At school between cognitive and non-cognitive: What space for psychology?
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Abstract
After a brief excursus on the parliamentary process of the bill on «non-cognitive» skills, I examine some attempts to clarify what this label alludes to. I also suggest questioning the usefulness of cultivating these skills at school, if it is translated into an attempt to change the personality of the pupils. I conclude with some concrete indications on how the school could act effectively on upbringing as well as on instruction.
Keywords
- Soft skills
- personality
- upbringing and education
- school aims
