter, joy in obligation to exit. Yet the arrogant scholastic judgment does not end — it pushes toward parents unable to educate, as if they came from different schools. While the parent lives their educational deficiency, the teacher needs the law “no smoking in public places” to understand damage to others.

One is so accustomed to thought of being judged by one’s “astral judge” that school begins directly with all those bound to culture confronted with punishments and judgments. Study or you will fail, rejected, communicate the slogan. Study or you will be postponed. Study or grow donkey ears. All under the name of tolerance, freedom of expression, fight bullying, peace, democracy.

Between today’s separate desks, tomorrow united but without copying from each other, we want to create the “team” because allied by marketing and managers. Then we look for individuality, dictating coloring the same design for everyone — individuality then rejected because not like that of first desk. Pedagogical hypocrisy in rejecting one’s own pupil.

Teacher, guide, professor of inspiration for culture, knowledge, education — the door opening to cultural life: “follow my steps!” The teacher who throws their own pupil instead of leading class to success should not practice teaching for lack of ability to lead their team. It would be like leaving your own child on the road because they do not keep up with steps… their own God abandons you in moment of need because you do not live up to tasks.

The Difference Creates Singularity

With what pedagogical, cultural, educational criterion can one claim to bring single individuals of variously different nature to same point of equal cognitive development?

There is a macroscopic world we see, and a world made from our cells, our atoms, our nuclei — we do not see. It is normal to obtain difference in evaluations, difference in sounds, vibrations of every single person, difference in single answers — attention, behavioral. They can be complementary if there is group work, not a class.

In an orchestra there are different instruments. In their diversity of musical communication they unite in creating symphony, yet each instrument remains true to itself, emitting same note as next instrument but with voice in uniqueness of being — without transformation, but in growth and affirmation of what one is.

As in the day that put you in the world the sun was greeted by the planets, and you are tough and continually raised according to the law that made you appear; so you must be, you cannot escape yourself. It was already said by sibyls and prophets, and no time, no force can break the imprinted form, which living develops. — Goethe

Leave the World with a Love Discovery

Looking around — economic crises, social stress, environmental problems, associations with absurd tasks in illusion of missing solutions, crime, discontent, disorganization, unemployment, anything else giving life to chaos — one wonders if it’s all the fault of going at 8 am to participate compulsorily in lessons that produced this general tragedy.

A result of people bored, depressed, victims of smoking and alcohol, rude, lost in desires without solution. Pages of a diary remained white. People with look that looks at past in bitter discovery of being in phrase of New England philosopher-naturalist. Expectation of social recognition never arrived, driven by extremes in indulging material pleasures and illusory distractions in continuous need for renewal.

Feed the Thought

Feeding knowledge with thousand readings can help but evaporate your essence. Free the wings of thought. Let intellect take flight in development of your own development — here your perfume. Intuition. Genius.

The necessary need to sleep: not to rest or regenerate body tissues, but to free the dream in its cosmic journey.

Culture has produced people with ability to read but without education in distinguishing value of reading. A mechanism meeting television programs — many products create more confusions and blocks than solutions. Psychological fecundity beyond physical develops chain of emotional viruses, computer viruses.

Psychological Viruses

It is not inserting the piece corresponding to exact geometrical figure into small colored house, but discovering that the roof itself can be lifted, with time making it possible to interlock figures. The snail’s pedagogy in confirming the question: where must we go?

Lack of Education

A desk, a platform, a globe, a paper basket, several desks with chairs, a blackboard, a religious figure (very sad), colored drawings covering tired walls — this completes school furniture.

The structure without teachers is not meaningless, closed to itself. Entering, you can sit at desk, take seat, imitate teacher, express art on blackboard or bench, rummage in drawers, look under companions’ benches, make chalk clouds.

In line for two, with teacher’s care to separate those who found a partner with whom they are at ease.

The Democratic Obligation

In a “democratic” country — the obligation to attend school helps freedom of expression!!!

Priority

The importance of writing in “beautiful calligraphy,” being ordered in not leaving lines, takes validity over time — a reality meeting every day in life that precedes, follows, directs. In the greater, it is necessary continually filling a never full, never empty cup.

The fact of coming out of lines, which also applies to beautiful calligraphy, is neurological fact needing its time to be cleaned from smudging. Everyone has personal period of learning to speed up and soften their writing method. Sometimes it takes whole life, dependent on work considering typing.

A teacher teaching not to leave lines while extinguishing cigarette butt in sand or throwing it into street moves educational hypocrisy back to mere knowledge — which for some needs to be put in form of law. Leaving lines and coloring exterior of figure can be explained to child, but is not valid for teacher in “education” turning between benches with clothes soaked in nicotine.

Value in Learning

In teaching to write, it is better directly dictating texts with cultural and educational value — whole description of human body, treatise on biology, earth science, astronomy. Yet it remains clear that through video documentary media, visual strength gains value in cognitive development.

A Time for Everything

Studying history for 12-year-old wants example of Christopher Columbus carrying material to Americas — objects totally foreign to Indians, who did not know their use or were prepared to use them. Time and season for everything… but probable that we, human being and not human doing, are not up to deciding when to use it. Dictated metaphysical laws move rules and play to your liking.

School workers struggle to realize they were children, or maybe it was period of time canceled or not — a time they had to pass on despite dealing with growing children every year, repeating mistakes lighting up in their psychological stress for those practicing absurdity. Numbered are teachers who move empathy; those who do are expelled, sent away as unsuitable… by those limited in filling drawers with used clothes and sewn from 1000 years, albeit using mobile phone, microwave, car.

Do not limit your children to what you yourself have already learned, for they were born in another age.

Free Will

“To guide” small people from professorship wants to be assignment of tasks for each individual student within intimacy of many others.

The Art of Traveling Life

Either you are product of environment, or you are producing your environment. Either you think, or you believe.

By inertia we are dragged on model and educational style having nothing to do with desire to live. On the contrary, it appears more like morning torture lasting every day for lifetime in apparently cultural non-educational curse. It brings more existential problems than optimal solutions, both social and environmental.

The greatest adventure of education is action within educational alliance — without desire to punish, judge, dictate, but in mediation of respective interests. The art of traveling through life in most pleasant and exhaustive way.

1400

In 1400, it was believed everything discovered up to that time was everything. There was nothing else to discover. Everything had already been discovered; there could not be another world. It was unthinkable there had been something new. “No one” until that time had come so far.

After the Pillars of Hercules there was abyss, nothingness, black, dark, death on voyage of no return, eternal night. Beliefs followed one another in background ignorance. Maps showed drawings of dragons, imaginary animals with three heads. It was only 1400, but for that time it was already 1400.

Unknowingly (metaphysically), Europe prepared foundations for renaissance.

Travel

As far as we can know, story is future in continuous becoming that moves color in white canvas — but the hidden nail has real importance in supporting the work.

From 1000 Years Behind the Benches

We started school with apple, continuing with notebook, then ABC, moving to folder, backpack, trolley… still hesitating to use PC while in other countries it is a must.

Reason we do not have PC at school: we do not have trained staff, and above all school is not ready to move technological steps. While mobile phone use is forbidden in classroom for students, the teacher from chat desk is glued to social networks.

Rating

Giving assessments based on pseudo-knowledge — length of rivers, height of mountains, wars, history lessons where truths are given to people, or truths believed true when new studies open new perspectives first excluded — are not worth position taken annotated on diaries through votes and judgments.

Evaluation through votes or judgments is easiest and least expensive version that can be used. Is this a version of bullying at cultural level?

Rating

The school structure renews its organizational figure by abandoning evaluation as service to judgment.

Some men see things as they are and wonder why? I dream of things that are not there and I say, why not! — G. Bernard Shaw

Rights and Duties

The concept of “obligation” is duty of parent through child’s right to align with cards of educational game, making learning “free” through education and knowledge — pedagogically instructed or commonly taught.

All this when you have available means for learning offering freedom of choice. On the contrary, it would be like having so many pots in kitchen but no knowledge how to use them. Intellectual and conscientious weapons that student will use in course of life. Dangerous? No, if aimed at social ends… and perhaps these are directed toward consumerism. In fact, most population of developed countries live being product in society of consumers.

Lucignolo vs Pinocchio

The game, the fun, the sociability, formation of friendships, pedagogical behavior seen through game, basis of knowledge of one’s own body, strength, oneself, solar energy to conviviality, position struggles.

Here, the curse of C. Collodi in his Pinocchio through killing of Lucignolo because he loved fun, game — considered a sin. The world of Lucignolo that he would have liked to share, without being aware of education to socialization, provided for child’s paradise: theme parks.

Because games for children proposed in school parks are always located outside school structure!

Almost wanted to live seriousness in social pedagogical fiction that in end brings nothing but passing of generation in self-frustration for what has not covered expectations. Get to counted days with results that do not pay life played in beliefs of time now expired.

We all went through same doors with strong desire to play, have fun laughing and still play, but it was always seen as sin to be covered immediately with study: “Did you play? Now you have to study!” You have sinned, have you enjoyed? Now you have to confess!

If life, if God (for whom) offers and invites to game and communicates during whole time and at all ages — from soldiers/dolls to football, golf, chess, cards… in more or less elaborate versions and according to what one seeks through fun — one can understand masochism that man encounters in destroying himself psychologically in putting game out of door.

In absence of choice of choice option becomes suffering in obligation to attend. Educational system believing to educate through service offering nothing but condemnations and sentences, where reason and being are annihilated by ideologies dictated by times who never encountered desires, pleasures since destined to be sin. School life erased from definitions underlined as pedagogical, in reality victims of another structure called: spiritual politics.

In considering time of recreation as dark moment in which students are lost in nothingness in bell chaos joined to corridor, where everything happens and requires double control by operators each with their own method in ragging, punishments, penances, pledges, votes in conduct…

Who’s Responsible

Pre-adolescents and their growing season? Teachers? School itself? School books published? Their own God who moves ignorance and problems to solve for illusory growth in man evolution?

The Gods to Memory to Move the Present of the School

In renovating school through entire building structure and consequent organization, pupil, parent, school worker, school, school environment are brought to new educational adventure — where bullying and other forms of arrogance and negligence bow to image of Muses. The thrones of liberal arts, dance of muses in school circle where sciences and arts dance under notes of life.

A reality in living school that adapts to time, school in its contemporaneity, game of life in eternal becoming of present. School renews and evolves its ability to educate while Muses open their dances.

Imagination is the beginning of creation. You imagine what you desire, you will what you imagine, and at last you create what you will. — George Bernard Shaw

Education and Tourism

A future of education and tourism where school moves student in opening the world.

Children learn what they live. — Dorothy Law Nolte

Innovation is the Key Word

The necessary need to change, to renew cultural/educational content, is equivalent to what has been done over time with technology in facilitating school life — yet without being exempt from metaphysical struggle that unites everyone.

We all arrive with different boats traveling toward end that unites us in single ship.

Responsibility

School as educational representation in world recognizes rights and duties. With expanded expectations it defines goals, guide to ideal, access to future with greater educational awareness and knowledge in practicing and perfecting acquired skills. Being citizen in world.

Tomorrow’s Intuition

Cultural space measures awareness while education guides reasoned pedagogical activity. Educational parameters aimed at development of individual — be it student or school teacher in educational renewal.

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