Educational Reform for Childhood and Adolescence

Speaking today of educational communication in pedagogy is as much important as problematic. Recent technological innovations caused significant and sudden changes in our society which is increasingly characterized by a marked dichotomy between the availability of learning devices and various ways to achieve experience on one side, and the phenomenon of loneliness among users of these innovations on the other. Consequently, nowadays many people yet perceive themselves incapable of meaningful relationships and communication with others (Bauman 2008). Scholars from different disciplines have defined this crisis which has been going on for about ten years and has been affecting all sectors of human society an uphill struggle. This epochal crisis particularly affecting the world of education leaves each one lost in the twilight of doubt and confusion. The eclipse of the Christian civilization, the falling of the paradigms of mass society, the political and economic crisis and the collapse of the illusion of scientific omnipotence, produce generalized confusion and uncertainty. The idea that philosophers and educationists, such as Lessing and Froebel, had promoted about a human being who can reach his own perfectibility is called into question so we need to rethink some postmodern paradigms in a renewed way. Just in this way it will be possible to figure out new educational strategies capable of facing some deviant trends of contemporary society. In this regard, it appears to be both useful and appropriate the admonition coming from the problematic perspective of the actual pedagogical system, which calls on pedagogy to regain a self-identity oriented to the complete formation of the human being as a citizen and worker, but also it would be more challenging and affecting the invitation, offered by some forwardlooking thinkers, to focus our attention on the formation of the human person.