Abstract
The text tries to show that in education the logic of imitation and the logic of creativity are equally valid, with a parallel emphasis on the formative value of mediation. At the same time, it tries to show that the educational role of the model does not only serve to imitate, but has a deeper meaning.
It understands model in essentially symbolic terms. Good education (as opposed to mere dressage or indoctrination), leads the child to understand that the meaning of imitation lies beyond the pattern that is presented to him to imitate.
The principle of imitating the model is then transformed, or rather gives way to the principle of mediating something that the model itself is not, but to which - as a symbol - it refers. The text therefore argues that we can only speak of creativity, criticality and the formation of the child's autonomy if his spontaneous imitation ultimately becomes a mediation of what cannot be fully imitated but must be developed.
For the inclusive ideal, it follows that the realization of inclusive practices must be directed towards an ideal that is not part of these practices, but is the horizon of the possibility of their continuous improvement.