Educational Research, training policies, and school: new perspectives from the Delors Report

Abstract

This paper debates about the educational goals’ redefinition by through the dialectical relationship between educational research, education and training policies, and school. A reflection on the “four pillars” of learning is currently very important (UNESCO, 1996) starting from the critical analysis of the Delors Report, to re-enable it for the growing and diversified needs of the world of education.
In this context, the author discusses some relevant issues about the virtues learning that urges the school and the family to a synergistic and proactive dialogue, and to consciously take educational co-responsibility (Miur, 2006).
This dialogue represents the cultural, social and ethical background for “learning to live together”, “to learn to know” and ultimately to “learn to learn” (Recommendation of the European Parliament and of the Council, 2006).
In this perspective, the present contribution intends to emphasize the priority of creating inclusive learning contexts that will enhance the individual potential for a school aimed at the development of social cohesion and human capacities.