Che cosa si fa quando gli studenti occupano e bloccano le lezioni? Domanda interessante, soprattutto quando i loro obiettivi (= fermare il percorso parlamentare del DDL sull'università) sono perfettamente ragionevoli e, per quel che mi riguarda, condivisi.
Dunque, protestare va benissimo. Salire sui tetti va bene... l'ho fatto anch'io (foto n. 8, in posa un po' improbabile). I cortei vanno bene. Le dichiarazioni di indisponibilità dei ricercatori non solo vanno bene, ma in molti casi cancellano una situazione di illegalità (visto che molti di noi, me compreso, dedicano a lezioni, esami e tesi più tempo di quanto permesso dalla law, and then do something that you should not do ...).
Conversely, blocking traffic, trains and planes will not do, and that's it. All right, do it all in Italy: from protesters to the milk quota fines up to the fans. But that does not make it any less odious bullying of this kind - even if done in the name of worthy goals.
and block the lessons? Even this is not good, but for a short time is tolerable, and perhaps not too many effects. Of course, the pretense of tiny minorities (as a rule, actively participates in protests over 5% of students) to speak on behalf of all is ridiculous. The practice of preventing blocking classroom lessons is simply an act of arrogance.
said ... A parcel not arrive or arrive. A train is on time or is delayed. But a university course that works is not necessarily a course where all the hours were held: the course work if students learn, period. The lessons from this point of view, are just one tool in the service of a result.
And then, the hours lost are a problem? The surprise (but not so much for the experts) is that it is very difficult to say. For the University of Pisa, now, a credit is equal to 7 hours. Two years ago corresponded to 6 hours: 12 credits from the courses are then passed 72 to 84 hours. This means that the knowledge of students increased 15%? Hard to understand, but probably not. Certainly, the programs of many courses seem to have been unchanged, and the total number of hours required for commitment to students has not changed.
In essence, teaching gives structure to the study, but it seems there is a direct proportion between time spent in the classroom and learning. As noted also Luca Serianni , perhaps in Italian schools the lessons are / were too many. Even the University of Pisa, the debate on the number of hours needed to reach a loan move between 5 (advocated by many teachers of Literature and Philosophy) and 8 (required, it seems, by many teachers of scientific disciplines). All this, of course, with the same expected results, and in the absence of hard data demonstrating the greater effectiveness of a solution either.
So, assuming that the fluctuation band of 5-8 corresponds to reality, in a semester with 10 or 11 weeks or even three or four weeks of block teaching may not have practical effects on the teaching of many subjects. This does not mean that the occupation (not unanimous) is an acceptable form of protest: one can not impose on others their will, except in the manner provided by law. It means, however, that this rude, unlike many others, perhaps not produce major consequences - and, paradoxically, potrebbe addirittura portare a un apprendimento più efficace (!)... se, per esempio, i sostenitori delle 5 ore avessero ragione.
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