Elisabetta Patrizi

A MISSÃO EDUCATIVA DA GERAÇÃO INTEMEDIÁRIA EM TEMPO DE GUERRA: TEXTOS PARA A ESCOLA E PARA A JUVENTUDE DE LUIGI BERTELLI ENTRE 1914 E 1918

The idea that the Great War represents a “watershed in the contemporary world” is by now well established in the history tout court (Gibelli, 1991, p. 43). On the other hand, the impact that the First World War conflict had on the schools of the time has not been as well investigated. A valuable source for exploring this field is undoubtedly those school books which were written andThe idea that the Great War represents a watershed in the contemporary world is by now well established in the history tout court (Gibelli, 1991). On the other hand, the impact that the First World War conflict had on the schools of the time has not been as well investigated. A valuable source for exploring this field is undoubtedly those school books which were written and published during this period. The article which we are presenting here starts from such considerations and focuses on the works of a prominent figure of Italian childrens literature, Luigi Bertelli, who wrote for schools and young people. The well-known author of the novel for young readers, Gian Burrasca, and founder of the children magazine, Il Giornalino della Domenica, wrote several books for schools and the young generation during the First World War. This article intends to examine these writings for the first time, in a careful and analytical way, not only to re-establish Bertellis position as an author and educator, but also to contribute to the understanding of the real pedagogy of war, those teachings promoted during the years of the First World War.

THE EDUCATIONAL MISSION OF THE MIDDLE GENERATION IN WARTIME: THE WRITINGS OF LUIGI BERTELLI FOR SCHOOLS AND YOUNG PEOPLE DURING THE YEARS 1914-1918

The idea that the Great War represents a “watershed in the contemporary world” is by now well established in the history tout court (Gibelli, 1991, p. 43). On the other hand, the impact that the First World War conflict had on the schools of the time has not been as well investigated. A valuable source for exploring this field is undoubtedly those school books which were written andThe idea that the Great War represents a watershed in the contemporary world is by now well established in the history tout court (Gibelli, 1991). On the other hand, the impact that the First World War conflict had on the schools of the time has not been as well investigated. A valuable source for exploring this field is undoubtedly those school books which were written and published during this period. The article which we are presenting here starts from such considerations and focuses on the works of a prominent figure of Italian childrens literature, Luigi Bertelli, who wrote for schools and young people. The well-known author of the novel for young readers, Gian Burrasca, and founder of the children magazine, Il Giornalino della Domenica, wrote several books for schools and the young generation during the First World War. This article intends to examine these writings for the first time, in a careful and analytical way, not only to re-establish Bertellis position as an author and educator, but also to contribute to the understanding of the real pedagogy of war, those teachings promoted during the years of the First World War.

LA MISSIONE EDUCATIVA DELLA GENERAZIONE DI MEZZO IN TEMPO DI GUERRA: GLI SCRITTI PER LA SCUOLA E PER LA GIOVENTÙ DI LUIGI BERTELLI DEGLI ANNI 1914-1918

The idea that the Great War represents a “watershed in the contemporary world” is by now well established in the history tout court (Gibelli, 1991, p. 43). On the other hand, the impact that the First World War conflict had on the schools of the time has not been as well investigated. A valuable source for exploring this field is undoubtedly those school books which were written andThe idea that the Great War represents a watershed in the contemporary world is by now well established in the history tout court (Gibelli, 1991). On the other hand, the impact that the First World War conflict had on the schools of the time has not been as well investigated. A valuable source for exploring this field is undoubtedly those school books which were written and published during this period. The article which we are presenting here starts from such considerations and focuses on the works of a prominent figure of Italian childrens literature, Luigi Bertelli, who wrote for schools and young people. The well-known author of the novel for young readers, Gian Burrasca, and founder of the children magazine, Il Giornalino della Domenica, wrote several books for schools and the young generation during the First World War. This article intends to examine these writings for the first time, in a careful and analytical way, not only to re-establish Bertellis position as an author and educator, but also to contribute to the understanding of the real pedagogy of war, those teachings promoted during the years of the First World War.

The “Europe of knowledge”. First research notes on training, identity and new citizenship in the process of European integration

The process of globalization as well as the political, social and economic uncertainties that currently characterize the European scenario, and not only in Europe, call for a debate on the meaning and perspectives of the EU and its development model. The process of European integration, which started economically in the 1950s, also involved the cultural dimension by giving rise to an initial process of Europeanization of the people. However, it would seem that this process, economic first and then political and legal, of construction of the EU, has not been accompanied by a similar and parallel process of cultural and social Europeanization, built on the basis of common shared values, symbols and identities that characterize the national and local cultures of EU countries, i.e. the process of European integration has proceeded quickly in an economic, political and legal sense, but significantly less in a cultural and social sense1.

Carlo Borromeo, Archbishop of Milan, in the Midst of Religious Disciplining, Pastoral Renewal and Christian Education (1564-1584)

toral action and the renovation of the customs and the religious life that he carried out in the archdiocese of Milan in the second half of the Sixteenth century, have recently been object of renovated attention not only by Church historians, but also by scholars who are intent on clarifying one of the most favourite issues of recent religious and social historiography, that is social disciplining1, as a basic component of the Reform, the evolution of the Catholic Tridentine Church, the building of the modern State and the transformation of the cultural and educational structures of the modern society. With its complex forms of control over individual and collective habits, the work of Borromeo makes a substantial contribution to the building of a confessional society in the Early modern age; it surely represents, in fact, the “con-