Language: English

Published: Calcutta, India: Orient Longmans, 1963

Edition: 3rd ed.

Language: English

Language: English

Abstract/Notes: This dissertation explores the evolution of Italian Fascist ideas of racial identity between 1923 and 1940 and contends that those ideas led to some of the most significant Fascist policies, such as the invasion of Ethiopia and the passage of the 1938 racial laws. Common belief holds that racism played no role in the doctrine of Benito Mussolini's government. On the contrary, from the very beginning of their regime, Fascists worked to infuse the Italian population with concrete conceptions of their national identity—their italianità—and its superiority over all others. The education of Italian children vividly illustrates the racial project at the heart of Fascist doctrine. One of the regime's earliest priorities was to restructure the national education system in order to more effectively inform the population of the ideals of the new Fascist order. The administration centralized the existing infrastructure and founded the new institutions of the National Organization for the Protection of Mothers and Children (ONMI) and the National Balilla Organization (ONB). Thus, the state embraced all aspects of the young Italian's life, from the cradle to school, on the weekends and during summer vacations. Contemporary textbooks, teaching manuals, pedagogical journals, and government documents reveal an early and lasting commitment to instilling Italy's youngest generations with a collective identity based upon inherited historical, cultural, and spiritual characteristics that resulted in a belief in racial entitlement. As the regime solidified its power, it initiated further changes to the education system with the goal of turning children into ideal Fascists. As it militarized the population and sent Italians to civilize foreign lands, officials created a more direct language that mobilized the nation's youth to protect the fatherland against its enemies. Such a curriculum was unavoidably racist in content, and when Mussolini legalized discrimination against 'non-Italians' in 1938, the pre-existing pedagogy allowed for a relatively smooth transition between pre-racial-law education and post-racial-law education. When Italy entered World War II in 1940, the values were set for Italians to wage a war for national pride and racial privilege.

Language: English

Published: New Haven, Connecticut, 2010

Abstract/Notes: rev. of book by that title by Chris Mercogliano

Language: English

Abstract/Notes: Following the more recent and up-to-date literary criticism, the article outlines the biog- raphy and the complicated cultural and scientific route of Maria Montessori. The main stages of her psycho-pedagogical works are underlined, as well as the origin and develop- ment of the enterprise she furthered in special education and in children’s care. Through the analysis of a large review of both traditional and recent studies about Maria Montessori and her work, it stands out the Montessorian conception of a scientific pedagogy. This one, based on the Positivistic culture, is not extraneous to other influences, such as the Itard’s Sensism, and the theosophical suggestions about an aesthetic and moral perfecting of the human being through the exercising of his sensibility. The Montessori’s idea of spir- itual embryo can be referred to the Neo-evolutionist theories and to religious contamina- tions from different sources. It is so possible to outline the eclectic connotation of the anthropological – and then psycho-pedagogical – thought that the researcher and peda- gogue Maria Montessori had worked out.

Language: French

ISSN: 1971-1093, 1971-1131

Language: English

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959