Today show, in an ever more important that the Italian education system is undergoing a period of crisis. Faced with this situation s'invoca outlet position to stem this unfortunate problem, however, often, suggesting extreme solutions. In this situation, the paradox is represented by the prejudices and the answers given by those not involved in either school or education. These are presented, often as masters of education and competent in the management of the school, suggesting solutions, rigid, repressive and selective. In most cases these assessments and solutions that belong to a collective imagination of school-age education and wisdom "Megalithic" when the Italian education system was characterized by an excessively rigid, repressive and selective. An education system that all educators and the most enlightened politicians have wanted to change and looked forward to and activating the processes of reform of the Italian school system, starting with the middle school only. In the process of legislative reform of the education system is envisaged a school for everyone, but especially s'invocava a "school serene, "where each person could be trained, formed, trained and, therefore, directed to the full realization of self. The Italian school, from school reform of 1962, it stood at the ruling class as the ability to maintain its status, however, the lower classes as an opportunity to be able to raise socially. So, all the Italian company was interested in not being separated from the school system as the possible exclusion, for the better-off would have meant losing the status and management for the poor the opportunity to reach that status. In other words, the desirability of the inclusion in school education system was the only condition to benefit from education, until, however, there was a moderation in access to school. Therefore, the mere threat of exclusion from the school system was a deterrent to behavior appropriate to the standards, both as regards the achievement of results in learning, both for what they do the discipline. A negative vote in the behavior had a negative impact on the permanence within the educational system and constituted a serious penalty. With one in seven could conduct detrimental to the smooth progress in their studies. In other words, the negative vote was a threat not itself, but because it could generate negative social effects. This selective system, they wanted to abolish the sanctions and enforcement, we wanted to make school a motivating environment, orienting, able to develop in students the skills necessary for entering the company was approaching the twenty-first century. That kind of made his own school, in the dictates of legislation, the best educational theories, so that it would create a "happy school" to measure student, capable of forming "men and citizens." Faced with the alleged failure of this model, if it ever was made in the school, s'invoca a return to the past! Facing solutions rigid and punitive, with the intention of restoring order "primordial." We wonder if the threat is sufficient for rejection or a negative vote in the duct to improve the current educational system. Research in psychology has shown us that the parties they are repressive methods were used to make them desist from deviant behavior, have, however, continued and increased malpractice. Skinner, in this case, refers to reinforce negative behavior. In other words, it was found that with these methods, it generates, often a vicious cycle that can lead to the worst effects. This is not to say that we should flatten into a simplistic specification libertinism and widespread anarchy, but I firmly believe that the school should enable a process of education for pupils. What is found now is a strong disappointment with the school system that often generates demotivation and frustration in students and those working in the school. The threat of rejection or repression of voting behavior can no longer be an effective deterrent motivation, since the desirability of school education from which depended on the effectiveness of penalties in voting behavior has been in crisis. This crisis has generated not only by the overcoming of this social model, but also by substitution, more or less important, a system of values, were once credited in the school. Today, the reference values \u200b\u200bare more likely than not rise to achieving a social status that improves their standard of living, but the reference values \u200b\u200bwhich tend to be the consumption of goods and greed of money, justifying any means to achieve that end. Another discouraging aspect for students is the general malaise in the face of great inner suffering is not voting for conduct that might be discouraged by rejection or inappropriate behavior. The threat of the negative vote in conduct resulting in the rejection, but they are doing to motivate record an encouragement to the abandonment of the school. As a result, the size of the school system socializing often takes the place of a social outcast outside of school. Therefore, it seems that the Italian school system is generating is a kind of vicious circle. The model-punitive sanctions should return to order "megalithic" but, instead, we witness an increase of the transgressions that they wanted to stem, not only results in learning, they tend to settle at an intermediate level. In the face of everything which may be the solution? What kind of school prospects? Think anyone has a recipe ready, especially educators and all those dealing seriously with the school. The educator, then, is not one who has to write prescriptions to be applied, but, rather, he has the task of highlighting the critical elements of systems and propose possible solutions, knowing that these perspectives are not possible and may not never have the character of infallibility. At this point, it seems to me important to state that the first truth to remember is the helplessness of people in the face of changes in society. Today we are immersed in a constantly changing social context, over-accelerated pace of evolution, where it is difficult to understand, first of all phenomena, imagine how it could be even more complicated envisage a school model capable of countering the pathological effects of these phenomena. I think the first thing to do is to start from education and its values. Then, I consider it important that we have to rethink the school as a reality and where relationships are woven as a privileged place for the education, training and education. I am convinced that only an authentic relationship between all actors in the school could break that vicious circle that is being generated in the Italian school system. Some may seem like a utopia, but, for the twenty-first century school, I like to think of a model of 'peaceful school', where the foundation of the teaching process Ethics is made of the values \u200b\u200bof human dignity, that every actor in the education system can feel accepted and valued for what it is. A school where everything is tense and attitude to the enhancement of human dignity and have as a reference system, not the vote an end in itself, but the process where it matters most what, where and how students learn. I think today for the schools there are more opportunities, compared to 1962, to achieve a "happy school", the first is represented by the law on autonomy. Few schools are taking seriously the opportunities offered to them by this law, to ensure that we build a school to measure yourself! In the school of the twenty-first century must abandon the logic of sanctions and adopt, instead, that the promotion and enhancement of the human person, for activate a motivating learning process that leads students to develop skills as a director by the exponential processing "knowledge, the know-how, to be". But to achieve all this, the assumption must be that the paradigm of a "school SERENA.
