Le scuole sperimentali italiane e il modello giapponese di Tomoe Gakuen: un confronto pedagogico tra educazione attiva, personalizzazione e comunità educante

This article examines comparatively the main Italian experimental and alternative educational models — including Montessori education, Reggio Emilia approach, Waldorf/Steiner schools, and other active learning experiences — in relation to the Japanese educational experience of Tomoe Gakuen, founded by Sōsaku Kobayashi in the 1930s. The study aims to identify pedagogical convergences and divergences concerning the concepts of child-centered education, experiential learning, educational freedom, personalization, relational pedagogy, and the role of the educational environment. Through a historical-comparative and pedagogical analysis, the paper highlights how Tomoe Gakuen represented an innovative educational experience within the Japanese context, anticipating several contemporary educational themes such as inclusion, holistic development, emotional well-being, interdisciplinarity, and community-based education. The article also investigates the different epistemological foundations underlying these educational models: scientific pedagogy in Montessori education, socio-constructivist and democratic perspectives in the Reggio Emilia approach, spiritual-anthroposophical principles in Waldorf education, and the humanistic-experiential orientation characterizing Tomoe Gakuen. The comparative framework demonstrates that, despite cultural and historical differences, these educational experiences share a common critique of traditional authoritarian schooling and promote an integral vision of human development centered on the dignity, autonomy, and uniqueness of the child. Finally, the study reflects on the contemporary relevance of these pedagogical paradigms in addressing current educational challenges related to standardization, student well-being, and inclusive schooling.