Language: Italian

Published: Bologna, Italy: Malipiero, 1958

Series: Umanesimo e civiltà: studi a cura dell'Istituto di pedagogia del Magistero di Salerno

Abstract/Notes: Giuseppe Lombardo Radice has gone down in history, at least in popular opinion, as the main detractor of Maria Montessori (Kramer 1976) according to the criticism expressed in 1926 on the occasion of the publication of the third edition (Leenders 1996) of the Metodo della pedagogia scientifica applicato all’educazione infantile nelle Case dei Bambini [The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children’s Houses], an edition that had been considerably revised in comparison to the two previous editions (Montessori 2000). In 1926, however –​it should be remembered –​Lombardo Radice was not only no longer in the service of the Direttore generale dell’Istruzione elementare e popolare , but he was also openly critical of the Fascist government (Meda 2021), unequivocally distancing himself from its policies and its conception of school education. As we will attempt to show in these pages and as already been intuited by De Giorgi (2013, p. 54), it is probable that the Catanian professor’s distance from Montessori’s educational model was based not only on different conceptions of pedagogy, but was also, if not mainly, on political and ideological grounds.

Language: English

Published: Lausanne, Switzerland: Peter Lang, 2023

ISBN: 978-3-631-89586-3 978-3-631-89587-0 978-3-631-88286-3

Series: Erziehung in Wissenschaft und Praxis , 16

Abstract/Notes: Giuseppe Lombardo Radice (1879-1938) was one of the main figures in Italian pedagogy in the first half of the 20th century and collaborated with the philosopher Giovanni Gentile on the 1923 reform of the Italian school system. However, his work ‘for’ and ‘with’ many elementary school teachers also left important and long-lasting traces beyond Italy’s borders, in Switzerland, Spain, Central Europe, and the North Adriatic, thanks to his intense international contacts with several scholars, foremost among them Adolphe Ferrière and Lorenzo Luzuriaga. A rediscovery of Lombardo Radice will open up new research avenues in different fields of the History of Education, History of Elementary Schools, and History of Teacher Education, because his original thinking about the primacy of the educational relationship between teacher and pupils, a new concept of school discipline and his idea of the scuola serena also accorded him a unique role in the international movement of New School Education. Moreover, his research among previously unknown popular elementary schools in Italy and the Italian-speaking Tessin region in Switzerland adopted a heuristic perspective, comparable to current studies on the material culture of schools.

Language: English

Published: Lausanne, Switzerland: Peter Lang, 2023

Edition: 1st

ISBN: 978-3-631-89586-3 978-3-631-89587-0 978-3-631-88286-3

Series: Erziehung in Wissenschaft und Praxis , 16

Abstract/Notes: Manuscript

Language: Italian

Published: Milano: Franco Angeli, 2000

ISBN: 88-464-2088-8

Language: Italian

ISSN: 0035-5240

Language: Italian

ISSN: 0042-7241

Abstract/Notes: In the first post-war, the school system of Tessin was invested by a gradual dissemination of the Agazzi method for preschool pupils in place of the Montessori method. That process of educational-cultural transfert was increased by the collaboration of the Italian pedagogist Giuseppe Lombardo Radice with a local teacher review, «L’educatore della Svizzera italiana», to promote new educational practices for lower-class children according to an original idea of popular education as «authentic» education for the development of each person.

Language: Italian

ISSN: 2039-4039

Abstract/Notes: The Italian historiographical tradition on the reception of Maria Montessori has highlighted the widespread misunderstanding that she faced in Italy, often accompanied by prejudicial devaluation, if not by actual personal attacks. Within this critical panorama, stronger resistance was exhibited by Catholics and Neo-Kantians than by Idealists, and in particular Gentile and Lombardo-Radice showed deep appreciation for Montessori, offering her remarks that were rather interesting from a pedagogical standpoint – and are still to be considered thoroughly if we wish to approach her method critically. Furthermore, Lombardo-Radice also brought into the Italian debate a series of international criticisms that had the same tone and content as those addressed to her by the intellectuals involved in the new school movement, as evidenced by an analysis of the articles that Ferrière published in the magazine Pour l’Ère Nouvelleduring the 1920s. By doing so Lombardo-Radice confirmed his divergence from Gentile and his proximity to the progressive school movement.

Language: English

DOI: 10.6092/issn.1970-2221/12320

ISSN: 1970-2221

Abstract/Notes: Opening the issue of Pour l’ère nouvelle (January 1927), Adolphe Ferrière announced that L’Educazione Nazionale, directed by Giuseppe Lombardo Radice, would be the Italian partnership of the educational press officially committed with the New Education Fellowship. The strong relation between the two scholars was based on a shared vision of education as really focused on the release of children’s natural energies. The cultural mission of the Italian journal was not an easy one to accomplish, due to the increasingly heavy atmosphere characterizing the Italian public life, signed by the turning of Fascism into an authoritarian Regime. Up to the turning point of the thirties the review often tried to draw attention onto several themes and figures related to the progressive expansion of the New Education. Unfortunately, the involution of Fascism hindered the journal’s activity, finally forcing its closure in 1933.

Language: English

DOI: 10.24452/sjer.41.2.6

ISSN: 2624-8492

Language: Italian

Published: Roma, Italy: Armando, 1960

Series: I problemi della pedagogia