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ISCHE 43 was dedicated to the histories of educational technologies and the articles in this special issue of Paedagogica Historica represent some of the leading papers presented at the conference, which was held for the first time as a hybrid event at the Catholic University of Milan from 31 August to 6 September 2022.

The first Wechsler­-Bellevue forms (1939-­1946) were translated into Italian in 1957. The WAIS (Wechsler Adult Intelligence Scale, 1955) and the WISC (Wechsler Intelligence Scale for Children, 1949) were introduced in Italy in 1974 and 1956 respectively. The WAIS­-R (1981) was edited in Italian in 1993 and the WAIS-­IV (2008) in 2013. The WAIS­-III (1997) never received an Italian edition since the WAIS-­R had just been translated. With the exception of the first WISC, the delay in the revisions and publication in Italian has been a constant. These delays mean that, for example, in 1997 adults (over the age of 16) were tested using a scale produced in the USA in 1955 and published in Italy in 1974: given the rapid social and cultural changes that occurred during the second half of the XX century, this may have impacted on the cultural element of the tests. The aim of this essay is to identify the ways in which the Italian verbal and cultural subtests (particularly the Information and Comprehension subtests) differed from the American version; and to show the attention increasingly paid to cultural diversity.

One of the most promising recent research field in history of education is the study of the objects used in the learning process. The history of educational ideas has a very long tradition and the history of schools and educational institutions has been a significant topic for decades, but new heuristic approaches have widened the research in history of education, as we can see if we think of the cultural turn, the corporeal turn, or the visual turn. While the question of the history of pedagogy and its tools is embedded in these perspectives, it deserves to be researched with a specific focus.

In 2007 the TV movie Maria Montessori. Una vita per i bambini (Maria Montessori. A life for children) was broadcast in Italy, becoming one of the most watched films of the year. It is a biopic of Montessori, covering her life from her entry to the Faculty of Medicine in Rome in 1893 up to 1934, when she left Italy. The movie concentrates on her love story with Montesano, her relationship with her son Mario, and the creation of the Casa dei Bambini in Rome. Although some parts are historically accurate or plausible, others are fictional or incorrect. The movie was also broadcast in France and the Czech Republic, and the DVD was then dubbed in German and subtitled in Spanish on YouTube. This paper aims to explore the memory held of Montessori internationally, by analysing audience reactions.

The essays of this volume were presented as papers at the conference ISCHE 43, which was dedicated to the histories of educational technologies. The conference, which was held for the first time as a hybrid event at the Catholic University of Milan from 31 August to 6 September 2022, developed this topic with more than 300 papers. The essay of this book do not cover, of course, the entire perspectives opened by the research into educational tools, but they show some interesting results obtained by using new sources and methodological approaches: school photos, children’s advertisements, mental tests, medieval images, school meals, school buildings, media and children, school movies.

At the beginning of the twenty-first century, Spanish scholars started to pay particular attention to the history of schools’ material culture, defining this as “etnohistoria de la escuela”. Reflections on the “materiality of schooling” and “school heritage” continued in the years that followed. Teaching tools or, more widely, “school objects” challenge the concepts of space, time and sociality. They speak of school practices, cultural history, and ideology. School artefacts are either handmade products created by pupils and teachers, or the school equipment that is made up of commercial products, which also respond to an industrial and economic logic, linked to the achievement of mass schooling. The aims and means of education are intermingled, but if educational theories have long attracted scholars’ attention, the history of educational objects can be further explored from different angles. This paper shows the connection between educational models and pedagogical tools, but also between ideology and the cultural dimension of pedago-gical objects, and between economy and pedagogical artefacts. ISCHE 43 was dedicated to the histories of educational technologies and the articles in this special issue of Paedagogica Historica repre-sent some of the leading papers presented at the conference, which was held for the first time as a hybrid event at the Catholic University of Milan from 31 August to 6 September 2022.

School canteens, established in Italy in the late nineteenth century to encourage children living in precarious conditions to attend the compulsory school, received great attention after World War II, especially thanks to the intense work carried out by the International Aid Administration (IAA). The economic subsidies mostly came both from the United Nations and some foreign governments, particularly from the United States of America. In June 1955 an agreement was signed with the USA, according to which part of the American food surplus would find a suitable form of use in Italy. In the following three years, large quantities of food from overseas were allocated by IAA to poor children assisted in the school canteens, but also in kindergartens, residential institutions, and colonies. The Italian authorities – as stipulated in the agreement – were responsible of the management costs of the plan and its publicity, so that the American merit was widely known. The food distribution was calibrated according to the geographical areas and provided for various and complementary products, the rational use of which was facilitated by specifically defined weekly meal planners. A balanced school meal was able to partially compensate for the important nutritional deficiencies of the Italian childhood of the time, both in quantitative and qualitative terms. The attention towards students’ well-being was also related to their nutrition education. Using specific educational material, students became familiar with the complex organization that allowed the canteens functioning, but above all they learned the value of a proper nutrition and an adequate conduct during the mealtimes. In this process, teachers – whose involvement was essential – were appointed to hold specific lessons on healthy food, and for this reason they also became recipients of several initiatives. The essay intends to present how the IAA plan took shape in the late 1950s, studying the educational material used i

The 1954 film “Scuola elementare” [Primary School], directed by Alberto Lattuada and co-produced by Titanus and the Societé Générale de Cinématographie, was first released in Italian cinemas in February 1955. It tells the story of a teacher who leaves a small town in Central Italy to take up a primary school teaching post in Milan, a large city on the brink of an economic boom. This essay examines the film, both as a period document and as a reflection of the Italian collective imaginary surrounding school, an imaginary that was primarily informed by the narrative tradition begun with Edmondo De Amicis’ novel “Cuore” (1886). Its analytical focus is on the movie’s representation of teachers, educational practices and the relations between school and broader society, but also on its representation of material objects and spaces, both within and outside the world of school. This analysis ultimately serves to point up the ambivalence of the film’s portrayal of educational culture.

Gli studi degli storici della pedagogia nel corso degli ultimi decenni hanno portato avanti alcuni innovativi filoni di ricerca, oltre a quelli di storia del movimento cattolico e della scuola. In accordo con la storiografia internazionale di settore, il gruppo ha prodotto una serie di ricerche che hanno messo in luce nuove fonti e aperto nuove prospettive metodologiche.

The origin of school inspectors as state officials is closely connected with the birth of a state school system, which was first fully enforced in Italy in Habsburg Lombardy, when Felbiger’s pedagogy and the Allgemeine Schulordnung were introduced by Joseph II. The task of supervising elementary school teachers was given to a chief school director, normally a priest. The Napoleonic governments backed the Normalmethode and the Napoleonic Kingdom of Italy introduced the position of three state chief inspectors (secular university professors), although everyday local control remained in the hands of city school directors, who were priests. During the Restoration, the Politische Schulverfassung was applied by decree in 1818 throughout the Kingdom of Lombardy-Venetia, creating the role of two chief inspectors of elementary schools for Lombardy and the Venetian region. These had to be clergymen. We can reconstruct the work of these inspectors and trace the gradual affirmation of their role through the imposition of the Normalmethode but also through confrontations with the city council or government authorities, in which they defended the need to open new schools, pay teachers better, and protect poor children.

Il Consiglio Universitario Nazionale è l’organo elettivo di rappresentanza del sistema universitario con funzioni consultive e propositive del Ministero dell’Università e della Ricerca. Si pronuncia, tra l’altro, su: programmazione, finanziamento, ordinamenti degli studi, definizione dei settori scientifico-disciplinari (SSD) e concorsuali, parametri per le valutazioni per l’Abilitazione scientifica nazionale, passaggi disciplinari dei docenti. È composto da 58 consiglieri, 42 dei quali sono docenti eletti per fascia (ordinari, associati e ricercatori) in rappresentanza delle 14 aree disciplinari, le quali aggregano più aree scientifiche. La pedagogia si colloca in area XI, con filosofia, storia, psicologia, geografia e antropologia.

The Franciscan friar Agostino Gemelli (1878–1959) was one of the leading figures on the Catholic, political and intellectual scene of his time. The essay reconstructs his role as founder if the Catholic University of Milan, highlighting his ideas about science faith and education, from his conversion to the “Medievalist” programme. Is ideas about experimental science and psychology, about philosophy, spirituality and action are examined as well as his leadership as rector.

The debate on the reform of lower secondary school, or rather, of the school for pupils aged between 11 and 14, has been shared by most European countries since at least the beginning of the 20th century. One of the transversal themes in these debates has been whether or not to create a unitary school channel that could delay pupils’ choice of study path rather than forcing them into early decisions through a multi-stranded post-primary school system. A debate developed in the context of the progression towards mass education and went hand in hand with the heated confrontation between defenders of humanistic culture and supporters of technical-scientific education. However, most European countries, with a few exceptions (Visalberghi, 1964), did not actually reform the schooling of pre-teens until the second half of the 20th century. Italy, too, in fact only changed its school system in 1962, creating a unitary three-year post-elementary system.

This contribution brings together a plural discussion on the recent Luigiaurelio Pomante’s work, L’Università della Repubblica (1946-1980). Quarant’anni di Storia dell’istruzione superiore in Italia. In this paper, the quality of the work was highlighted, especially its methodological rigour and the author’s ability to analyze unpublished and printed sources. The text traces the history of the Italian university in the Republican age, covering a significant chronological arc in the evolution of Italian higher education, bringing out strengths and above all critical issues.

Il saggio illustra come la figura dell’ispettore scolastico sia nata con l’introduzione del metodo normale e della legislazione scolastica austriaca nella Lombardia di Giuseppe II. Inizialmente figura locale subordinata alla autorità municipale e governativa, venne poi a rafforzarsi negli anni della restaurazione. Il saggio illustra, sulla scorta di materiale d’archivio, il progressivo affermarsi di questa figura a Milano, città capitale.

Il saggio ripercorre le linee portanti della storia dell’educazione familiare negli ultimi tre secoli.

La dimensione pubblica del corpo divenne di primaria importanza nella prima metà del Novecento, quando l’immagine dell’uomo moderno, con i suoi stereotipi di virilità, diventò un cliché, in stretta connessione prima con la costruzione dello spirito nazionale e poi con le ideologie totalitarie. Tuttavia, diverse tendenze culturali ed educative chiedevano una riforma dello stile di vita e la liberazione del corpo, anche di quello femminile. Sia il corpo metaforicamente inteso sia quello materiale furono investiti, nell’Europa di quei decenni, da teorie e correnti culturali, religiose, politiche ed educative, come pure da pratiche disciplinanti o liberatorie che avevano forti legami e somiglianze tra loro, con influssi transnazionali di modelli formativi, ma anche con differenze tra un Paese e l’altro. Grazie a un lavoro di ricerca specialistico internazionale sulla storia dell’educazione del corpo nei primi cinquant’anni del XX secolo, si presenta il volume che consente un’ampia analisi comparativa sui temi della riforma liberatrice degli stili di vita (Lebensreform), dell’educazione fisica e dello sport, dei nessi tra igiene, emozioni, (a)normalità e corpi dei bambini.

Il saggio ricostruisce la storia dell’igiene come disciplina scolastiche durante il Regno d’Italia, prendendo in esame la normativa, i libri di testo, quaderni di scuola e diari. L’educazione igienica dei bambini e delle donne, la dimensione medica e quella pedagogica sono illustrate, come pure quella politica, e si evidenzia la logica di genere sottesa a questo insegnamento.

The Normal method was introduced in the Duchy of Milan during Joseph II reign. The first Haupt-Normalschule for teacher training was opened in Milan in 1786. Felbiger’s pedagogy was then introduced in the Habsburg Lombardy. In 1791 the Tabellar- und Literalmethode and the common reading aloud was dropped off, hence the teaching became less mechanic. The Napoleonic governments backed the method, imposing it through the compulsory use of the Normal schoolbooks already in use in Lombardy. During the Restoration, the Politische Schulvervassung was applied in the Kingdom of Lombardy and Venetia by decree in 1818. The task of supervising the elementary school teachers, originally appointed by Congregations and then by the City councils was given in the Eighties to a chief school director. The Napoleonic Kingdom of Italy introduced the figure of three State chief inspectors with responsibilities over schools and universities, but the everyday local control was still in the hand of the city school directors, who were priests . The Austrian law introduced the figures of two chief inspector of elementary schools for Lombardy and for the Venetian region, as well as their two equivalents for the Gymnasium and Lyzeum. They had to be clergymen. The case of Milan is particularly significant, since the city was the capital of the Habsburg Duchy of Lombardy, then of the Napoleonic States in the North (Cisalpine Republic, Italic Republic, Kingdom of Italy), and finally of the Kingdom of Lombardy and Venetia. The school chief directors and inspectors of Milan checked the teachers and their behavior, controlling not only the correct application of the new didactics, but also the teachers’ educational attitude and morality. They had a relevant role in the imposition of the Normal method and in the implementation of the new legislation, but they also opposed the City Council or the government in some occasions, defending the need of opening new schools, of better paying the teachers, of

Book of Abstract of the International Conference "ISCHE43. Educational Technologies. Cultural and Social Dimensions of Pedagogical Objects" (Catholic University of the Sacred Hearth of Milan, 31st August – 6th September 2022)

La dimensione pubblica del corpo divenne di primaria importanza nella prima metà del Novecento, quando l’immagine dell’uomo moderno, con i suoi stereotipi di virilità, diventò un cliché, in stretta connessione prima con la costruzione dello spirito nazionale e poi con le ideologie totalitarie. Tuttavia, diverse tendenze culturali ed educative chiedevano una riforma dello stile di vita e la liberazione del corpo, anche di quello femminile. Sia il corpo metaforicamente inteso sia quello materiale furono investiti, nell’Europa di quei decenni, da teorie e correnti culturali, religiose, politiche ed educative, come pure da pratiche disciplinanti o liberatorie che avevano forti legami e somiglianze tra loro, con influssi transnazionali di modelli formativi, ma anche con differenze tra un Paese e l’altro. Grazie a un lavoro di ricerca specialistico internazionale sulla storia dell’educazione del corpo nei primi cinquant’anni del XX secolo, questo testo consente un’ampia analisi comparativa sui temi della riforma liberatrice degli stili di vita (Lebensreform), dell’educazione fisica e dello sport, dei nessi tra igiene, emozioni, (a)normalità e corpi dei bambini. Il volume si compone di quattordici saggi, che sono il risultato delle ricerche di diciassette studiosi di dodici Università di dieci Paesi europei, che indagano l’educazione del corpo in Gran Bretagna, Belgio, Germania, Ungheria, Cechia, Slovacchia, Francia, Svizzera, Austria, Italia e Spagna in questo arco temporale.

La storia dell’educazione ha dedicato un crescente interesse al tema dell’educazione del corpo. Su questa scia, il contributo introduce una serie di articoli - di autori italiani e stranieri - che affrontano il tema della corporeità secondo differenti prospettive.

La storia dell’educazione ha dedicato un crescente interesse al tema dell’educazione del corpo. Su questa scia, il contributo introduce una serie di articoli - di autori italiani e stranieri - che affrontano il tema della corporeità secondo differenti prospettive.

This paper explores the ways in which disabled persons were represented in Italian children’s literature, magazines and school textbooks between the last decades of the XIX century and the Fascist era, paying particular attention to the adjectives used to described them, thus seeing which emotions were stirred in readers. With regard to physical deformity, whereas in adult literature the prevailing emotions, particularly when describing physical disability, seem to have been loathing and disgust, the feelings most commonly elicited by Edmondo De Amicis’ works, including the bestselling secular book “Heart” (1886) which generations of Italian children read, were pity and solidarity: blind, deaf, and physically disabled children were all depicted as unlucky, goodhearted, and sweet, deserving private and civic philanthropic help. Magazines associated with private institutes for the disabled aimed to stimulate philanthropic feelings among possible donors, e.g. “Il nuovo Presagio” (1879-1886) produced by the Pious Institute for rickets sufferers in Milan, a secular private special school. Famous intellectuals and writers published in this without remuneration, depicting the “deformed” as intelligent and deeply unfortunate, deserving human pity. Catholic magazines, like “La Beneficenza” (born in 1904) the mouthpiece of the San Vincenzo Institute “for deficients’ education”, highlighted in strong terms the mocking and contempt mentally disabled children had to endure. Either a response of secular solidarity or Christian charity was urged, both in preaching tones. A different emphasis emerged with WW1. Propaganda both during and after the war depicted the wounded body as possessing the highest level of dignity. This idea was stressed in both schoolbooks and children’s literature and children born disabled were also afforded a new respect. We will show how disabled children and the war disabled were depicted in Fascist schoolbooks of the 1930s, stressing their dignity and av

Scholars from Central and South-Eastern European states present a series of research projects on transnational and transcultural educational models, using various examples from their countries in the XIX and XX centuries. These articles focus on the Czech Republic, Slovakia, Hungary, Slovenia, Croatia, Bosnia and Herzegovina, Montenegro, Greece, Italy and Spain, to demonstrate how individuals, ideas and institutions became educational models in different cultures and nations, through a process of active reception, change and hybridization.

Prefazione al volume dedicato al prof. Cesare Scurati a dieci anni dalla sua scomparsa.

This paper offers an overview of the origins and development of the material history of schooling in Italy over the thirty years between 1990 and 2020. After examining the growing influence exerted on Italian historians of education by developments in international historiographical reflection, we describe the boost provided to the study of material history in the early 2000s by pioneering studies on the history of school publishing. The latter brought to light for the first time the production processes, market dynamics, and sales strategies underpinning the production, circulation, adoption and use of textbooks in Italian schools. These studies pointed up the fundamental role played by the leading national school publishing houses, initially in the marketing of educational materials and school furnishings imported from France and Germany and subsequently in producing them: as they gradually freed themselves from their earlier reliance on foreign suppliers, a domestic school supplies industry was born. In the first twenty years of the 21st century, studies have mainly focused on how the industrial production of exercise books, blackboards, school furnishings, and scientific teaching aids, and their adoption in Italian schools, served to achieve the universal standardization of teaching methods and learning processes.

I tre volumi La responsabilità della pedagogia nelle trasformazioni dei rapporti sociali. Storia, linee di ricerca e prospettive raccolgono gli atti del Congresso nazionale Siped svoltosi on-line il 14, 15 e 16 gennaio 2021, a chiusura del triennio della presidenza di Simonetta Polenghi, organizzato con l’apporto del Dipartimento di Pedagogia dell’Università Cattolica del Sacro Cuore di Milano. I tre volumi della sessione plenaria, delle sessioni parallele e delle sessioni junior raccolgono 227 saggi. In essi, la pedagogia accademica italiana si interroga sulle responsabilità della pedagogia nelle trasformazioni dei rapporti sociali, da ricercare nelle radici storiche, per arrivare alle prospettive presenti e alle indicazioni per il futuro, per tendere verso una società più giusta, più inclusiva, più rispettosa delle diversità e delle capacità dei singoli

I tre volumi La responsabilità della pedagogia nelle trasformazioni dei rapporti sociali. Storia, linee di ricerca e prospettive raccolgono gli atti del Congresso nazionale Siped svoltosi on-line il 14, 15 e 16 gennaio 2021, a chiusura del triennio della presidenza di Simonetta Polenghi, organizzato con l’apporto del Dipartimento di Pedagogia dell’Università Cattolica del Sacro Cuore di Milano. I tre volumi della sessione plenaria, delle sessioni parallele e delle sessioni junior raccolgono 227 saggi. In essi, la pedagogia accademica italiana si interroga sulle responsabilità della pedagogia nelle trasformazioni dei rapporti sociali, da ricercare nelle radici storiche, per arrivare alle prospettive presenti e alle indicazioni per il futuro, per tendere verso una società più giusta, più inclusiva, più rispettosa delle diversità e delle capacità dei singoli.

The Franciscan friar Agostino Gemelli (1878–1959) was one of the leading figures on the Catholic, political and intellectual scene of his time. He was a physician, a renowned psychologist, and founder in 1921 of the Catholic University of Milan. Coming from an anticlerical family, in 1902 he graduated Medicine in Pavia, as a brilliant student of the Nobel Prize Winner Camillo Golgi. After his conversion, he directed his research and activity in physiology and neurology increasingly towards a psychological application, in this way attributing experimental value to it. He specialized in Germany. He highly esteemed St. Thomas Aquinas’ philosophy and opposed both the neoidealist theories and those of positivism, as well as relativism. Gemelli strongly advocated the need to restore an “organic culture”, exemplified by medieval civilization, which opposed a fragmented and materialistic knowledge. The culture promoted by Gemelli had its roots in the union between faith and scientific research, well connected in the Aquinas philosophy. In 1921 Gemelli succeeded in implementing his greatest project (inspired by the University of Louvain), the foundation of the Catholic University of the Sacred Heart of Milan, the first university founded by Catholics in Italy, of which Gemelli was appointed rector. If his opposition to communism was strong and clear, his relationship with Fascism was rather ambiguous and is still debated. But he managed to keep the Catholic University free and to educate a generation of young Catholics that after 2WW contributed to rebuilding the Italian democracy. Conservative towards women, he nonetheless trusted Armida Barelli, who supported women’s higher education.

In the territories of the Austrian monarchy enrollments in the Gymnasien declined in the first two decades of the XIX century, before slowly raise again in the 1830s, to expand in the second half of the century (G.Cohen). The data about enrollments in the ginnasi and licei of Lombardy differ from this trend, because they show a growth that started earlier and continued, in spite of the attempts of the government to contain it. This great demand of instruction has to be explained in connection with the economic situation of Lombardy and with the strong network of elementary schools already existing. The real data about school history in Lombardy have been long ignored, because the Restoration period was considered a dark chapter in the history of Italian schooling, until new research have shown that Austria stood out not only due to its school policy, which led to an increase in the literacy rate (X.Toscani), but also due to the quality of elementary school teacher training (S.Polenghi). As for the secondary school, after the pioneering work of D.Giglio (1974), E.Pagano has studied the teaching career in Lombardy-Venetia; S.Polenghi has examined the impact of Austrian legislation (G.Grimm) on the Lombardy ginnasi; V.Chierichetti has published a detailed book on the public ginnasi and licei of Milan, from 1818 to 1851. The few years after Thun’s reforms have been analyzed by B.Mazohl, V.Chierichetti and S.Polenghi. Milan, capital of the Kingdom of Lombardy and Venetia, had two Imperial Ginnasi and Licei, plus a municipal Ginnasio and a private College. Milan was a rich city, with many artisans and shopkeepers who desired a better education for their sons. The high attendance constantly worried Vienna, which tried repeatedly to make the high school more selective, fearing social mobility. This paper presents the results of a research carried out through archival sources and the class registers of the high schools of Milan in the Restoration age. The sources used allow

Deciphering the term of inclusion, a reflection on Italy’s history of special education in the last two centuries is presented. Given several perspectives on the debate on integration having come up by the late 1970s, it can be argued whether modern “inclusion” is a new point of view or rather is a new concept that retains old roots but has lost others.

The debate on teacher education tends to focus on current phenomena and situations that may be most clearly understood and assessed when we are informed by a thorough background knowledge of past events. Hence the value of looking back at the origins of teacher training, which predate the Unification of Italy, and particularly the - then avant-garde - legislation introduced by the Austrian Habsburg Monarchy in the eighteenth and nineteenth centuries and its implementation in the Italian territories. In this paper, I offer a brief outline of the main lines of development under the Habsburgs in the training of primary school and ginnasio teachers respectively, analysing the differences between them, their relative strengths and weaknesses, and how in some respects they strongly prefigured key themes in contemporary teacher education.

I tre volumi La responsabilità della pedagogia nelle trasformazioni dei rapporti sociali. Storia, linee di ricerca e prospettive raccolgono gli atti del Congresso nazionale Siped svoltosi on-line il 14, 15 e 16 gennaio 2021, a chiusura del triennio della presidenza di Simonetta Polenghi, organizzato con l’apporto del Dipartimento di Pedagogia dell’Università Cattolica del Sacro Cuore di Milano. I tre volumi della sessione plenaria, delle sessioni parallele e delle sessioni junior raccolgono 227 saggi. In essi, la pedagogia accademica italiana si interroga sulle responsabilità della pedagogia nelle trasformazioni dei rapporti sociali, da ricercare nelle radici storiche, per arrivare alle prospettive presenti e alle indicazioni per il futuro, per tendere verso una società più giusta, più inclusiva, più rispettosa delle diversità e delle capacità dei singoli.

The debate on teacher education tends to focus on current phenomena and situations that may be most clearly understood and assessed when we are informed by a thorough background knowledge of past events.1 Hence the value of looking back at the origins of teacher training, which predate the unification of Italy, and particularly the – then avantgarde – legislation introduced by the Austrian Habsburg Monarchy in the eighteenth and nineteenth centuries and its implementation in the Italian territories. In this paper, I offer a brief outline of the main lines of development under the Habsburgs in the training of elementary school and ginnasio teachers respectively, analysing the differences between them, their relative strengths and weaknesses, and how in some respects they strikingly prefigured key themes in contemporary teacher education.

"La coerenza pedagogica" raccoglie i contributi presentati nel corso di un Convegno internazionale, organizzato dal Dipartimento di Pedagogia e svoltosi in Università Cattolica a un anno dalla prematura scomparsa del professor Giuseppe Mari. Le voci di autorevoli colleghi: Giorgio Chiosso, Maria Teresa Moscato, Cosimo Laneve, Pierpaolo Triani, Giuseppe Zanniello, Blanka Kudlácová e Andrej Rajský ricordano la figura di Mari, inserendola all’interno del dibattito pedagogico contemporaneo ed enucleandone alcuni tratti peculiari. Dal volume emerge un ricordo partecipato e scientificamente profondo di un pedagogista cristiano che ha operato molto attivamente nella società e nella comunità accademica, grazie alla ripresa di una pedagogia cristiana saldamente ancorata alle radici classiche ma altresì in dialogo con il mondo contemporaneo, secondo un impegno etico ed educativo di grande coerenza e rigore.

Al tema dell’emergenza, letta non solo come esperienza storica o condizione presente ma anche come occasione per riflettere e migliorare la qualità delle prassi pedagogiche e didattiche future, è dedicata la sezione monografica del presente numero di Pedagogia oggi. Tema-problema precipuo dei saggi presentati nel volume è la metamorfosi dei modelli e delle strutture educative al manifestarsi inaspettato di eventi che destrutturano le routine quotidiane. Cambiamento che si traduce in innumerevoli sfide (su più piani esistenziali e più livelli organizzativi) per attivare, immaginare, inventare soluzioni utili a sostenere e salvaguardare la generatività e, nel migliore dei casi, la continuità dell’esperienza formativa. Tra memoria storica e prefigurazione di buone prassi, si delinea un ventaglio di esperienze e opzioni percorribili per rispondere, nell’emergenza, al primato del soggetto-persona e al suo diritto a ricevere una formazione che lo renda cittadino sempre più consapevole, emancipato, resiliente, libero., The monographic section of this issue of Pedagogia oggi is dedicated to the theme of emergency, viewed not only as a historical experience or present condition but also as an opportunity to reflect on and improve the quality of future pedagogical and didactic practices.The main theme it addresses is the transformation of models and educational structures in response to unexpected events that disrupt daily routines. This kind of change can translate into countless challenges (on multiple existential and organizational levels) to activate, imagine, and implement practical solutions that support and safeguard generativity and, in the best of cases, the continuity of the educational experience. We outline a variety of experiences and options that range from historical memory to definitions of good practice, all of which, in a context of emergency, respond to the primacy of the subject-person and his/her right to receive an education that makes them an increasingly aware, emancipated, resilient and free citizen.