Giorgio Chiosso: Italy's Fight Against Ignorance in Unity
Journal name: Archives De Sciences Sociales Des Religions
Original article title: Giorgio Chiosso, Alfabeti d'Italia. La lotta contro l'ignoranza nell'Italia unita
The journal “Archives of Social Sciences of Religions” publishes advanced research on religion in French, English, and Spanish. It studies the sociology of religions and religious traditions or theologies. It is supported by the INSHS-CNRS (“Institut des Sciences Humaines et Sociales”)
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Subtitle: Turin, Società Editrice Internazionale, coll. « Teoria e storia dell'educazione », 2011, 319 p.
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Michel Ostenc
Archives De Sciences Sociales Des Religions:
(Founded in 1956 and published quarterly”)
Full text available for: Giorgio Chiosso, Alfabeti d'Italia. La lotta contro l'ignoranza nell'Italia unita
Year: 2012 | Doi: 10.4000/assr.24262
Copyright (license): © Archives de sciences sociales des religions
Summary of article contents:
Introduction
Giorgio Chiosso's book, "Alfabeti d'Italia. La lotta contro l'ignoranza nell'Italia unita," published by Società Editrice Internazionale, explores the significant struggle against illiteracy in post-unified Italy. The work synthesizes recent studies on education during this transformative period, particularly focusing on the alarming rates of illiteracy, which affected approximately 75% of Italians in 1860 and 50% of the adult population by 1901. Chiosso discusses the challenges and institutional measures implemented to promote education amid widespread resistance and socio-political complexities.
The Role of Public Education
One of the book’s critical concepts is the role of public education as a primary tool in combating ignorance. The liberal state's efforts to establish a secular public school system were rudimentary and often ineffective. The law Casati (1859) aimed to address the issue of illiteracy but failed to produce substantial results, while the compulsory education system outlined in the Coppino law (1877) was limited in scope, only covering children aged six to nine. Chiosso highlights the significant opposition from lower social strata, which viewed the state with skepticism due to its association with military conscription and taxation. Throughout this period, alternative educational frameworks like evening schools and public libraries emerged, further contributing to literacy initiatives.
The Centralization of Education
Another pivotal theme in Chiosso's analysis is the centralization of education under the liberal state, which shaped Italy’s educational landscape significantly. This shift emphasized a uniform national identity in education, strongly influenced by positivist ideologies. The curriculum’s focus on classical culture sought to bridge regional differences and integrate the population into a cohesive national identity while sidelining technical and scientific instruction. The state’s approach culminated in the 1911 Daneo-Credaro law, which marginalized poorer communities from managing their educational facilities, reflecting a broader trend of centralizing authority in educational matters and diminishing local autonomy.
Conclusion
Chiosso's "Alfabeti d'Italia" provides a comprehensive examination of the intricate battle against illiteracy and the evolving educational framework in unified Italy. The book emphasizes the urgency and complexity surrounding public education as a means to foster national unity and address the social barriers of illiteracy. While highlighting the struggles faced by educators and the institutional responses to societal needs, Chiosso underscores the gap between the liberal state's educational ideals and the stark realities of Italian schooling. This work serves as an important contribution to the historiography of education in Italy, shedding light on the dynamics that shaped literacy and social expectation during a time of significant national transformation.
FAQ section (important questions/answers):
What is the main focus of Giorgio Chiosso's book?
Giorgio Chiosso's book, 'Alfabeti d'Italia,' focuses on the fight against illiteracy in unified Italy and the development of public education during this period.
What was the literacy rate in Italy during the 19th century?
In 1860, literacy affected 75% of Italians, decreasing to around 50% of the adult population by 1901, highlighting a significant challenge for the newly unified nation.
What role did public education play in combating illiteracy?
Public education, particularly through the laws of Casati and Coppino, aimed to tackle illiteracy by making schooling accessible, although limitations existed in scope and implementation.
How did societal attitudes affect literacy efforts in Italy?
There was resistance among the popular classes toward state-imposed literacy, due to distrust of the liberal state, which was seen as burdensome in terms of military conscription and taxation.
What challenges did rural education face in Italy?
Rural education struggled with issues like high absenteeism, overcrowded schools, lack of materials, and unsuitable facilities, making it difficult to meet educational goals in these regions.
Glossary definitions and references:
Theological and religious glossary list for “Giorgio Chiosso: Italy's Fight Against Ignorance in Unity”. The list explains important keywords that occur in this and other scholarly articles. It is also linked to the glossary for understanding that concept in the context of History, Religion, Philosophy, Theology, Sociology etc.
1) Education:
Education serves as a critical tool for combating ignorance in society, transforming illiterate citizens into informed individuals who can contribute to the advancement of civilization.
2) Ignorance (Ignorant):
Ignorance was a prevalent issue in Italy with around 75% of the population illiterate in 1860, making the struggle against ignorance a central concern for the liberal state and its education policies.
3) Religion:
Religion played a diminishing role in public education as secularization promoted civic duties over religious instruction, conflicting with the previous dominance of theology in educational practices.
4) Priest:
The role of the priest in education declined as the secular state emerged, moving from a position of authority in schools to one largely outside the main educational framework.
5) Student:
Students faced various challenges in the education system, including issues of accessibility and the quality of instruction often unsuitable for advancing their learning and development.
6) Instruction:
Instruction in schools often struggled with inconsistencies between educational ideals set by the state and the realities experienced in classrooms, impacting the quality of education provided.
7) Minister:
Ministers influenced educational policy and philosophy, guiding the evolution of the curriculum from a focus on classical studies to a more practical and modern approach.
8) Child (Children):
The education of children was a primary objective of the liberal state, with compulsory laws aimed at integrating young learners into a civic identity through state-run schools.
9) Citizen:
The formation of an informed citizen through education was fundamental to the vision of the liberal state, intertwining concepts of national identity with civic responsibility.
10) Evening:
Evening schools emerged as supplementary institutions to improve literacy among adults and those unable to attend traditional schooling during the day, promoting lifelong education.
11) Strengthening:
Teachers aimed at strengthening community ties and fostering solidarity among lower-class families, aligning educational experiences with social and moral values.
12) Civilization:
The spread of education was often linked to the idea of civilization, with an emphasis on uplifting the population and establishing national identity among diverse linguistic groups.
13) Renunciation:
[see source text or glossary: Renunciation]
14) Merchandise:
The transformation of land into merchandise highlighted conflicts between traditional agrarian lifestyles and modern economic principles, showing the challenges facing farmers.
15) Discipline:
Discipline in educational settings increased, often leading to stricter environments where students were pressured to conform to the evolving standards of the national education system.
16) Science (Scientific):
The influence of scientific methodologies began to shape education in Italy, promoting a shift away from traditional practices to those grounded in positivist principles.
17) Knowledge:
Knowledge acquisition became a central goal of the educational reforms, with state policies aiming to provide all citizens access to essential learning and civic understanding.
18) Evolution:
The evolution of the education system reflects broader societal changes, adapting to modern demands while grappling with historical challenges and cultural identities.
19) Dimension:
[see source text or glossary: Dimension]
20) Greatness:
The idea of national greatness was often invoked by political leaders to inspire a sense of civic duty and encourage participation in educational initiatives and military service.
21) Language:
Language served as a barrier and a bridge in education, as efforts to unify Italy necessitated teaching in a common language to integrate diverse regional populations.
22) Theology:
[see source text or glossary: Theology]
23) Politics:
Politics played a significant role in shaping educational reforms, with government agendas influencing curricula and the overarching mission of schools in fostering national unity.
24) Exercise:
Physical education or exercise became part of the school curriculum, reflecting ideals of preparing students to be both citizens and soldiers contributing to national strength.
25) Dialogue:
[see source text or glossary: Dialogue]
26) Weakness:
The weakness of the education system, particularly in rural areas, often stemmed from insufficient resources and trained teachers, undermining the quality of learning available to students.
27) Universe:
[see source text or glossary: Universe]
28) Identity:
National identity was a prevalent theme in education, as schools endeavored to instill a sense of belonging and loyalty to the newly unified Italian state.
29) Soldier:
The paradigm of the citizen-soldier emerged as military training became intertwined with educational practices, reflecting national aspirations for strength and duty.
30) Freedom:
[see source text or glossary: Freedom]
31) Hundred:
[see source text or glossary: Hundred]
32) Family:
Family involvement in education was emphasized, as schools relied on parents to reinforce learning and uphold the values that the state aimed to instill in children.
33) Nature:
[see source text or glossary: Nature]
34) Farmer:
Farmers received education through vocational training, emphasizing the need for practical skills in agricultural practices to adapt to modern economic challenges and responsibilities.
35) House:
[see source text or glossary: House]
36) Woman (Women):
Women played a critical role as teachers, often adhering to societal expectations while contributing significantly to the education sector, particularly in rural and underserved areas.
37) Image:
[see source text or glossary: Image]
38) Blood:
The metaphor of 'blood' was often utilized in political discourse to signify sacrifice and patriotism, emphasizing the connection between civic duty and educational aspirations.
39) Fear:
Fear of social imbalances related to illiteracy led to a unanimous determination among various groups to promote education as a fundamental right and civic responsibility.
40) City:
Cities became focal points for educational reforms, reflecting increased accessibility to resources and contrasting starkly with the challenges facing rural education.