Frantumazione e proceduralità

Fragmentation and procedurality In the recent years, the rationale behind the link between edu-cational concepts and organizational and educational solu-tions are largely attributable to the companies’ organizational culture. Reference to a market utility as the ultimate goal of learning can explain the students’ growing extraneousness to-wards the educational culture, as well as the loss of teachers’ social authority. If we analyze the trends taking place from a social point of view, we realize that fragmentation and proce-durality, which are generally presented as indicators of mod-ernization choices, are the foundations of a regressive and dogmatic pedagogy. We could try to reverse this logic, which has shown in many ways to be a source of decay of the quali-ty of education.