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This paper debates about the educational goals' redefinition by through the dialectical relationship between educational research, education and training policies, and school. A reflection on the "four pillars" of learning is currently very important (UNESCO, 1996) starting from the critical analysis of the Delors Report, to re-enable it for the growing and diversified needs of the world of education.In this context, the author discusses some relevant issues about the virtues learning that urges the school and the family to a synergistic and proactive dialogue, and to consciously take educational co-responsibility (Miur, 2006).This dialogue represents the cultural, social and ethical background for "learning to live together", "to learn to know" and ultimately to "learn to learn" (Recommendation of the European Parliament and of the Council, 2006).In this perspective, the present contribution intends to emphasize the priority of creating inclusive learning contexts that will enhance the individual potential for a school aimed at the development of social cohesion and human capacities. ; Il presente lavoro discute la ridefinizione degli obiettivi dell'educazione attraverso la relazione dialettica tra ricerca educativa, politiche di istruzione e formazione, e scuola.È attualmente indispensabile, infatti, una rinnovata riflessione relativa ai "quattro pilastri" dell'apprendimento (UNESCO, 1996), mediante un'analisi critica del Rapporto Delors, tale da verificarne la riattualizzazione in vista delle crescenti e diversificate esigenze del mondo dell'educazione. Vengono discusse, in questa sede, alcune questioni rilevanti, in particolare,in merito all' "insegnamento dei valori", che sollecita la scuola e la famiglia ad un dialogo sinergico e proattivo, e ad assumere consapevolmente la corresponsabilità educativa (Miur, 2006). Tale dialogo rappresenta lo sfondo culturale, sociale ed etico per "imparare a vivere insieme", per "imparare a conoscere" e, in definitiva, per "imparare ad imparare" (Raccomandazione del ...

Quantitative Investigations in Studies on Disabilities and Specific Learning Disorders: National and International Problems and ProspectsGathering, organizing, describing and interpreting data are the steps which, in particular, characterize the quantitative investigation process. They are considered to have growing importance in a society where it is fundamental to fully comprehend the great and complex changes underway, in order to be able to effectively respond to the challenge of improving the quality of education for all students. Starting from this premise, this contribution aims to provide a picture of the quantitative investigations carried out at both national and international level within studies of disabilities and of specific learning disorders, and highlights the critical aspects linked to the many different survey tools and methods employed for obtaining data and information in various countries. This plethora of methods and tools does not make for having statistically comparable data to describe the problems hindering student learning and participation in school life, and to obtain the various trends. The article maintains that the efforts to empirically and operationally account for such a complex reality makes it necessary to enhance actions for integrating competencies with regard to the renewed and decisive support and also involvement of authoritative national and international bodies which can methodologically reorient investigation procedures by overcoming the critical aspects linked to the use of concepts, definitions and classifications as well as the criteria for data-gathering and database management, also bearing in mind the many actors involved and the relative legislative and normative constraints.