L’educazione morale tra famiglia, istituzioni formative e società. Problemi e itinerari pedagogici

Children are a scarce resource. It is unnecessary to remind that every demographic crisis is never just economic but anthropological, and therefore fully ethical-pedagogical. For this reason, it is increasingly important to have a pedagogy for early and second childhood that helps to nurture the potential, talents, and excellence of every child, promoting them all—without exception—to a "good," "positive," ethically inspired personal and social life, especially within the framework of the value pluralism that characterizes our society.
The topic discussed may seem outdated, yet anyone involved in education immediately recognizes its unavoidable nature. Thus, it is worth discussing moral education from early childhood, without simply reverting to directive approaches of the past, but still striving to outline positive forms of personal relationships that support minors in their gradual educational journey toward ethical autonomy.
The author, engaging with some classic works in pedagogy and developmental psychology, identifies eight conditions that should facilitate this journey (care received from others, a regulated life, encouragement, freedom of initiative and social interaction, admonitions, the ethical example of adults, an invitation to recognize one’s emotions, and dialogue with adults), dedicating a chapter of the book to each. Starting from the concrete problems that emerge from practice, the text prompts reflection on the ethical significance underlying the more or less explicit intentions of educators and, more generally, adults when they approach children in families, nurseries, schools, or other social contexts.