eTwinning Visibility Newsletter no. 4 eTwinning Visibility Newsletter no. 4 - Page 110

Visibility of eTwinning Projects Group July 2014 Newsletter -----------------------------------------------------------------------------------------------------Post-eTwinning by Virgilio Iandiorio Quibus enim nihil est in ipsis opis ad bene beateque vivendum, eis omnis aetas gravis est; qui autem omnia bona a se ipsi petunt, eis nihil malum potest videri quod naturae necessitas adferat. (Cic., Cato Maior De Senectute, II, 4). retrospect, to name a few, but I do not know if they are the most important or most frequently encountered: a) the worry of not knowing foreign languages, and English in particular, for many teachers has been a cause of non-participation, b) often the lack of consideration of meeting between teachers of a class about the validity of the project as curricular work in all respects, c) the consequent lack of motivation of the students for a work undeservedly regarded as detached from teaching subjects without due recognition and evaluation. Most of the time the school favorable conditions decide great, amazing and exciting results of eTwinning. The recognition has come, and it occurs at every levels, from the national agencies, by colleagues, by students and their families. Local communities, appropriately involved, show similar sensitivity to innovative proposals that open the horizons of students and citizens. It can rightfully claim that eTwinning is an important contribution to innovation in educational systems and retraining of teachers. Ten years ago, when the Italian Agency launched the eTwinning programme for schools of every grade, I joined immediately because the proposal to work on school projects together with European colleagues, who you have not known before, intrigued and fascinated me. The enthusiasm of those who try a new thing for the first time, I sent to pupils and colleagues. Because this work was interesting, done for the sake of working together to create something beautiful and useful for pupils and for the school. I am among those who support the goodness of eTwinning in not having tied the project to an economic “evaluation”. Of course others will think otherwise, and argue that eTwinning without financial rewards or similar is in danger of bankruptcy. The data for the participation of teachers, students and schools in all these years are an objective evidence of the goodness of a program born almost unnoticed. eTwinning projects carried out in recent years have been numerous, and all with an innovative drive unprecedented. It should be said that the path was not always easy and simple. Of course, in all these years, the programme’s critical points have been recorded, which, however, have not prevented, at least in my experience and in those of my knowledge, the continuation. I am going, as in Since the beginning of eTwinning, considering the aim of this innovative program, which was to renew the teaching from the bottom, I joined without hesitation: teachers, students and their families – architects and implementers of programs. Now that I have been retired for a few months, and I am no longer working in the school, I ask myself the question: has my eTwinning experience ended? Is eTwinning only in my scrapbook? We are convinced that as we are aging, we pass the baton without creating too many problems, so we make room in the school to younger teachers and new experiences. All this means that we live together in time. Time is corrosive of course, you have to build your ties against time. The past practice (the definition and the following considerations are derived from r eflections on the history of Hayden White, 2008) is something that everyone has inside themselves, in their daily life; the past that we carry with us, built up of memories and inventories of practices learned and forgotten. The question is: how to use and cultivate the practical past to help us answer the question “what to do”. This is not about morality, but of ethics. The moral is dogmatic: it tells you what to do and what not to do. Ethics is related to the awareness that “something must be done”. The idea of the practical past is linked to memories. But the memory belongs to the imaginary, not to reason, even if it can be rationalized. Most of the 110