**Looking at Socially Integrative Cities through the Educating City: The Example of Educational Museums in Europe and China**

by Fabrizio d'Aniello, Zhuqing Xu, Elisabetta Patrizi and Stefano Polenta

This contribution aims to show how the idea of an educating city can help to find effective ways of social integration capable of promoting the well-being of individuals and the community. In this direction, the concept of an educating city is adopted as a key to re-read the concept of a socially integrative city through an eminently educational perspective. The education channel, rethought through multiple learning initiatives capable of following alternative paths to those of school and university experiences (formal education), allows enhancing the human potential and wealth of knowledge and skills of the city, making all citizens protagonists and participants. In addressing this issue, a specific case study will be analyzed: educational museums. The aim is to show how the museum, as a non-formal education space and an expression of collective identity, can play an important role in connoting a city as an educating city. Specifically, both the European and

Chinese realities will be examined to offer one of the possible insights into how the city is a reality in progress to be explored, which can grow and improve together with its citizens if you work in the direction of community education (Dewey) by rediscovering a place that, like museums, can contribute to enrich the social capital of a community.
