Objectives and
Thematic axes


  • To open spaces of shared reflection, for the exchange and discussion of ideas, activities and projects, between people, groups and institutions interested in overcoming the conventional paradigms of education.
  • To bring forward and analyse innovative educational proposals in order to promote creative learning, cooperative work, open and respectful dialogue, pacific and inclusive coexistence.
  • To generate initiatives for the systematisation of concepts, methodologies and psycho-pedagogical and didactic techniques in order to stimulate the passion for knowledge of students and teachers, extra-institution together with a greater social engagement.
  • To promote research and innovative experiences inter and trans-subject in order to change the educational programmes of the institutions.
  • To support interculturalism through the valorisation of all contributions of the people of the world.

Thematic axes

1. Mental maps and journeys in the territory

There are numerous approaches, both theoretical and methodological, used as a reference in the educational professions, sometimes losing sight of the contextual realities and risking to devitalise knowledge and relations. It is necessary to continually update the mental maps, giving directions to the cartographers of knowledge, so that they can best reflect every territory of education, psychic and social, regaining depth and meaning.

  • Reflections on educational theories and methodologies on the basis of researches and interventions
  • Innovative institutional and extra-institutional educational paths
  • Specificity of the contexts and of the educational situation

2. On the edge of society and on the edge of thought

In the margins of the privileged world there are painful realities which we also relegate to the margins of our attentive mind: the reality of the disoriented youth that does not know or cannot plan its own future, of the outcasts who constantly live in ghettos and illegality, of the poor of the world who are excluded or exploited from the global economy. In these territories, education is the place of possible hope, but the School often fails: evidence is provided by the high rates of discomfort and early school leaving.

  • Education in the suburbs
  • Inclusion, involvement, active citizenship, legality
  • Researches and interventions on various forms of scholastic discomfort and early school leaving

3. Educational communities and complex integral learning

“It takes a village to raise a child” but school, family and local communities often struggle to cooperate in the educational endeavour and try in vain to divide the fields of development of the youth, fragmenting responsibility and interventions. In this way those who educate often feel as if they did not have an ample and strong social role, and believe they have to deal with a part of development, of the field, of a set of competences. But learning is complex, it involves both internal and external worlds, it starts from desire and motivation, it must make sense for one’s life.

  • Educative communities: researches and interventions on cooperation between schools, families and institutions
  • Urban regeneration and regeneration of the public good
  • Formal, non formal and informal learning

4. Arteducation

Education must preserve and boost the creative and symbolic ability of the human being. Art, which deals with beauty but also with the truth of the world, is intrinsically educational (arteducation), but too often left to the margins of the institutional careers or moved to the background. In every form, arteducation is capable of mobilising internal resources, both affective and cognitive, awakening the desire to learn, to grow, to participate. In every part of the world there are educational experiences, even long-standing, that show the great educational and civil potential of art.

  • Arteducation: theoretical and methodological reflections
  • Art inside and outside school
  • Art, education and inclusion

5. Dominant knowledge and native knowledge

Throughout history and in the era of globalisation there is a strong tendency to impose the dominant knowledge as an absolute truth which has to be instilled with epistemic and physical violence, trampling on the native knowledge founded on the original experiences of each person. It is still necessary to work hard in order to replace the forced cohabitation of winners and defeated with a culture of pacific cohabitation. The valorisation of native knowledge, in the outskirts of the world and of the
cities, is one of the foundations of a new culture of education.

  • Education and valorization of local cultures
  • Education and everyday knowledge for the wellbeing of the person (movement, nutrition, etc.)
  • Education and history of the peoples

6. Technological journey in the global village

The interconnected world dominated by communicative technologies has become a single hyper-complex global village, in which it is easy to get lost. All of man’s strength is necessary to control such complexity and produce new significations, so that technology can be on the side of civilisation and not against it, as it is happening now. It is necessary to learn together with the youth to move in the technological labyrinth of appearances and manipulation, using strings of meaning that lead back to the constructive and creative goals of the IT progress, and protect from its worst employment.

  • Risks and potentials of technologies
  • Researches and interventions on good use of technologies
  • Education and technologies for inclusion

7. Educational professions and social responsibility

In a complex world, educational work is not a task that can be carried out in isolation, but it has to feed on cooperation and common research and creativity. A good initial theoretical and methodological training of teachers and educators is a necessary but insufficient condition: educational professionalism is also based on knowing one’s self, on the skillful control of relationships, on reflection and creativity born in supportive and humane groups. The continuous training of the professionals of education forces society to share with them the responsibility of the adult role: the time has come to break through the isolation of the school, which cannot and should not carry alone the burden of the future of the new generations, and needs an atmosphere based on inter and intra-generational solidarity instead of competition.

  • Researches and interventions on the wellbeing of teachers and educators
  • Competition vs. solidarity between professionals of education
  • Proposals for the continuous training of teachers and educators

8. Education, history and future

Today’s society is characterized by a representation of the future interpreted as a threat instead of a promise. The future appears to be dark, it is constantly narrated as a place of environmental, economical, historical catastrophes, but it is not possible to educate without being convinced and convincing the other that the personal and collective future is open. Only the representation of an open future allows a real aspiration to grow, become adults and participate. It is time to process the great historical traumas which undermined the trust in the human possibility to advance. The time has come for education to start dreaming again.

  • Education and representation of the future
  • Education and history
  • Educational utopias and dystopias