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L'Umanitaria e la massoneria
No full textFounded in 1893 in Milan, thanks to the generosity of Prospero Moisé Loria, “La Società Umanitaria” promoted several philanthropic initiatives in favour of the homeless, starting from an innovative secularpositivistic point of view of a preventive nature. Even if indications of an organic connection are not to be found, the article traces the full course of the “Umanitaria”, trying to demonstrate the relationship and points in common with the philosophy of the Free Masons. Owing to the differences in the profiles of members of their executive group, the author is convinced that this solidarity was inconstan
The “Convitti scuola della Rinascita”(the Boarding Schools of Rebirth) an innovative pedagogical laboratory during Italian post-war era (1945-1955)
No full textAt the end of World War II, after twenty years of fascism, the Italian education system was in crisis. The conflict, aerial bombing and partisan offensives caused many problems for the civil population. Some anti-fascist intellectuals gave rise to the interesting pedagogical experiment: the “Convitti scuola della Rinascita” (Boarding School of Rebirth). These institutions addressed themselves to adult learners, mainly partisans, who had been engaged in the conflict and now wanted to come back to school to improve their opportunities and development in a post-war environment.
The background, against which these innovative schools evolved, retained the traces of war: the debris littering the streets, public buildings destroyed, the hunger and poverty of the population was palpable. The absence of a really new concept of education, after years of dictatorship, impinged on the material rebuilding. The ruling class fluctuated between pedagogical beliefs inspired on the one hand by the restoration of the liberal secular education and, more often, the Catholic tradition which pre-dated Fascism and on the other hand by the adherence to new principles from American educational reformers – such as John Dewey and Carleton Washburne.
The post-war period was full of hope but also rife with tension. After the collapse of fascist propaganda, populism and ideological controversies persisted most of all between the new political forces: Christian Democrat Party (DC) and Italian Communist Party (PCI).
The aim of my paper is first of all to reconstruct, in the general framework of relationships between education and war, the birth of “Convitti”, in its qualitative and quantitative aspects. Then I would like to emphasize the arduous journey in search of a curriculum suited to the ethical and political reconstruction of adult students, outside
the traditional models. I would also like to explore the huge dilemmas that affected both the ruling classes and the teachers called to redefine their role in a State that was ushering in democracy.
I want to highlight the ideological international ties and the influences of the protagonists. Lastly, I would discuss the economic and mainly political difficulties experienced by the founders, who were forced to deal with the constraints of the ministry of post-war reconstruction.
My sources will include the archives of Movement of Liberation and two, as yet unpublished, direct testimonies: the first one made orally by Angelo Peroni (1993) about the “Convitto” of Milan and the second represents the final account by Mario Alighiero Manacorda, a distinguished scholar in Marxist education, who founded the “Convitto” of Rome and died in February 2013 .
The conclusion of my paper will be the interpretation of the failure of “Convitti Rinascita” that related not only to the defeat of the Italian Communist Party (PCI) in the years of the Cold War, but also the internal difficulties in left wing movement
Il PCI e la riforma della scuola media unica (parte seconda)
No full textNel maggio del 1947 il Partito comunista italiano lasciava la coalizione di governo impegnata nella transizione dell’Italia dal fascimo alla democrazia a seguito delle pressioni internazionali e delle tensioni con la Democrazia cristiana. Negli anni della guerra fredda e dell’affermarsi del centrismo, la riforma della scuola non erano considerate all’ordine del giorno nel Pci, impegnato a serrare le fila e a rispondere agli attacchi provenienti dalle forze moderate.
Grazie alla riscoperta del pensiero di Gramsci, meglio conosciuto negli anni ’50 e ’60, la classe dirigente del Pci portò avanti una nuova visione di scuola. Lo scopo dell’educazione doveva essere il miglioramento dell’alfabetizzazione degli italiani, secondo una logica di scuola comprensiva e non selettiva (la scuola media unica).
Questo articolo sottolinea le contraddizioni e le tensioni sia tra il Pci e le forze di governo, sia nella sinistra. La lotta per una nuova scuola è durata più di quindici anni e alla fine del 1962 la nuova scuola media venne istituita per legge.In May 1947, as a result of international pressure and tension with the Christian Democrats, the Italian Communist Party (PCI) left the coalition government charged with transforming Italy into a democratic republic after the downfall of fascism. In the years of the Cold War and the affirmation of centrism, the reform of the school were not considered on the agenda in the Communist Party, which was committed to close ranks and to respond to attacks by moderates.
Thanks to the influence of Gramsci’s work, especially during the 1950s and ’60s, the leaders of the PCI developed a new vision for the Italian school. The aim of education would now be focused upon the improvement of literacy among Italians, in a comprehensive, rather than selective, school (’scuola media unica’).
This article highlights contradictions and tensions both between the PCI and government forces and within left movements themselves. The ’struggle’ lasted more than fifteen years and, by the end of 1962, a new middle school was established by law
L’aula scolastica tra Otto e Novecento
No full textQuesto articolo è centrato sulle aule scolastiche nel passato. Benché queste siano immediatamente intellegibili
e forse perché il loro aspetto ci è così familiare, si potrebbe credere che le aule restino le stesse per
sempre. In realtà, la storia dell’educazione testimonia diverse modelli di insegnamento e uso dello spazio.
L’articolo illustra, sulla base di giornali, atti ministeriali, cronache dei docenti, i cambiamento delle aule
come spazio di educazione nazionale e civile tra il XIX e l’inizio del XX secolo. L’attenzione alle condizioni
di riscaldamento e illuminazione mette in luce sia il mutamento negli aspetti materiali sia i ripensamenti
nelle pratiche didattiche che hanno accompagnato la creazione della scuola in senso moderno.This article focuses on the classrooms of the past. Although classrooms are immediately recognizable, and
because their signs and symbols are so familiar, it is easy to assume that they have always remained the
same. In reality, the history of schooling has witnessed many different models of teaching and use of space.
Based on an analysis of journals, government reports and teachers’ notes, this article illustrates changes in
the classroom as a space for national and civil education between the nineteenth century and early twentieth
centuries. In particular, by paying attention to the heating and lighting of the classroom, an explanation
is developed of both material changes in the classroom as well as shifts in teaching that accompanied the
creation of the modern school
Gli insegnamenti M-Ped 02 per la formazione dei docenti. Una prospettiva comparativa
No full textQuesto articolo si basa sui dati raccolti nella mappatura degli insegnamenti di storia dell’educazione (M-Ped/02) nelle università italiane. Due sono le domande di ricerca: quanto tali discipline rispondano alle esigenze della preparazione dei maestri e dei docenti secondari italiani? Qual è la loro condizione a livello mondiale? La risposta a questi interrogativi è data dalla ri-lettura di alcuni dibattiti nazionali e internazionali sul valore formativo della storia dell’educazione.This article is based on data collected through mapping of teachings in the History of Education (M-Ped / 02) at Italian universities. Its research questions are twofold: to what extent do the teachings in this discipline respond to demands in terms of the preparation of Italian primary and secondary teachers? What is the condi- tion of such History of Education-related teachings worldwide? The answer to these questions is gained from re-visiting national and international debates on the educational value of the history of education
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