Conference Program

Contemporary schools are increasingly characterized by complexity, diversity, and rapid social change. Educators are therefore required to develop professional attitudes and practices that go beyond traditional models of teaching. Drawing on the pedagogical reflections of Luigina Mortari, this abstract argues that teachers should cultivate a reflective, ethical, and care-oriented approach to education in order to respond effectively to the challenges of contemporary schooling. Mortari emphasizes the importance of reflective practice, where teachers continuously examine their actions, assumptions, and relationships with students. In complex educational environments—marked by cultural diversity, technological transformation, and evolving social expectations—teachers must become professionals capable of thoughtful judgment rather than mere transmitters of knowledge.

According to Mortari, education should be grounded in an “ethics of care,” which places attention to the student at the center of pedagogical action. This perspective requires educators to listen carefully to students’ experiences, recognize their uniqueness, and create learning environments that support personal growth as well as cognitive development. Such an approach also demands emotional sensitivity and relational competence, since teaching involves not only intellectual guidance but also the nurturing of human relationships. In complex school systems, where students bring varied backgrounds and needs, the ability to care, empathize, and respond thoughtfully becomes a fundamental professional skill.

Another key element highlighted is the importance of graphic reasoning. Teachers should develop the habit of reflecting graphically on their practice in order to interpret situations and make responsible decisions. Visualization allows educators to move beyond rigid methods and instead adopt flexible strategies suited to the specific context of their classroom. This stance also supports continuous professional learning, encouraging teachers to question routines, adapt to new challenges, and collaborate with colleagues in the pursuit of educational improvement.

Finally, educators must view teaching as a form of practical wisdom. Rather than applying fixed techniques, they are called to interpret complex situations and act with sensitivity, responsibility, and awareness of ethical implications. Mortari’s perspective suggests that the teacher’s role in contemporary schools is not simply to deliver curriculum content but to guide students in meaningful learning processes and support their development as persons.

In conclusion, facing the complexity of contemporary school requires educators who are reflective practitioners, ethically grounded professionals, and caring relational figures. Inspired by Luigina Mortari’s pedagogical thought, teachers can respond to educational complexity by cultivating attentiveness, and an ethic of care that places the human dimension of learning at the center of educational practice.