Which educational policies will determine a democratic future?

Abstract

In a time of crisis, educational-formative systems face a double-edged risk: onthe one side, that of being subjugated by the rule of the market; on the opposite side, that of becoming the annex of a nanny-State. How is it possible to find solutions with alternative outcomes? The plural control of school is the result
of the so-called third way: that is, a changing force that works towards the realization of a different meta-governance. Nowadays, it is possible to identify a fourth way. Accordingly, educational-formative systems are driven towards an organic meta-governance, which is meant to redraw educational-formative policies whose focus is not any more that of sheer governance but rather that
of differentiation. Thus, with respect to the organization of scholastic institutions, two ideal types are compared. Such comparison results in a change of paradigm, whose transition goes through an approach oriented towards the achievement of actual freedom. The aim of this kind of freedom-enhancing institution
is that of putting capabilities into practice and mobilize resources
through new cooperative forms of organization, which foster the sense of responsibility, democracy, equality, equity and solidarity