Currently, as part of the Erasmus program, we are in Poland, specifically in Krakow, where we are having the opportunity to visit the Da Vinci and Mazzarello schools, accompanied by Italian teacher Ania. This experience is offering us a valuable opportunity for intercultural learning. Before delving into the specific lessons we are receiving, it is crucial to recognize that we are facing a new and diverse cultural reality compared to that of the Mediterranean countries from which we come. This difference invites us to reflect not only on local educational practices, but also on the traditions, values, and perspectives that characterize Polish society.
Observing the Polish population’s attitude toward the common good, we can observe a profound maturity and significant respect for all that belongs to the community. At the Leonardo da Vinci school, the common areas are designed to resemble a welcoming living room, equipped with colorful sofas, comfortable armchairs, and coffee tables. During breaks, students arrange themselves in an orderly fashion, demonstrating care and attention for their environment. This attitude is not only a symbol of civic education, but also reflects a strong sense of shared responsibility. This premise is essential to understanding not only the essence of the school we are visiting, but also the mentality and values Polish society fosters in its young citizens. Through this analysis, we can draw significant lessons about how a sense of community and respect for one’s place can positively influence the educational and social context.
Students are similar to Italians: some enjoy studying, while others strive to complete their courses with minimal effort. However, the difference is significant: the term “respect” has an intrinsic meaning for them. There is respect for the teacher, for the sofas, for classmates, for the rules, and for us, Italian visitors.
In future blog posts, I will explain in detail the similarities and differences between school curricula, grades, homework, assessments, etc. However, in this introductory article, I want to emphasize how cultural differences and the seriousness of our approach to what is not ours become an important cornerstone of my reflection on Polish schools compared to Italian ones.
In my school trips across Europe, I’ve noticed that all schools are similar. Teachers all complain about the same problems, such as excessive bureaucracy, generational change, and student vulnerability. As the principal of an Italian school, I can say that our school is founded on very solid pillars, on serious and rational planning, on content, on the classics, on literature, and on humanism.
What are we missing? Perhaps we lack a breath of fresh air in education, a real dialogue that goes beyond simply filling out forms for the Erasmus program, but represents a true awareness of the need to change teaching methods. We must put students at the center of our teaching process, not just in theory, but in practice. We must motivate students and make them fall in love with learning. I know, it’s a daunting task and may seem like empty words.
In the following articles, I’ll write more reflections, launch new proposals, and seek the benevolent opinions of my colleagues, remembering that we are teachers and that we leave controversies at the door, in an era of media where everyone shouts and complains.
See you next time!
