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Lombardo Radice’s serene school as his link to idealism
No full textThe contribution intends to illustrate Lombardo Radice’s ties with idealism and specifically with the Gentile heritage, starting from the reflection on didactics carried out by the Sicilian educationist. In this way, the 1923 reform isn’t a simple legislative update, but takes on the dimension of a broader educational project and at the same time certifies a considerable depth of thought. The reform becomes the application of a peculiar Italian way to New Education, of which Lombardo Radice is specifically the author. This Italian way to New Education, while dialoguing with international suggestions, draws its roots from a different terrain, the one that goes from Vico to Croce and Gentile. The analysis of the Lombardo Radice’s didactics in this view allows us to understand similarities and differences between the Italian way to New Education and the international movement, shedding more light on the figure of Lombardo Radice as one of Italy’s leading educational theorists
Recensione a: V. De Cesaris, Spiritualmente semiti. La risposta cattolica all’antisemitismo,
No full textRecensione a: S. Pasta, Razzismi 2.0. Analisi socio-educativa dell'odio online, Morcelliana Scholé, Brescia 2018
No full textQuestione meridionale e educazione nazionale nel pensiero di Gaetano Salvemini
Full text linkIn Gaetano Salvemini's thought, the Southern question is intimately connected to the scholastic question and the concept of national education: from this point of view, the school is seen by the Apulian intellectual in its role of forming, especially in the South of Italy, a public opinion, which had been absent until then, that would allow a solid national conscience to mature. Salvemini's thought also intersects with a series of political battles of which he is a promoter, above all that relating to the granting of universal suffrage, read as a concrete symbol of the participation of the South in the destiny of the nation, in terms of political education. In this way, the deleterious welfarist policies would be overcome, allowing the South to find within itself the moral and cultural energies for its own rebirth, thus bringing the process of national unification to completion
[Recensione a:] M. MONTESSORI, Tutto quello che dovresti sapere sul tuo bambino, tr. it. a c. d. Monica Salassa, Garzanti, Milano 2019
No full textRecensione a: V. De Cesaris, Spiritualmente semiti. La risposta cattolica all'antisemitismo
No full textDa Bergamo a Roma. Gli inizi dell'attività missionaria di A.G. Roncalli presso l'Opera della propagazione della fede
No full text[Recensione a:] E. Damiano, B. Orizio, E. Scaglia, I due popoli. Vittorino Chizzolini e "Scuola Italiana Moderna" contro il dualismo scolastico, Roma, Studium, 2019, pp. 383
No full textAlberto Manzi: un cristianesimo "umanista" = Alberto Manzi: a ‘Humanistic’ Christianity
No full textIl saggio si propone di ricostruire l’idea del cristianesimo secondo Alberto Manzi. A contatto specialmente con il Sudamerica, e con i sacerdoti vicini a quella che sarà la teologia della liberazione, Manzi maturerà una visione peculiare del ruolo della religione nella sua vita e, di riflesso, nella storia umana. Un cristianesimo che può essere definito umanista, nel momento in cui pone al centro della riflessione l’uomo, visto come alter Christus: una prospettiva che se da un lato porterà Manzi a vivere con afflato missionario la sua attività educativa in Perù e Bolivia, dall’altro contribuirà a rafforzare in lui un sentimento di giustizia sociale e di riscatto delle periferie del mondo, in Sudamerica come in ItaliaThis essay aims to reconstruct Alberto Manzi's idea of Christian religion. Through his contact with South America, and with priests close to what would become Theology of Liberation, Manzi developed a unique vision of the role of religion in his life and, by extension, in human history. A Christianity that can be defined as humanist, in that it
places man, seen as alter Christus, at the centre of its reflection: a perspective that, on the one hand, led Manzi to live his educational activity in Peru and Bolivia with missionary zeal and, on the other, contributed to strengthening in him a sense of social justice and redemption of the peripheries of the world, in South America as in Ital
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