Abstract

From a philosophical-educational perspective, this paper addresses the question of the educational epistemologies underlying the reforms of the Italian school system occurring during the last twenty-five years. In particular, it is argued that, through the influence of the global educational reform movement, also the Italian educational scenario has experienced an increasing proclivity to accept the predominance of ‘the new language of learning’ or ‘learnification’. The limitations of this kind of discourse are discussed, with a special focus on how far it may impact on the ways in which one conceives of the challenge of educating ‘for a new citizenship’, construed as one of the main axes of the salience of the contemporary reforms