New relational pathways in CEFA Schools
Insights from Prof. Tonino Cantelmi.
According to available data, the assumption that homogeneous groups, thus male and female in single-sex classes, are highly facilitating in the learning process is still valid, especially in some areas. gruppi omogenei, dunque maschili e femminili in classi single-sex, siano facilitanti nell’apprendimento, soprattutto in alcune aree.
The issue of mixed-sex is one that, however, cannot be underestimated in regards to the growth of children and adolescents when considering relationships, identity construction, male-female reciprocity and the integration of stimuli. These aspects assume particular importance where the most creative teaching areas (art, drama, music, expressive arts, etc...) are concerned.
It is important to study and plan strategies aimed at integrating these two needs, namely that of maintaining the benefits of single-sex classes on the learning processes and at the same time fostering emotional-relational growth in a more comprehensive way.
As for Kindergarten and Primary School, the theme is to maintain learning by homogeneous groups and integrate expressive activities with mixedness. In addition, it is important to create special mixed integration activities (e.g. "friendship hours"). As for the Secondary school, I am convinced that some learning can benefit from stimuli from mixed gender situations, therefore, the whole more creative and artistic area of subjects could be fully shared, it would furthermore be appropriate to introduce some activities and/or initiatives of " education to positive relationships and respect for gender diversity" precisely to prevent criticism of this kind.
The need to introduce shared spaces and mixed activities should also be considered in view of the social evolution that renders families less and less "places of relationship" through brotherhood and more and more "lonely places" (almost 50 percent of couples with children have only child).
Professor Cantelmi trained as a Psychotherapist with Vittorio Guidano, then developed the model of Cognitive-Interpersonal psychotherapy approved by the Ministry of University and Research MIUR, thus giving birth in Italy to the first School of Specialization in Cognitive-Interpersonal Psychotherapy of which he is the Scientific Director. He is a lecturer at the Università Gregoriana di Roma.
