“Distance teaching and presence teaching. Towards a possible and useful integration”

The pandemic emergency seems to have extinguished many residual reservations regarding distance learning, but it has created a consensus that is all in all fragile, because it is non-critical and more charged with assimilative pressures. The problem is not establishing when, where and whether distance learning or face-to-face training should be promoted. The problem is to understand why and to specify, jointly, with which paradigms it is necessary to operate. It is a question of tackling problems that have remained on the sidelines for too long, in order to understand what digital can offer to ordinary teaching and what from ordinary teaching can also be useful for distance teaching. We will stop on two issues only. On the one hand we will try to enhance the logic of the reticularity and composability of knowledge; on the other hand, we will focus on curricular systems, showing how each of these two aspects can benefit both distance and face-to-face teaching and, above all, how it can benefit their possible integration. And this also in order to be ready for the next emergency. Ready, while hoping it won't come