Educazione all'arte e semplessità: quali spunti inclusivi?

The aim of this contribution is to analyse the value of art, starting from Kandinsky's thought in his two main works, as a means not only of cultural transmission, but also of simplexity, i.e., capable of supporting whoever benefits from it, during the teaching-learning process, in dealing with the complexity inherent in the same process. Acting according to the paradigm of simplexity, implies in didactics the teacher's predisposition in operating by adapting his action to the needs of his pupils, leaving room for experimentation, for the paradoxical use of educational-didactic mediators, intervening transversally to improve the awareness of the self and of the other from oneself, orienting didactics more towards an inclusive dimension.