By Harold Entwistle
Antonio Gramsci is without doubt one of the few Marxist theoreticians to have thought of the function and nature of schooling, but ironically his innovative, political and social concept turns out at odds along with his conservative method of the content and strategies of education. This publication, initially released in 1979, examines his academic, political and cultural writings with a view to get to the bottom of this obvious discrepancy.
Gramsci's relevance lies in his therapy, within the context of his radical political conception, of subject matters which presently workout sleek radical educationists. one of the topics he discusses are the sociology of the curriculum, the obvious discontinuity among the tradition of college and that of everyday life, difficulties of literacy and language in schooling, the function of the kingdom within the provision of schooling, the cultivation of elites and the function of intellectuals, the relative features of authority and spontaneity in schooling and the ambiguious dating of those to differing political ideologies, fairly Fascism.
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Extra info for Antonio Gramsci (Routledge Revivals): Conservative Schooling for Radical Politics
25). 22–3 above). 451–3). In his insistence upon the need for learning of truths already discovered, Gramsci emphasised learning not only as a process, but also as a product, a store of knowledge available to the learner as an outcome of his schooling. Part of his criticism of the 1923 fascist educational reform was of the ‘progressive’, idealist notions on which it was based. 8). , Gramsci dismissed as reactionary. Displaying a nostalgia for the old secondary school, he spoke of its ‘degeneration’ being related to the rhetoric which was implicit in the new verbalism without a basis in concrete information.
G. ) than mastery of facts. 5): The reform had radically altered the underlying principle of examinations, and provided that the student should be judged not according to criteria of the past, but rather by those of the future; not for what he had done, but for what he was capable of doing; not by the quantity of information he was able to lay before the commission, but in the light of the maturity of mind and character that he displayed. Gramsci believed this trend was dangerous because open to quite arbitrary decisions by examiners.
97, 213): Any attitude of respect for spontaneity, although apparently showing respect for the nature of the child, is in reality to renounce education, to bring up men according to human standards; it is the complete abandoning of the child to authoritarianism, or the objective pressures of the environment. 116). In this connection it is interesting that in response to what he took to be his sister’s misunderstanding of his comments on his niece’s poor academic attainment he wrote: ‘It is obvious that my observations were not directed at Mea, but at those who educate and guide her’ (Lettere, no.