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Università degli Studi Suor Orsola Benincasa
Montclaire State University
Universidad Autónoma de Madrid
A libertarian, An-archist and A-crata Approch to Education
Félix García Moriyón
When anarchism appeared as a political proposal, it was accompanied by a philosophy that encompasses all aspects of human life. In this political project, education plays a very important role on the road to a radically different society. Education is a necessary condition to foster free people who tend towards social solidarity. At present, anarchists offer three different educational proposals: deschooling society, creating schools with an anarchist agenda and ethos and teaching in free and compulsory schools. In this paper, we explore the third option in a more detailed way: the role of an anarchist teacher in public schools. We pay attention to the three essentials that run throughout all manifestations of anarchist ideology: freedom (libertarian), autonomy (anarchism) and empowerment (a-cracia). The three of them should guide anarchist teachers, according to the central principals of anarchist political praxis: direct action, prefigurative politics and mutual aid. The means employed to change society must be coherent with the ends to be achieved.
Keywords: deschooling; non-authoritarian schools; prefiguration; direct action; self-government; anarchist education; anarchist teacher.
CRIF – Centro di Ricerca sull’Indagine Filosofica
Prospettive dell’educazione libertaria: alle origini del pensiero anarchico
Maria Miraglia
The proposed contribution is intended to trace the origins of anarchist pedagogical thought through the historical reconstruction of the perspectives of the ‘fathers’ of anarchism, William Godwin, Max Stirner e Michael Bakunin. Although there are substantial differences in the thinking of the three philosophers, they have in common the criticism of traditional education and the general lines of the principles on which true education should be based and the aims it should pursue. However, it can only be achieved through a radical change in social structures. The educational experiences of Louise Michel and Francisco Ferrer are part of these theoretical considerations, at an historical time when the revolution seemed to be imminent. In the concluding part of the contribution we will wonder about what remains of those theories and experiences today and if it makes sense to try to implement even more attempts of libertarian education, in a context in which the revolutionary perspective in the anarchist sense seems very distant.
Keywords: anarchism; libertarian education; rationalism; self-determination; dogma.
Università degli Studi Roma Tre
Michail Bakunin: l’istruzione integrale
Edoardo Puglielli
The article is divided into two paragraphs. The first paragraph will first examine the reflections developed by Mikhail Bakunin on the problems of popular education and on the relationship between education and universal emancipation. In this respect the texts written by the Russian revolutionary anarchist between 1864 and 1869 will be examined. Next, the theory of integral education formulated by Bakunin in 1869 will be exposed in the second proposed paragraph. Bakunin’s thought reaches maturity with his writings on integral education, also in pedagogical reflection. He demonstrates that in order to abolish the division of men into social classes it is necessary to socialize not only the means of production but also science, and to develop an educational path aimed at the harmonious development of every human potential, both physical and intellectual, in each individual. If it is true that integral education is a concept that is not exclusively anarchic, since it is also in other progressive pedagogical theories, it is equally true that in Bakunin this concept does not refer to an abstract individualism (as instead happens in progressive pedagogies) but it is understood as the necessary basis for the educational system of the society of free and equals individuals.
Keywords: libertarian education; rational education; cultural emancipation.
Università Cattolica del Sacro Cuore di Brescia
Descolarizzazione e cultura della sostenibilità: un cambiamento possibile
Orietta Vacchelli
Today, skepticism towards the school and the idea that it serves no purpose seems increasingly common in the public opinion, generating a sort of ‘renunciation’ among the young generations. In the belief that the school is the most effective tool for transforming society and an essential opportunity for social redemption, our reflection starts with a critical examination of Illich’s teaching and, in particular, of the theme of de-schooling. Not in order to create an alternative to school, but in the perspective of its re-foundation, the orientation proposed by some critics about the school’s decolasticization becomes a reason for reflection. Also, the debate is intertwined with the analysis of Barbiana’s educational proposal, highlighting its relevance in its emancipatory value. Modifying the ways of generating ties between man and the world, in the horizon of solidarity and responsibility, implies a change in school educational proposals, placing the promotion of a culture of sustainability as a priority.
Keywords: school; education; sustainable development.
California State University
Columbia University
Remaking Education at Anarchist-Inspired Alternative School
Roy Danovitch, Erica Eva Colmenares
This article explores the philosophy and practice of anarchist education within the context of an alternative middle and high school in an urban setting. It sets out to explore how educators within the field reconcile some of the tensions and conflicts at the heart of anarchist thinking, particularly as it pertains to its organizational structure and educational practices. To do this, the article begins by examining the history and practice of anarchist education, arguing for a recovery of its emancipatory, political roots, and a problematization of the neoliberal focus on management and performance, an approach that divests education of its political and ethical content. We then provide a concrete example of anarchism that informs the organizational practice of an alternative school animated by anarchist principles and radical traditions in education. We argue that the political challenges we face demand project-oriented schools characterized by dialogic governance and a relational approach to justice. Such schools may help us reimagine education to promote both individual and collective flourishing.
Keywords: anarchist education; dialogue; relational justice; dialogic governance.
Università di Bologna
Università degli Studi di Bologna, Italy
L’educazione incidentale, gli adolescenti e Colin Ward: ripensando le comunità
Fulvia Antonelli, Alessandro Tolomelli
Paul Goodman and Colin Ward were the anarchist thinkers who paid more attention to adolescents in their pedagogical reflections. Starting from Colin Ward’s lesson on incidental education, it is possible to try today to build areas inside or outside the school that can be used by teenagers as gyms for an education in social self-determination. The space of an accidental education in the present time can be thought of only by bringing education to its sense of widespread social practice acted on the boundaries of the material life of a community and of the needs expressed by it.
Keywords: incidental education; adolescence; libertarian pedagogy; anarchy.
Università degli studi di Verona
Uno sguardo diverso. Il bambino, l’educazione e la comunità nel pensiero di Colin Ward
Luca Odini
The contribution aims to analyze the thought of Colin Ward from a historical point of view moving from three main key words: children, education and community. At first we will outline the work of the eclectic thinker, architect and anarchist educator, exploring the deep convictions which underlie his thought. Once we have analyzed his figure, we will move on to identify the theoretical foundations of his thought, which are always based upon experience. Indeed, in our social and community life, we almost always have the freedom to choose between options favoring freedom and creativity and options that instead appeal to authoritarian principles. In this choice, education plays a strategic role. We will therefore thoroughly analyze the concept of incidental learning, paying particular attention to how urban and rural spaces can offer an infinite amount of educational stimuli as long as we learn how to look at them from a different perspective. Through an incidental learning approach, the school could become a place where direct and indirect experience are at the basis of the motivation to learn. For this reason, children are central: only if we have the courage to think child-friendlier cities will we be able to imagine rural or urban spaces as places of learning where girls and boys can be motivated to participate directly in social life through autonomy of choice and the drive for self-determination.
Keywords: history of education; anarchism; child; community; school.
Grand Valley State University
L’etica anarchica come fondamento di alternative educative
Kevin J. Holohan
In this article, the distinctions between anarchism as a political philosophy are outlined and contrasted with that of liberal democratic theory upon which much of educational philosophy is based. The principles upon which the social anarchist position rests are briefly outlined with respect to the state, authority, and human beings’ way of interacting with and relating to one another. Next, some of the anarchist critiques of state-controlled schooling are considered. Following the discussion of traditional anarchism, largely rooted in late 19th and early 20th century European workers’ movements, some of the foundational principles of contemporary anarchism, beginning in the 1960s and continuing up through the present, are considered. Finally, the article conceptualizes what it might look like to utilize anarchist principles as an organizing framework for education and how these principles might be put into action in a real-world educational context.
Keywords: anti-authoritarianism; direct action; prefigurative politics; contemporary anarchism.
University College London
Immaginari non statuali in educazione
Judith Suissa
In this paper, I focus on the statist imaginary associated with the defence of public education. Drawing on work on the idea of the public sphere, anarchist theory, and the politics of movement, I argue that in a world characterised by unprecedented and growing levels of mass migration and displacement, a new, non-statist imaginary is needed. I explore some ways in which such imaginaries can play a role in educational thought and practice.
Keywords: public education; politics of movement; political education; migrant cosmopolitanism.
Università degli studi di Bari “Aldo Moro”
Democrazia e educazione in John Dewey. Nuove prospettive pratiche per un educare alla cittadinanza democratica
Vito Balzano
Can pedagogy today question the problem of the relationship between democracy and education? It is a significant and evocative question for our times, which is quite current, which has significantly characterized the pedagogical research of the twentieth century, thanks to the remarkable contribution of John Dewey, who theorized a democratic education for a democracy that it would not simply be resolved in the right to vote, but would be achieved by placing everyone in equal terms in the fight against the difficulties of life. There can be no democratic school except in a democratic society, and there can be no democratic society except with a democratic school, which educates young people about the profound meaning of participation, sociality and co-responsibility. The contribution proposed here, moving from the pedagogical analysis about the crisis of human relations and the inability to relate through solid and structured links, aims to investigate and analyze new perspectives of educational practice in postmodern society, with the aim of proposing another idea about the project of building the responsible citizen, based on educating to democratic citizenship.
Keywords: responsability; partecipation; community; person; relationship.
Università degli studi di Bari “Aldo Moro”
L’educazione delle donne un traguardo difficile da raggiungere. L’inchiesta del 1810: alcune riflessioni
Vittoria Bosna
Education during the French decade was considered a fundamental prerequisite for the development of the country. The research starts from the investigation started by Gioacchino Murat with the decree of 1809, in order to shed light on the state of public education in the kingdom of Naples. The objective of the work is to verify the results of the inquiry into the state of these schools, focusing on the female classes, on the skills of the teachers, then on the quality of the education offered to the girls starting from the arts ‘proper to their sex’ that each of them he would have had to learn to contribute to the subsistence of the family and to the good education ‘of the future children’.
Keywords: female; education; schools; inquiry; teachers.
Università degli studi di Bari “Aldo Moro”
Il Gruppo di Parola come dispositivo educativo problematizzante per la trans-formazione dei legami familiari interrotti dall’alta conflittualità
Angela Muschitiello
The essay analyzes Word Groups as original professional pedagogical practice based on a problematic approach and educational intervention addressed to children (aged 6 to 16) of separated couples in situations of high conflict. This practice aims at educating minors – through confrontation and exchange with peers who live in the same condition – to activate a process of awareness-raising, that helps to understand/metabolise the emotional distress caused by the specific family situation, ‘putting word’ on it: the pursued goal is to induce the conflicting parents to re-assume their educational responsibilities. Thus these groups are presented, through the word, as instruments capable of restoring the parental Socratic dialogue necessary for the child to bring together in his/her mind both maternal and paternal horizons and regain a sense of unity of affections and feelings destroyed by conflict.
Keywords: pedagogy; dialogue; parenting; care; empathy; word.
Università degli Studi di Cassino e del Lazio Meridionale
I minori stranieri non accompagnati nei circuiti devianti
Fabrizio Pizzi
Unaccompanied foreign minors arrive in host countries for multiple reasons, which are similar to those that drive adult migrants. The majority of them move in search of work, pushed by their families because of the situation of poverty in the context of origin. In addition to this, some arrive as political refugees in search of protection, others as victims of exploitation of child labor, others come after having already been ‘hired’ in their homeland by criminal associations or because they are entangled in deviant circuits after the settlement in the country of arrival. This reference introduces the ‘specific’ profile of unaccompanied minor and the respective management procedures implemented in Italy, to which this article is dedicated.
Keywords: migration; juvenile justice system; cultural diversity; education and human rights.
Università degli Studi Suor Orsola Benincasa
Università degli Studi Suor Orsola Benincasa, Italy
Riscoprire le ‘Piccole Scuole’ di Port-Royal tra tradizione e innovazione pedagogica
Fabrizio Manuel Sirignano, Stefania Maddalena
The essay focusing attention on the educational coordinates of the Port-Royalists, action and judgment and reflects on the relevance of the educational theory and practice of the Little Schools of Port-Royal. Education must tend to form the capacity for judgment, understood as the main faculty of man, but at the same time must push it to action, considered essential to instruct the heart, as the word is for intelligence. The connection between action and heart has an important pedagogical implication because the heart, coming out of the abstractness of an interior attitude only, is understood in a concrete meaning, as charity and piety, and as such it is linked to action, the founding element of education that cannot be placed on an exclusively theoretical level. The pedagogy designed and implemented in the Little Schools in the 1600s, has an absolute value, which exceeds the limit set by the religious aims to which it tends, offering an educational model aimed at obtaining concrete results and alleviating the effort of the study, adapting it to the abilities of the students, trying to involve, to interest, to capture their attention and emotions. The innovations introduced in the curriculum (such as the phonetic method identified by Pascal) represent an authentic educational revolution, a heritage that is still current today.
Keywords: humanism; education; pedagogic methods; knowledge; judgment ability.
