There is no doubt that the time has come to promote a new and comprehensive reading, in a historical perspective, of the genesis and evolution of the Italian school system. Such a reading - by exploiting new sources, by availing itself of the outcomes of the most recent and credited international historiography in this field, and finally by deepening some polarities which are representative of deep and long-term dynamics (innovation/conservation, creativity/conformity, tolerance/intolerance, growth/limitation of autonomy and the rights of individuals as well as social groups, inclusion/exclusion etc.) - can provide a more complex reconstruction of the cultural and educational processes that involved the Italian peninsula over the last centuries. At the same time, it can constitute an effective and appropriate tool to better understand the mechanisms of formation as well as civic and social growth of the younger generations in Italy today. This rebuilding, on new basis, of the genesis and evolution of the Italian school system that has taken place over the recent centuries, that the proposing group aims to achieve presents not only a strong historiographical and cultural value in a broad meaning, but it also allows us - more specifically - to comprehend the original features and the more deep and long-durée dynamics which mark the modes of intergenerational transmission of the Italian and European cultural tradition, as well as the very processes of growth and development of human capital. In this respect, the scientific impact of this research is not exclusively limited to the, however fundamental, historiographical and cultural ambit, but it also concerns the contribution that such a research can offer in order to more effectively comprehend the roots and hidden mechanisms underlying the current school and educational reality in our country, especially in the light of the intersections with the pedagogical models and cultural influences of European origin.

Origin and development of the Italian school system, from the age of Enlightenment to Gentile's Reform. National tradition and European models

SANI, Roberto;ASCENZI, ANNA;PATRIZI, ELISABETTA;CAROLI, DORENA;MEDA, JURI;BRUNELLI, MARTA;BRESSAN, EDOARDO;
2013

Abstract

There is no doubt that the time has come to promote a new and comprehensive reading, in a historical perspective, of the genesis and evolution of the Italian school system. Such a reading - by exploiting new sources, by availing itself of the outcomes of the most recent and credited international historiography in this field, and finally by deepening some polarities which are representative of deep and long-term dynamics (innovation/conservation, creativity/conformity, tolerance/intolerance, growth/limitation of autonomy and the rights of individuals as well as social groups, inclusion/exclusion etc.) - can provide a more complex reconstruction of the cultural and educational processes that involved the Italian peninsula over the last centuries. At the same time, it can constitute an effective and appropriate tool to better understand the mechanisms of formation as well as civic and social growth of the younger generations in Italy today. This rebuilding, on new basis, of the genesis and evolution of the Italian school system that has taken place over the recent centuries, that the proposing group aims to achieve presents not only a strong historiographical and cultural value in a broad meaning, but it also allows us - more specifically - to comprehend the original features and the more deep and long-durée dynamics which mark the modes of intergenerational transmission of the Italian and European cultural tradition, as well as the very processes of growth and development of human capital. In this respect, the scientific impact of this research is not exclusively limited to the, however fundamental, historiographical and cultural ambit, but it also concerns the contribution that such a research can offer in order to more effectively comprehend the roots and hidden mechanisms underlying the current school and educational reality in our country, especially in the light of the intersections with the pedagogical models and cultural influences of European origin.
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