Where does Italian society allocate responsibility? : the paradox of educational responsibility in contemporary Italian culture

This article presents the results of a research carried out between 2010 until 2012 in the crèches and schools children of a town in Northen Italy, Cremona. Analysis of the data reveals a general increase of attention to serenity, well-being and the forming of competent children – in skills, competences, learning - and a progressive weakening in communicating the sense of individual and social responsibility. The article focuses on this divorce between "skills" and "responsibility" in contemporary Italian educational culture.