Idleness like lifestyle

The literature on the theme of slowness and of decelerating expanded in these years. Among the most interesting considerations, I mention those of Tom Hodgkinson; these are two interesting , critical essays: “idleness like lifestyle” and “freedom like lifestyle”  are two true masterpieces to support with “philosophy of slowness”. The principal Tom Hodgkinson’s thesis is that to afirm that in a society based on doing, efficiency, on the global market and on the speed, the way to be true revolutionary is to idle about something and to slow down, to do by oneself and product local losing time. Losing time is a true capital pity in a social system that it is based on profit at all costs, is bounded insetad with cyclic rhythms, with a style bounded with the nature, with the work that the man does to product his maintenance. The idea of “losing time, of waiting for patiently that a cycle finishes is a characteristic of a rustic work, of the country. Thinking well in the work of fields don’t exist pauses that aren’t fecund, the lost time is really a necessary time that consists of preparation activities to cyclic events for example harvest and sowings. While the speed is bounded with linear times, with an industrial production based on the use and throw, with a model of society that consumes and that doesn’t worry to respect natural cycles, energy people and raw materials. It’s a “time-arrow” without waitings. All of that engraves on the education, on the formation of the people and on the organization of the school.

Didactic strategies of slackening

It’s about “losing time”in the school, that means finding out the different didactic strategies that are useful to slow down. The concrete work is that to overturn some educational and didactic practices that are entered in the customs of the schools for inertia. Consequently, it becomes indispensable to propose anothers new that maybe for someone they look like old or already situated in the archives of the past.

There’s a phase, it is usually the beginning of the first year of a new scholastic cycle, in which all the lost time to speak and to listen to the children in their personal stories is very precious. It’s the time of discovering, of the knowledge of the personal experiences, of the elaboration, of good and common rules of living together. Losing time without “doing the programme” (one of the principal reason of anxiety of our techers) is not sure losing time.

Here we speak about fountain pen, cannetta, nib and ink. It’s art of calligraphy, of write well, of beautiful writing. In the era of computer it treats also to experiment the technique of ink and nib. There are some reflections that they are emerged on the use of nib during an organized course for adults:

  • the nib has brought us back into the time;
  • I have been writing in block letters for many years I have learnt again to use cursive with the nib;
  • the hand was melted and the mind was leight
  • I have “contacted” an old memory: the red spot on exercises-book, the branded spot with”2”
  • I have seen the exercises-books of my childhood and it hit me
  • to writing with nib was very hard for me. I couldn’t write with a beautuful writing. I have written today, one more time, I have made lots of spots, I was a child: I have noticed the noise of nib and its slowness today, the act of dipping that obliges you to stop.
  • I have started to write and I was sure that I’d have made some spots, on the contrary I wanted some spots to do but I couldn’t; the nib isn’t unfaithful to me, it runs away and it doesn’t do holes in the paper
  • I have started to write very well and then I said: “No!” and I started voluntary to stain the writing
  • I don’t understand where the difficulty is in the using of ink: but why is it disappeared?

It is the first and indispensable way to live in a territory to know it thoroughly in its historical and geographical events. Doing it together, with all of school-friends, it allows to live emotions, to turn the look on details that we haven’t seen before from the cabin of the our speed cars, to smell odours, feel sensations that they create bands. For this reason it would be very important to start (or start again) doing walking excursions.

The photocopy is the biggest curse of our schools. Today we photocopy everything. We have the mania to reproduce everything with a photocopy and “give it to colour to our children” today they are become very expert in filling with colour, the spaces of a photocopy. We have to recover the originality of personal doing, with the own drawing. Drawing and creating by oneself plates, schemes and organization chart. Only in this way teaching will be ours!

I know a teacher who brings often the children of her class-room to the meadow in front of the school. In the cloudy and windy days, she let them to lie down on the grass and to look the clouds in the sky, in this way they can imagine forms and moviments. Is it this school? Yes, it’s school, an exceptional school of poetry

In the era of electronic post I feel a sense of uneasiness when I receive wishes of Christmas with a letter of electronic post, addressed to others 150 people (address book of who writes). We do sooner and we don’t lose our time: this is the motivation. There isn’t anything of more depersonalized. What’s beautiful! Instead of receving and writing a letter, a postcard, a single letter, a personalized letter. In occasion of parties and of recurrences, instead of classical presents (gadget or small play often useless) we propose to our students to write for example, postcards. We are inspired by mail art. Mail art is the art that uses the mail service like means. The most family example is given by illustrated and released envelope with stamps of the first day of emission that philatelist call first-day covers. But the true mail art is composed by envelopes and post-cards, which are variously decorated with a great range of other techniques, like the collage, decorative stamps and the creation of false artistamps. And so, travelling around the world, it woul be thousands and thousands of postcards, that they are painted by the children, by the boys and by the girls.