The content of the volume by O. ROSSI CASSOTTANA, Giuseppina Pizzigoni e la “Rinnovata” di Milano. Tradizione e attualità per la scuola primaria/Tradition and present for primary schools,Brescia, La Scuola Editrice, 2004, 303 pp. deals with the research of Giuseppina Pizzigoni and the Rinnovata school, concentrating on the figure of the teacher and the pedagogue, a symbol, from the Italian point of view, for the planning of school abilities and of educational style, focusing on the pupil and on the environment, opening out onto numerous learning experiences within and without the school walls. The investigation into “Rinnovata Pizzigoni” is based on new papers and hitherto unpublished documents, which confirm the basic hypothesis: the Pizzigoni schooling plan, with its “learning” environment and the extended educational timetable, constituted a further guarantee that the elements of Pizzigoni’s pedagogy-didactics were indissolubly linked as terms, concepts and experiences. The Pizzigoni “method” has its own originality, even if this research also touches upon the influences of Dewey' and Decroly'. The connection goes beyond and extends to the various experiences in drawing, writing, practical exercises (in their turn to other subjects), problems of arithmetic, real scientific experiments. The whole multidisciplinary, and in some cases interdisciplinary, connection constitutes the focal point of the Pizzigoni methodology. (The “Rinnovata school” was founded by Giuseppina Pizzigoni in the Milanese suburb of Ghisolfa in 1911. It is now in the centre of the city. It was considered by renowned critics as the most significant and tangible example of “active school” in Italy at primary level, offering, however, apt continuity both for vocational and professional courses and nursery school. Subsequent to personal experience, in every teaching situation and every educational circumstance, the Pizzigoni method, defined “experimental”, ensured that the pupil was the true protagonist of learning and the acquisition of skills)
Giuseppina Pizzigoni e la “Rinnovata” di Milano.Tra tradizione e attualità per la scuola elementare
ROSSI, OLGA
2004-01-01
Abstract
The content of the volume by O. ROSSI CASSOTTANA, Giuseppina Pizzigoni e la “Rinnovata” di Milano. Tradizione e attualità per la scuola primaria/Tradition and present for primary schools,Brescia, La Scuola Editrice, 2004, 303 pp. deals with the research of Giuseppina Pizzigoni and the Rinnovata school, concentrating on the figure of the teacher and the pedagogue, a symbol, from the Italian point of view, for the planning of school abilities and of educational style, focusing on the pupil and on the environment, opening out onto numerous learning experiences within and without the school walls. The investigation into “Rinnovata Pizzigoni” is based on new papers and hitherto unpublished documents, which confirm the basic hypothesis: the Pizzigoni schooling plan, with its “learning” environment and the extended educational timetable, constituted a further guarantee that the elements of Pizzigoni’s pedagogy-didactics were indissolubly linked as terms, concepts and experiences. The Pizzigoni “method” has its own originality, even if this research also touches upon the influences of Dewey' and Decroly'. The connection goes beyond and extends to the various experiences in drawing, writing, practical exercises (in their turn to other subjects), problems of arithmetic, real scientific experiments. The whole multidisciplinary, and in some cases interdisciplinary, connection constitutes the focal point of the Pizzigoni methodology. (The “Rinnovata school” was founded by Giuseppina Pizzigoni in the Milanese suburb of Ghisolfa in 1911. It is now in the centre of the city. It was considered by renowned critics as the most significant and tangible example of “active school” in Italy at primary level, offering, however, apt continuity both for vocational and professional courses and nursery school. Subsequent to personal experience, in every teaching situation and every educational circumstance, the Pizzigoni method, defined “experimental”, ensured that the pupil was the true protagonist of learning and the acquisition of skills)
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