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content/factor/doppelganger.md

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 Finally, a key aspect of the instructions to the doppelganger was that they were held as group interviews, where collective patterns of noxiousness would become noticeable and become the bases for political struggles and demands.
 
+L’Ambiente di lavoro was since then translated by unions in 7 different countries and it also became the basis for hundreds of workers enquiries across Italy. 
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+# 150 ore 
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+Ivar Oddone was able to experiment with the technique of the Instructions to the doppelganger together with a group of FIAT workers thanks to a specific pedagogical institution newly introduced at the time: the so-called *150 hours*, which we believe are worth describing here to grasp the inventivness and the concreteness of demands that came out of the political movements of the '60s and '70s. i  
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+In 1973, when the Italian trade union of metalworkers managed to secure an unprecedented mechanism for the right to study as part of their renewed national contract. Nicknamed “the 150 hours”, this new contractual institution guaranteed employees a maximum number of hours of paid leave (that had to be matched by an equal amount of hours freely committed by the worker, so that courses had a minimal total duration of 300 hours) to be used for projects and activities concerning their personal training. This new pedagogical right was conceived in a very different manner than the life-long learning that is predominant today, which frames learning as a continuous re-adaptation of the worker to the needs - real or presumed - of the labour market. 
+For the 150 hours courses, the management and planning of activities was under the full control of the trade unions, public and local authorities, ministries, schools and universities. Soon after their introduction in 1973, the “150 hours for the right to study” were extended to a large number of professional categories and exploded to become a transversal social phenomenon. The majority of courses that were intially activated were geared to help workers complete their primary education.  However, many experimental initiatives were also explored, and some developed novel pedagogical approaches and subject areas, such as the Instruction to the doppelganger method Ivar Oddone used during his course at the newly created Faculty of Occupational Medicine of Turin. In many of these 150 hours courses, technical and scientific know-hows would be intertwined with biographical and creative methods, since the intention was to learn useful skills for everyday life. For example, the teaching of arithmetic and accounting could start with learning how to correctly read one's pay slips, graphs and percentages, piecework and taxation mechanisms. 
+The 150 hours were also a powerful context for feminist organizng, and some of them eventually led to the creation of more permanent Women' Universities. For more information of the feminist use of the 150 hours, see the ![Università delle Donne of Milan website.](http://www.universitadelledonne.it/le_150_ore.htm)