THE MANIFESTO OF ARTINSIEME
The Art of Educating

Artinsieme is a pedagogic project, which crosses different forms of the traditional Art and Knowledge (here they are all considered as Arts). It is intended as a model to make school by means of the Art of Teaching.

Artinsieme makes no difference between the Art and the Knowledge, but it considers them all on the same level; just as how the ancients did when they classified the fields of Knowledge in Arts of trivium and Arts of quadrivium. For Artinsieme, the Arts and the scientific/disciplinary Knowledge are all Arts, because the Knowledge is One.

It draws its pedagogic inspiration from the theories expressed in “The well-done head” by the French philosopher and sociologist Edgar Morin.

As it is aware of the Art being first of all a labour of creative freedom with due respect to the logic, Artinsieme must not be bound to (consolidated and dinosauric) fixed patterns. These fixed patterns belong to the past, and they make up an hindrance to the experimentation, the research and the development, and they are often inclined to close the mind instead of open it.

In Artinsieme’s point of view every Art is linked to the others through the logic, and all of them refer to each other.

As we are aware that the maturity of any human individual is directly proportional to his/her capability of linking things, in Artinsieme the knowledge doesn’t run dry in a single Art, but it develops by changing from one Art to another (for example, from music to painting, poetry, cinema, theatre, from history to biology, sociology, psychology, philosophy, economics, from mathematics to sciences, languages, and so on). At other times, one Art strengthens the idea already expressed by another Art, by means of developing and enriching it.

Everything happens in a continuous flow of the Knowledge, that, through multidisciplinarity, and from the point of view of the Theory of Multiple Brains by Howard Gardner, makes learning and knowledge easier. It also supports the forming of a flexible and complex thought, either a diverging or a converging thought (as it was theorized by J.P.Guilford), namely an Artinsieme thought, which is at the same time predisposed to the mathematical / scientific logic, to the creativity / expressiveness / interpretation, to the planning and the improvisation, to the inductive, deductive, and abstractive method, to the perception, to the pre-existing schemes, to the freedom from the same schemes in order to create new and more effective ones. The thought is One, so the problems are easier to solve and the solutions are more reliable, if we can look at them from different points of view, with a wider range of knowledge and with several systems.

Even though each Art maintains its own nature (none of Them is raped ...), nevertheless in Artinsieme any Art can’t do without the other.

Artinsieme must be free to be free, it must not stoop to compromises, that could change its essence, namely that they could make it lose its freedom of being what it is.

From a practical pedagogical point of view, in order to help the development of this way of thinking of (which is necessary in this world of globalization) a work, a performance, or any work, Artinsieme has to:

CONCEIVE THE ART first of all as an instrument of knowledge (there’s nothing more exciting than knowing and understanding things ...);

LINK the ARTS and the traditional Knowledge, with and by means of the logic, in an organic overall structure, which turns out beautiful (as Art should always be), and that makes its own strength the strength of many Arts going in a synergetic way in the same direction .

AROUSE as much interest of people as possible to the Art and the Culture, so that each person, according to his/her own sensitivity, could be charmed with a particular aspect, perhaps he/she couldn’t understand other aspects, but meanwhile and however he/she could get nearer to them.

TRAIN men to the conscious respect for all the rules commonly agreed from their belonging community; to the freedom of speech and expression; to the freedom of the necessary Science and Art for a civil discussion of the rules themselves in order to find better ones; to a feeling of belonging which could become more and more important, supporting the inclusion and the integration instead of intolerance and racism.

EDUCATE and have mainly charitable, not economic purposes, because the Art, when it is used to do GOOD, is even more beautiful ...