La grammatica dell’italiano L1 come salvagente cognitivo per studenti ‘liquidi’

Edgar Morin and Zygmunt Baumann: two great sociologists who described modernity respectively as ‘complexity’, in the late twentieth century, and as ‘liquidity’ in our century – and linguistic education in a complex society is different from that in a ‘liquid’ society, with ‘liquid’ students using ‘liquid’ hypersimplified communication. Starting from this opposition, the essay studies the teaching of Italian L1, focusing on the teaching of grammar (in a broad sense) through inductive, active processes. The aim is to make adolescents discover that complexity exists and that it can be known and managed: an idea of linguistic education that, precisely because it operates on something already possessed, Italian, does not pose significant problems of content to be learned, allowing students to focus their attention on the procedures of discovery, analysis and synthesis – in other words, linguistic education that has communicative purposes but above all cognitive purposes, not scholae sed vitae .