Formative menu

Menu of Competences

More than 30 areas of competences on 6 vast themes



We have tried to “essentialise” the topics of our formative menu. In a horizontal sense [?direction], our teaching devices are oriented at areas of competence that, in our way of seeing things, cannot be renounced because they are basic knowledge (for example, reading and writing) or basic disciplines (for example, music or the physical sciences), or in any case “knowledge” which, at the moment, seems to use to be useful also as a cognitive process (for example, coding). In a vertical sense [?direction], our teaching devices concern the founding nuclei of each field of knowledge, i.e. those combinations of intellectual and symbolic ability and those methods and processes that define and make really understood the sense and the structure of competence of a discipline.

Lastly, the menu is varied: the teaching devices embrace areas of a humanistic, scientific, expressive, social or other type, and draw children to each topic in different ways, from several points of view, and by playing on various formae mentis.

Multiple forms of intelligence

No single forma mentis [form of intelligence] exists!



Howard Gardner’s theory of Multiple Intelligence explains to us the nature of the human mind and, at the same time, talks to us about a person’s needs::each individual must be respected and place in a condition to be able to learn on the basis of his or her own inclinations and talents. It is therefore necessary to identify the intellectual profile of a child already at a very early age and to utilise this knowledge to make the most appropriate pedagogical choices. To this end, the most desirable formative intervention is not one based on notions, but is one of a teaching mediation that, in the face of the unpredictability and uncertainty of the future, facilitates an understanding of the basic contents and a mastery of the instruments of access to the various cultural environments, so that the individual himself or herself can gradually construct for him/herself on his/her own and choose wisely the fields of knowledge as similar to him/her as possible.