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This chapter presents the pedagogical reflection of some authors of the modern age, Comenius, Rousseau, Pestalozzi, Herbart, the Positivists, who contributed to building an identity of pedagogical knowledge as a knowledge independent of philosophy.

The essay investigates the way in which Manacorda interprets Gramsci’s thought, focusing, in particular, on the categories of conformism and hegemony, and trying to historically contestualize the positions of the Roman pedagogist, that reflects a phase of the political struggle of the Italian left. Pedagogy; Gramsci; Manacorda; Conformism; Hegemony., ——— Materialismo Storico ——— Rivista di filosofia, storia e scienze umane, V. 13 N. 2 (2022): L’egemonia dopo Gramsci #3: pedagogia, teoria politica e storia (Urbino 2021)

In this chapter, the authors present a historical reconstruction of body care as physical education, starting from oral civilizations and going through the classical, medieval and modern ages. Until 1800, the body was the object of attention of various religious and worldly views, while from the twentieth century onwards, body education as physical education was valued, becoming a subject of primary importance in the education of the person.

This volume questions the community both as an increasingly emerging educational need in the post-modern societies, and as a human and universal vocation. To clarify the current oblivion of the sense of a community ethic, that especially distinguishes the new generations, educational practices and pedagogical theories are reconstructed that, throughout history, have favored a community tone. Finally, the gaze is turned to those educational challenges that today it is not possible to ignore in view of the formation of a community citizenship: individualism, materialism, virtual realities, multiculturalism. These are some tendencies that orient young people towards lonely lifestyles and that challenge pedagogy to demand a return of the community as a place for the realization of a common good.

Nel corso del secondo Novecento Giovanni Maria Bertin elabora un’analisi attenta e critica della situazione sociale e politica del suo tempo, profondamente segnata da vent’anni di dittatura, dalla minaccia nucleare, dalla povertà, dalle differenze fra classi sociali e dalla guerra fredda. È in risposta a tali emergenze che egli propone un’utopia pedagogica orientata alla promozione di un’educazione intellettuale, civica ed etico-sociale che, preservando l’unicità e le istanze eterocentrate della persona, contribuisca alla realizzazione di una comunità democratica. Il contributo propone una rilettura di alcuni dei suoi scritti più noti, quali “Educazione alla socialità e processo di formazione, Società in trasformazione e vita educativa ed Educazione alla ragione”, al fine di analizzare l’ideale educativo bertiniano e avviare una riflessione sulla condizione attuale di una democrazia sempre più “apparente”.

The Freneitian Experience in Spain. A Sublimation of the Concept of School The article describes the reception of the cooperative school model of French origin in Spain in the early twentieth century and underlines its political translation: from “educating from life” to “educating at the price of life”.

This chapter is dedicated to the twentieth century, where pedagogy underwent a profound transformation becoming a science capable of critically reflecting on education and taking on the characteristics of a specific, complex and more articulated knowledge. Thanks to this brief history of contemporary pedagogical epistemology, it is explained why pedagogy needed to create new paradigms of scientific research.

Il saggio ricostruisce le letture (e revisioni) gramsciane di Marx.