Project themes

Andrea and Corrado today verified and approved the practitioners' (students) needs cards drawn up by developmental age group.
A lexicon to share In the development of a new pedagogical model through martial arts, aimed at the HR+So project, we considered it important to set up a language to be shared, in the logic of UPKL and its mission. These are suggestions proposed to standardise a series of key concepts, to avoid single, sometimes misleading, interpretations. Thank you for your attention

Sergio Meda
Deputy Vice President of UPKL

1) Listening
Ability to put oneself in the other person's shoes by sharing their experiences and emotional perception.
Paying attention to why and how the other person communicates. 

2) Chaos
Perception of an unordered state which manifests itself through an event with a potentially infinite number of unpredictable variables.

State in which the Being is urged to take responsibility for its decisions. 

3) Global citizenship
Universal perception of belonging.

Condition of Being capable of interpreting and interacting with others in every predictable and unpredictable situation, overcoming physical and cultural barriers to create a relationship with others based on the recognition of dignity and respect for human rights. 

4) Consent
Result of the process of sharing vision and actions through emotions.

5) Crisis
A state of uncertainty in which a phase is no longer interpreted effectively by previously valid rules. A state in which the subject undergoes external events and elements without knowing how to read clearly. A state which dictates a choice. 

6) Didactics
The strategy which regulates the processes and the use of communication tools and the teacher/student relationship during the educational-instructive-training process
Strategy adopted for the realisation and facilitation of the pedagogical process. The teaching adopted is correlated to the chosen pedagogy.

7) Education
A permanent complex process allowing personal growth, during which experiences are stimulated and proposed in an organised way in view of their subsequent re-elaboration and capitalisation in terms of skills and behaviours which allow us to position ourselves in a social context by facing reality in a responsible way. 

8) Emotions
They are the codes which bind the Being to its expressions.
The classification of emotions as "positive" and "negative" is a convention influenced
by various factors: cultural, moral and ethical, social, economic, etc.
Emotional states relate Being with Others and the Environment.

9) Energy
Transformative capacity of reality.

Potential devoid of an absolute negative or positive value which can be addressed according to a final purpose through regulated actions (see purpose, process, pedagogy, didactics). 

10) Error
In the educational process, opportunities for the process of physical, moral, intellectual and spiritual growth.
Error is often, erroneously, given a negative connotation.

11) Happiness
The ultimate aspiration of every living being who has awareness of the Self.

A condition in which the human being is not prey to passions.
Happiness is a transcendent state often confused with emotional states (pleasure, satisfaction, enthusiasm, joy). Beware of misuse of this term in activities.

12) Training
The process of acquiring and developing knowledge in competencies and the latter in operational skills through an organised process.

13) Idea
A spark of reality which has not yet passed the test in terms of measurability, in space and in time.

14) Instruction
The process of the transmission of knowledge. Not to be confused with education whose meaning is broader and more oriented to the overall development of the person.

15) Freedom
This is the primary duty which the individual must exercise to operate and pursue the common good.

16) Goals
Intermediate steps in pursuing a purpose.
Concluding results of a specific phase or process.

17) Opposition
Resistance to an external action or decision which goes against our principles, our projects or which wants to change our state in an unsolicited way. The force which is resistant to a change, without necessarily being positive or negative.

18) Order
A model of the declination and interpretation of events which occur according to fixed elements and
variables established in a defined and measurable field. A Space in which the condition of Being is Limited Liability.

19) Paradigm
Set of relationships between the elements of a complex system.

Term, figure, set of rules or reference process which you intend to follow or imitate to achieve a certain goal or level in a phase.
The paradigm is nothing more than a representation of the explained system and not the system itself

20) Pedagogy
A discipline which has educational processes as its object of study. The different pedagogical processes define the aims and tools of education, of training, of instruction.

21) Reality
Context as perceived collectively or individually with shared tools. The level of sharing by convention is an indication of the acceptability of perception and proximity to a common norm (see "normality").

22) Knowing
A complex and heterogeneous set of knowledge organised in a coherent way; it allows the Being to communicate through actions and emotions.

23) Purpose
Striving for a final visible goal. Primary goal of the ongoing process.

This can only be achieved with the joint use of strategies, monitoring, reviews and verifications.
Final concretisation of an initial idea at the conclusion of the desired educational process, inspired by a pedagogical choice and facilitated in its realisation by adequate teaching.
Not to be confused with objective, which could be an intermediate outcome.

24) Transformation
A change of state due to an external agent or process, or an event deriving from this; it can occur voluntarily or involuntarily.

25) Transmission
Transfer of energy or elements.

A process related to transformation. As a condition, it requires a sufficient degree of freedom to be effective and to carry out the expected transformation. 

26) Visualization
Forms of exercise in which there is a mental self-representation, systematically repeated, vivid and conscious of the motor action.

BU-SEN – Clusone – Judo stage 27/06-04/07

We have desired it and we succeeded!

I attended stages of Judo, in various ways, since 1966 but never like this year, troubled by pandemic, I found so difficult to control the emotions.

There were almost thirty attendees to form a group so heterogeneous that the challenge I had to face took away my sleep. I had to move from the theory of integration and education, creative and complex, into the reality that was waiting for us and testing our skill.

The UPKL view, explained in HR+So (so sport) project and maintained by Erasmus+ program, is ambitious and unique. It asks us to compare the needs of young and less young people, with different abilities, with the weakness of someone and the exuberance of some other. The aim was to let the trainers of martial art to develop new educational methodologies and a pedagogical sensitivity in accordance with the social needs of 21st Century in order to achieve the goals of the European Union Active Citizenship. We are called to test our skills as teachers and as educators.

BU-SEN, thanks to Clusone Camp 2021, has undertaken the commitment to offer to everybody, even respecting the uniqueness of each one, the tools to grow not only as judoka but also as person: to become active and conscious world citizens.

The site of stage was situated near a pine wood. In the morning, before breakfast, we used to work in the nature, making exercises that for many of attendees were complex, for some of them such exercises represented obstacles almost unwinnable. However, despite the difficulties and thanks to the empathetic- emotional approach of all, nobody gave up.

We have practiced Judo on open-air tatami and also on the great meadow after seeing the rehearsal of a band of young talents that was there for a concert in Clusone. We have been in the class room to talk about Human Rights, Good Citizenship and we have folded origami.

Three young Judoka finished the path to gain the Black Belt. During the week they had worked hard, enthusiastic and apprehensive, but they have been able to collect emotions to reach the goal. Very clever, indeed!

Time goes fast, it is tyrant. We are ready to face a new path of work and training that will begin soon after the summer. We are preparing the schedule. We will invite to attend our courses all judoka who want to understand how it is possible to talk about Human Rights through the practice of Judo.

Next year we will be at Clusone again but we will double the staying scheduling also a week for children. We will have fun!

Aldo Piatti

Educating and including Stage of Judo at Clusone

During the week since June 27 till July 4 2021 at Clusone (Bergamo), I attended a stage of Judo organized by UPKL, Italia Academy, Association Agorà and Bu-sen under the direction of Judo Master Aldo Piatti with the cooperation of Judo Master Celso Mazzola.

I played a role as responsible of Good Citizenship and Human Rights projects. I aimed to find a strategy in order to make aware the attendees of the meaning of having Rights, the meaning of being Human and, finally, of being Active Citizens.

It was the first time for me to attend a Judo stage and moreover with a so high purpose. I was conscious of the very great importance of my task for me, for the team and for the community in a wider sense. I felt the transcendence of the event, I wanted to be worthy of the task I’ve been set.

Actually I didn’t know anyone of the attendees, except Aldo Piatti, for this reason I didn’t begun with a course already prepared. My purpose was not to give simply notions on Human Rights Chart or on how to perform the participation in political life. I knew that I would meet a heterogeneous group of people with different age and traits. Each of them carrying own life history, just like me, but all united by the same passion: the practice of Judo.

My background, developed in the university research with Professor Nicola Cuomo, makes me prefer the anthropological approach of the “participating observation”, a principle that Malinowski adopted in 1900 in its studies in far islands. The participating observer builds a very strict relationship with natives, he is able to understand their point of view thanks to a practice of intensive research.

I immerse myself in the attendees dimension, I dressed the judogi and I went barefoot on tatami, ready to study hardly, exactly as them, in order to feel on my skin what they felt, to feel their emotions, to know from inside their reality. It was the first time for me and I was excited.

On the tatami we are all equal, regardless of the age, sex, race, personal traits. The only thing that makes a distinction is the belt color and own experience.

I went there with the idea to teach something to that young people but suddenly I found myself learning from them. They proved to be exceptional teachers, with a sensibility and a correctness very difficult to find in other fields.

While a boy 14 years old with brown belt, wannabe black belt, was taking the trouble to teach me with love and passion some judo technique absolutely new for me, I thought he would have been bored. I thought he would have met somebody of his own level, but no: his willingness towards me was unlimited. I realized that this process is not natural at all, but a growth carried on for years through the equally loving teaching of Judo Master Aldo Piatti.

I could see how teenagers and preteen people worked hardly both to learn and to teach to others, in a reciprocal exchange, certain that helping the weakest makes you stronger. I was astonished. I never saw something like that.

Out of tatami, my point of view has been changed: the ones that should have been my pupils became my teachers. I felt in debt with them. I had to do something for them. At least to make them aware of the transcendence of what they were doing and of the importance of their role in the social community. I wanted to make them aware of their leading role in a social revolution from the bottom, changing the history course. I wanted to let them know that if they are able to move also out of tatami, to their school, to their home, to their streets the sensitivity acquired in gymnasium they will become the true heroes of our century, those one able to act correctly towards the common good.

The passage from the tatami to the street is not always easy. Many of them opened up to me because they knew I was one of them and not somebody who wanted to fill their minds only with notions. I was really somebody like them, feeling emotions

For some of them life is quite difficult. Not always the community is inclined to accept the differences and not always it respects the human dignity. Boys and girls so sensitive sometimes are victimized, scorned, excluded and demeaned. Not always the adults caring their education are able to find a creative solution to help them to overcome difficulties and to give them the right tools to assert their own self-determination.

Day after day, training after training, I realized more and more that it was exactly that the path to embark to let those boys and girls be aware of being the future Citizens as parents and teachers. To help them to become conscious of the right they have to be that.

We must collect all our energy and all our knowledge to permit to everyone, without exception, to realize they are the master of their life and the responsible of the course of the Human History. Nothing is predetermined. They can build their own future just like they dream it. They are not obliged to follow the previous generations but can create the future as they desire, through self-determination and awareness that they are human beings with dignity and rights. They must be aware that the happiness of each of us depends on the happiness of the fellow man. The greater good is the good of everybody, without exception.

Elisa Sormani


Welcome to everyone at the Kick Off Meeting of the So-Sport project to build a new teaching methodology of martial arts.

I'm happy to work with my partners Mr. David Pardo, Mr. Kaj Tepponen and Mr. Aldo Piatti and all the members of our teams.

I would like to thank Mr. Andrea Gatti Project Coordinator and Mr. Jessica Genoa Deputy Coordinator and the whole UPKL team starting from Mr. Sergio Meda Deputy President, Francesco Bonometti Co-founder of UPKL Gianfranco Russo head department of the Kung Fu and Mrs. Noemi Bollani for communication and the guests VIP Mrs. Elisa Sormani, Giovanna Iaccovello and Caterina Merigo for the participation and the work done to organize this kick off.

Today is a special moment! For everyone, this is our first concrete step in the project path, that is illustrated with the HR+So logo.

So more of human rights

So more of sports,

So more of active citizenship

... So if today we have accepted the privilege of participating in this great challenge and we will have success, tomorrow we can have concrete results and we will continue to work to build a better world for the benefit of young people.

Today nobody around the table knows the specific steps of the path that we are going to do and this is so right. We don’t have to worry.

Why? Because we will be happy and proud to build together a new methodology to teach human rights through martial arts to benefit European people.

How can we do this new methodology?

That’s not a problem. This is our job and we will do it.

But the real question is: why are we doing it?

In these days the coordinators will explain the importance of the issue of human rights and I am sure that you will be enthusiastic about being involved in this challenge.

Thank you everyone.
The General Secretary

A promising kick-off in Bresso, six months later due to Covid-19, the first meeting was staged in the presence of the three partners of the European project HR + So, (code So-Sport) led by UPKL.
A commitment postponed by six months, due to Covid-19, but finally the HR + So project that intends to build a new methodology for teaching martial arts - without age limits - thanks to the approach to Human Rights, has taken off, thanks at the Kick Off Meeting staged in Bresso (Milan) from 15 to 17 July 2021.
The meeting took place under the auspices of UPKL, an international association under Belgian law which is the leader of the project and made use of the contributions of Andrea Gatti, coordinator of the project; Jessica Genova, Head of the Human Rights Department of UPKL; Gianfranco Russo, Head of the Kung Fu Department of UPKL, flanked by Sergio Meda and Noemi Bollani, responsible for communication.

Also present were Francesco Bonometti, co-founder of UPKL. The contribution of Elisa Sormani, Giovanna Ianniello, Caterina Merigo is significant. The works were introduced by Corrado Genova, UPKL secretary general who underlined the salient steps of the work undertaken: finally more human rights, more sport in educational terms, more active citizenship in the logic of "More active citizen for a better society", according to the requests of the European Union and the WHO. In short, a challenge to build a better world for the benefit of young people. The three partners confronted each other in presence in Bresso, after the previous appointments, forcibly in webinar. Once the physical distances were canceled, the climate that characterized the three days of work sanctioned the maximum harmony between the partners, despite their cultural specificities. Everyone generously made their experiences available, sharing their strengths and even the inevitable critical issues. Finland lined up Mr. Kaj Tepponen, a leading exponent of the "Jeet Kune do Finland", a non-profit association that operates in Helsinki and Oulu, and best interprets the good government practices that prescribe for all Finns an hour a day dedicated to motor activity. In particular, Tepponen illustrated the very particular dynamics relating to the very young (2-5 years) without forgetting the relationship with the special needs of some of them. The attention and attention are also directed to people of all ages, especially in the 35-over 80 segment. Spain presented the good practices of Aramis, an association that has been involved in Sant Boi de Llobregat, near Barcelona since 1992 almost exclusively of people with physical handicaps, also in this case without age limits. She was represented by a highly experienced teacher / educator such as Mr David Pardo, a leading exponent of Jeet Kune Do Barcelona. Italy has been interpreted by Bu Sen di Bresso, the oldest (1974) of the sports associations, which through Professor Aldo Piatti, its creator, has allowed ever greater autonomy to people with cognitive and behavioral disabilities, in agreement with the 'Agorà Social Volunteer Association (1994), the Condividere Foundation (2010) and the “Yes, it can be done” cooperative. All this in the name of the inspirations of Professor Nicola Cuomo, an unforgotten Bolognese teacher, advocate of a method that is finding ever greater consensus. The common commitment was the search for the needs of the various target groups: children and adolescents; adults up to 45 years of age; the over without age limits; parents as a category. The discussion was developed through the creation of a questionnaire that will be developed by 1 September 2021 and then disseminated widely in all school areas of the local territories in the three countries where the Partners operate, as well as at the sports associations in broad spectrum (not just martial arts) as the gym is the transversal subject. In the realization of the questionnaire, the intra and interpersonal relationships between the protagonists of the research will be emphasized: learners, teachers, experts, teachers, educators, parents and the specific needs of people with the aim of obtaining a panel of needs / interactions per categorized by cluster / target.
Covid-19 permitting, it has been established that the next face-to-face meeting could take place in the autumn in Helsinki.

Bu-sen is a sports association founded in September 1974. Since at the end of ‘70s, it has included in its courses people with cognitive and behavioral deficits.

It has been a choice inspired by the “charm” that the diversity offers when leads to face more complex challenges.
Its process has developed gradually during the years, thanks to the creation of the Social Volunteering Association Agorà (1994) and, later (2010), of the CondiVivere Foundation and Social Cooperative “Sì, si può fare”

This progress turned necessary by connecting the sports world, especially Judo, with everything the Social and Cultural dimension can give us, in its widest sense.

We firmly believe that we must promote a Social Model with any kind of restrictions if the “project” of life supporting the Jigoro Kano idea must be the widest one.

Jigoro Kano Shihan writes: “If we make a man strong by training and enhance his willingness by the challenge but neglect the moral purpose, we build a man which the community doesn’t need because that man will put his own qualities at the service of selfishness.

Nothing under the sky is more important than education: the education of only one man of worth can reach a large number of people and the knowledge of a generation can shape a hundred others.

We believe that contemporary Judo, but also the one of Kano time, is not sufficient to “tell” our community, where we leave, what is written in European Charter of Human Rights articles n. 14, 15, 24, 25, 26.

Since ‘80s, Bu-sen has founded its education method on scientific research of Special Education carried out by the genius of Professor Nicola Cuomo, teacher of Special Education at Bologna University.

So here is a further development of Bu-sen joining the UPKL Project that shares the need of an educational method that is open to innovation and able to value the best researcher.

The Erasmus Project is an extraordinary chance to support the sports and cultural associations, the school-family systems and the local authorities of European Union Countries for research and development of education process. The aim of such process is to educate students in awareness of use of Competitive, Collaborative and Cooperative behaviors that must be ethically supported by education principles of ONU International Charter of Human Rights of 1948, later integrated by the European Union Charter. This passage is necessary to lead the future generations to be the protagonist of their own life as active citizens, regardless of age, of social status or of possible objective difficulties.

That is why the HR+So project is a flagship for professionals. It uses tools and actions that involve families, teachers, associations and local entities: a teamwork model for men and women that have the common characters of World Citizenship even different for cultural and social identities.

We always need more and more high quality that can be offered only by great professionalism, regardless of own role.

BU-SEN cooperates with CONDIVIVERE Foundation and COOPERATIVA SOCIALE SÌ, SI PUÒ FARE and AGORA’ social volunteering association

Persons with disabilities must have the opportunity to choose their own place of residence and where and with whom to live, like anybody else, and are not obliged to live in a particular living arrangement (article 19 – Living independently and being included in the community)

and again

The Union recognizes and respects the right of persons with disabilities to benefit measures designed to ensure their independence, social and professional integration and participation in the life of the community (Article 26 of the Charter of Human Rights of the European Union).

It is for achieving this high goal that the foundation CONDIVIVERE onlus aims to put adults with disabilities in the condition to gain more and more skills and abilities that are concretely useful and functional to live in the most autonomous and independent possible way, experiencing a real context of life inside and outside their own families.

The person with disability is guided to take active part in his own independent life project as an adult able to make autonomous choices together with own family and services, according to own limits and skills.

CONDIVIVERE was founded in 2010 to carry out training, educational, working life and residential autonomy projects (shared house), desired and created by parents and relatives of persons with disabilities; it puts parents and relatives in the role of sole and main protagonists in the choices and implementation of projects deemed most suitable for their families and to protect their future throughout their lives.

It promotes confrontation and active cooperation between Foundations, Associations, Cooperatives, Universities and public or private research institutes, and other structures with the same aims, operating on the local, national and international territory.

The Foundation aims to offer to the families of the disabled persons its members, the reasonable certainty that the available resources will be used in the best possible way to allow their relatives to leave a dignified, safe, stimulating and as autonomous as possible life throughout their whole existence, in accordance with the agreements and commitments made with the families, carers and supporting administrators.

During its life CONDIVIVERE has started several projects to reach his aims:

CONTINUOS FAMILY TRAINING: it supports family in its own domestic environment and training to become the actor in the increasing autonomy process. There is no age limit to enter in this process; the sooner you enter the more you gain time in the adult age.

THE AUTONOMY SCHOOL: the place where the disable person learns to manage the everyday life in a house with the presence of an operator

THE SHOP IL BOTTEGAIO NOSTRANO: a shop / pedagogical laboratory

THE SHARED HOUSE: a co-housing experience without the support of operator.

Aldo Piatti
B. B. 8th dan Hanshi


Universal Declaration of Human Rights

Art 1:

  • concept of equal dignity

  • spirit of brotherhood: more than doing things together, it is more than the sum of individuals. It is also a traditional approach to martial arts communities.

Art 2:

  • without distinction/discrimination: differences in pupils' fitness should not prevent the development

Art 5:

  • degrading: relevant for bullying (online or not). Teacher conduct should never be degrading. Martial arts teaches how to recognize aggressions.

Art 6:

  • before the law -> could be applied in broader context laws = set of rules

Art 7:

  • protection against discrimination: The teacher and seniors are tasked with protection. Important to recognize the role of community (delegation should not mean forgetting about responsibilities in a general sense).

Art 12:

  • honor and reputation: practice should make people aware of their status as a person.

  • privacy: there is a risk of the overbearing presence of a master in terms of the pupil's life. Personal autonomy is one of the core tenets of my actions and should be respected.

Art 13:

  • in lots of martial arts is typically forbidden training elsewhere

  • what is the concept of free movement as applied to MA?

Art 18:

  • different thoughts/religions can happen in any group. It is important to respect them as much as possible.

Art 19:

  • freedom of opinion/expression is a general concept that is useful for our project. There are some criticalities in some current ways martial art is taught. Referring to this could improve the situation.

Art 20:

  • association concept is important to MA practice.

Art 21:

  • active citizenship is rooted in concepts related to democratic principles. This is also connected to Art 22. => see also a charter of citizenship rights of EU.

Art 22:

  • social security and cultural rights -> important and will be found in other documents

Art 24:

  • first-time leisure is mentioned as a right (not just the absence of activity). Could be important and relevant for MA activity related to the pacing of training.

Art 25:

  • linked to the self-realization of the person in terms of dignity.

Art 26:

  • Paragraph 2 is essential for the project.

Art 27:

  • Knowledge is open and benefits should benefit from its fruits.

Art 29:

  • definition of duty: important giving back to the community

  • limitations that are defined in terms of the potential impact on others.

Civil and Political Rights:

Art 19:

  • right freedom of expression: more wide statement regarding the cultural aspect of (for example) sport.

Art 20:

  • challenging discussion about war. The interest is remarking on the connection between war and “martial” arts. There is a proposal of defining words in the glossary to clarify them. There is no easy agreement, so we are noting the importance of the idea. Some the potential pupils are people that up today are required to deal with dangerous levels of violence in their life.

International Covenant on Economic Social and Cultural Rights


  • definition of freedom from fear and want, through cultural rights

Art 1:

  • Pursue cultural development.

Art 7:

  • Safe working conditions -> same holds in the gym

  • competence and seniority -> also relevant in evaluating MA capabilities

Art 12:

  • Right of highest physical and mental health.

Art 13:

  • Paragraph 1 is very important. (Role of education, goals, and ideals).

Art 15:

  • right to the cultural life

  • how to do it: conservation, development, and diffusion, with freedom

Convention on the Rights of the Child

Art 1:

  • definition of child in terms of age

Art 2:

  • discrimination concept is expanded to include parents’ characteristics

Art 3:

  • center = best interests of the child

Art 5:

  • introduction of the concept of roles of extended family and community

Art 13:

  • freedom of expression, including exchanging information of all kinds, depending on the child’s choice.

Art 17:

  • goals of promotion of social spiritual, moral and physical mental well-being

  • international and diversity is an important tool for this

  • there are limitations to safeguarding the child

Art 19:

  • explicit provisions for protecting children from violence

Art 23:

  • explicit provisions for disabled child development, physical social, cultural, and spiritual

Art 24:

  • dangers related to environmental pollution (for us: provide safe space for practice)

Art 28:

  • special provision about how to administer school discipline

Art 29:

  • there is a reference to the full potential of development

  • the stated goal of respect for human rights

  • responsible life in a free society (skill of citizenship), including the environment

Art 31:

  • right of play (not just rest)

  • full participation in the cultural and artistic life

Art 32:

  • protection from hazard

European Convention on Human Rights

  • The novel element is the implementation of the court

  • Other rights are essentially the same as the preceding documents

Protocol 4, Art 2:

  • Elective right to movement: we have already touched on this for art 13 of the universal human rights declaration. It would be good to remark the EU “update” to this, especially for EU-funded projects.

Equality and dignity: acting towards brotherhood.

FI: In defining rules, children participate in the definition of rules. They commit to better, and everyone feels an equal part of the group. Rules are written down and all signed.

ES: There is understanding towards the specifics of everybody’s fitness. If somebody cannot stand, practice will be adapted to be flexible towards these constraints.

FI: Also, practice drills are broad enough to have different challenges, depending on the participant’s level. “Feed proper energy” is a strict rule for sparring/feeding.

IT (Rome): Brotherhood (family) term is intrinsic in teaching traditional Kung Fu. Exit the salutation one by one to remind of individuality. Sifu salutes first out of respect. Do not allow people not to use given names. No “him” no “her.” We have to introduce each other. (Especially with/between children). Foreign people: invite people to use their language, e.g., numbers. Invite people to talk about their nation/culture. No personal punishment: “punishment” for the group only.

ES: Having a uniform enforces a sense of equality.

FI: For punishment, it is just enough to remind people that they are wasting time. Teaching consequences are not out of thin air.

IT (Milan): Starting from disability and special pedagogy: research here empowers a broader reach. Reaching all kinds of intelligence is paramount. The teacher needs to start with “doing-based knowledge.” We cannot exclude people based on fitness; teachers need to develop the training of appropriate challenges for everybody. We are involved in these mechanisms regarding health, happiness, autonomous life, Etc. We are involved in these mechanisms. Our youth does not need an explanation about theories but help and guidance to solve the minor problems of day-to-day life. This is our pedagogical vision. We, teachers, have the duty of answering these calls and giving tools to answer the questions. Pedagogy is the science that uses technique and didactic as tools to answer these questions.

How can I show stuff for sensorial disability (e.g. blindness)? I need alternative strategies of communication to reach different statuses. Tool: diversifying sensorial communications (vision, hearing, tactile,..) Another essential thing is predicting a method of study that includes verification of the communication—facilitation of gesture and concept. (Explanations to follow).

Regarding discrimination

FI: From rules, leading by example, high stress that there is no distinction in how they are applied. This happens all the time, always monitored.

IT (Mi): All class needs to understand and apply. It is a question of mindfulness of potential. For example and reciprocal help to somebody who is less able to do. Mindfulness leads to confidence in the result. The message of the teacher leads to high quality. Then there is no discrimination.

ES: Treating anybody on the same page (directly refraining from discrimination: gender, nationalities, Etc.). Same with discriminating language and implications of meaning.

IT (Rome): Some arguments are considered taboo in class (religion, soccer, politics). Essential to avoid it because it is irrelevant to practice. This avoids divisive behavior. A racist isolated through his own words may leave this opportunity for improvement. That is a net loss, and it is not acceptable.

IT (Mi): The concept of bench-player is dangerous. The “less” able person has less chance of participating.

IT (Rome): We fight against the sentence “I cannot do.” Any attempt and result are welcome. Avoid that they compare with each other. They should never feel in competition with each other, only with their past self.

IT (Mi): Judo sport weight classes go in the same direction and have technical competitions so that there are several different ways individuals can feel satisfied.

IT (Rome): Choosing both high and low performers as chiefs of two teams. Then created an unwinnable game. That way, there was a reminder of the relativity of individual skill relevance.

ES: Everyone has expertise.

IT (Mi): That we allow emerging.

Degrading behavior and bullying

FI: In children, the teacher chooses teams, not to give a chance for degrading behavior to emerge. It also sends the message that the team composition is irrelevant. Winning is not the goal. Having a good time is way better. I show that there is no room for degrading behavior.

If there is a running tag, they are asking to repeat rules. They interiorize and focus on the concepts of this. There are reminders to focus on actions or specific gestures. That trains mindfulness.

IT (Mi): Contrary to the rules from above. Better that they come up with the rules. With children: If there are three elements per team, they form their team. Those are usually formed by friendship, not-ability. They choose each other. Adolescents are more at risk, and typically they tend to emarginate whom they feel as unpleasant. This is where prevention is important, as is understanding its reason and acting to correct it.

ES: Different ages, different problems. The younger pupils could be assigned to a new older one to introduce them. This induces responsible behavior and recognition of status.