Borriquitos con chándal

Ferlosio said that the issues in which he was interested barely exceeded "six or seven", and added that, "over the years and recurrences", some end up opening communication channels with the others, so there is no it was rare that those "six or seven" questions were "merging and shrinking." Undoubtedly, one of them is the question of teaching, that is, the way in which knowledge can be transmitted, the ways in which it is acquired. The texts gathered in this volume offer testimony of this centrality, which cover a time span of four decades, from 1972 to 2012. Ferlosio's strong ideas regarding teaching stem from his conviction that "every education is constrictive", since it entails "a process of social appropriation of the child by the environment". Instead, what corresponds rather is to instruct the child, that is, to provide him with access to knowledge that, "exempt from all kinds of practical orientations and value judgments [...] cannot and should not, in any way way, let yourself be directed for any educational purpose". Well, what it is about, or what it should be about, at least in school, is transmitting knowledge, and knowledge itself is radically impersonal. Hence, the most consistent thing is that in the teaching process the "principle of impersonality" prevails, a principle that should govern the public place in which knowledge is imparted and that should cover the relationship of students with their teachers. From one to the other of the texts compiled here, sometimes written many years away, it is easy to appreciate recurring motifs, arguments and observations to which Ferlosio returns to connote them in a different way each time, and which end up forming a coherent and compact, which accounts for the slow and progressive way in which his ideas mature, interweaving them with each other. The validity that all the collected pieces maintain is indicative of the depth of his approaches, which continue to have an impact with all relevance on issues of permanent relevance.