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Extra resources for Art and Creativity in Reggio Emilia: Exploring the Role and Potential of Ateliers in Early Childhood Education (Contesting Early Childhood)

Example text

I hope it is clear we are not aiming simply to collect a series of discipline-based points of view for a topic. What we are proposing is a sort of trans-disciplinary fertilizer, full of vitality capable of welcoming different ways of thinking, not afraid of ‘interference’ and ‘contamination’ but considering them to be a possibility and not ‘off the subject’. Personally I am convinced, and I have declared this on more than one occasion, that the richer and more complete a language, the more it is able to welcome and enter into synergy with other languages.

It is not uniquely connected with art but becomes a ‘way of researching, a key for interpretation, a place of experience’. When mathematicians admit that often, from among various hypotheses, they choose the one which presents the most elegant and beautiful formula they are effectively confirming this attitude. Here are some more examples. Primo Levi, chemist and writer, defined the structure of a material (Allosan) as ‘graceful’ and commented, ‘It calls to mind something solid, something properly connected’, adding ‘to say lovely (bello) is to say desirable’ (Levi, 1994: 182).

I believe Reggio Emilia’s municipal schools are places which have practically supported and informed such a flow: through people with their widely differing characteristics that have worked in the schools; and through the different competencies that have come from the outside, from Loris Malaguzzi to pedagogistas, psychologists, neurologists, architects, designers and artists (of which more later), a transdisciplinary world with certain shared ideas on humanity and knowledge. Children’s theories One of the foundations of our work is the careful, respectful, tender ‘listening’ with solidarity to children’s strategies and ways of thinking.

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