By Blog Editor, IOE Digital, on 20 April 2016
In last month’s blog, I introduced a new book about Loris Malaguzzi, one of the 20th century’s great educationalists, whose legacy is the world-famous municipal schools of Reggio Emilia in Northern Italy. One of Malaguzzi’s great achievements was to build this system of council-run schools for children from birth to 6 years with the active participation of a collaborative network of stakeholders: children, parents, citizens, city politicians and officials – and teachers. A teacher himself, by education and in his early career, Malaguzzi not only understood teaching but devoted much thought and effort to creating a team of valued, competent and supported teachers for Reggio’s municipal schools.
His starting point was the meaning of education and the image of the teacher. Education, he was clear, was holistic, education-in-its-broadest-sense: not only teaching, but ‘assistance with the psychological growth and maturity of every human being, to allow their personality to expand in as rich and as individually and socially normal a way as possible.’ And just as his political choice was for the image of the rich child, so that called for an accompanying image of the ‘rich’ teacher, for such children demand ‘rich intelligence in others, rich curiosity in others, a very high and advanced capacity for fantasy, imagination, learning and culture’.
‘Rich’ teachers had to be open to, indeed welcome, the unexpected and uncertainty. Ours, (more…)