The "pedagogy of beauty" - i.e. the idea that aesthetics and shared values can be powerful vehicles for stimulating learning, promoting social inclusion and developing active and aware citizenship - is not a utopia. It is on this principle that "Di Bellezza Si Vive" continues to work, the four-year project supported by the social enterprise Con i Bambini as part of the Fund to combat child educational poverty, selected as a good practice of European interest and invited to participate in the event the Pedagogy of Beauty, in its fourth edition, organized in Spoleto a few days ago by CIAPE, which promotes teaching innovation at a European level. An event reserved for only 15 participants among trainers, educators, pedagogists, teachers, philosophers, anthropologists.
"The beauty we are talking about - stated Ugo Morelli, psychologist and essayist, scientific representative of Di Bellezza SiVive - is within everyone's reach, but requires at least three conditions: that access routes are sought by opening the veils of vulgarity, which reduce it to cosmetics and to the canons that are both dominant and blinding from time to time; that it is considered irreducible like all the manifestations that lead the human to immanent transcendence and the possibility of going beyond what each person already is; that beauty is considered a relational experience that arises from the body -brain-mind. Beauty becomes - continues Morelli - an essential indicator of growth evaluation and a way to support the potential of children and young people with targeted orientation actions. Through an educational use of aesthetic experiences it is possible to identify the costs deriving from the absence of beauty, the which are expressed in terms of mortification of potential and impoverishment of individual and collective possibilities" With the "Di Bellezza si vive" project, the experimentation has reached 4 regions (Lombardy, Piedmont, Lazio, Eastern Sicily), involving almost 5,000 as protagonists and indirect beneficiaries children aged 3 to 17 together with an extensive network of formal and non-formal educational agencies. Among other things, the care, beauty and empathy of the spaces in which minors have educational experiences were valorised as fundamental elements on which many aspects of the creation of personality and the activation of psychic resources depend. And they have developed numerous local laboratories by supporting new strategic alliances resulting from assiduous cooperation between a "nursery school" and a heterogeneous educational community.
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