Antonio Gramsci, Scritti (Writings), 1, 1910-1916 (original) (raw)
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Antonio Gramsci, Scritti 1910-1916
International Gramsci Journal, 2020
The first volume of the early writings (largely his journalism-the specific form of his political militancy in this period) has come out after the second one, covering 1917, due to the even greater complexity of assembling and ascertaining authorship to the articles. These often appeared anonymously, sometimes with initials or an abbreviated name, and were sometimes subject to rigid censorship. In the latter case all efforts have been made to trace and reinstate the missing sections. In all, about 400 texts of various kinds are included in the volume, which supersedes previous collections dating bak to the last quarter of last century. At the start of the volume is a transcription of Gramsci's very first journalistic article, published in 1910, as correspondent during his summer vacation, from the township of Aidomaggiore, near Ghilarza. The review pays particular attention to Gramsci's involvement in education, and especially to the adult educational question, long-ignored by successive governments from unity of the country on to the period covered. There are comments on his own formative school experience. Essays that he wrote at the high school (lycée) in Cagliari are included in the volume, but in the review we also transcribe, as an important key to his later thinking, the essay that marked the end of his elementary school period, a text not published in the volume since it lies outside the time period dealt with. Closely allied to the question of education is that of culture and the type of culture that remained to be acquired by the subaltern classes in order to transform their living conditions.
The role of educative thought in the life and work of Antonio Gramsci
2010
Many philosophers have propounded a vision of an improved society, what distinguishes Antonio Gramsci is his continuous effort to make it happen by understanding the process in order to put into practice. Gramsci"s conviction about the importance of educative development came from both theory and experience. While there has been considerable examination of Gramsci"s work in relation to the Prison Notebooks, this study will seek to address a lacuna in Gramsci scholarship. Using Gramsci"s philological method, I analyse Gramsci"s pre-prison activity; his pre-prison articles and letters, which, together with his letters from prison, formed part of his educative mission. This educative process was necessary, in order to construct a new party which would develop a collective will, collaboratively, with the masses. In this study therefore, I explore the contexts and formative experiences of the first part of his life together with the intellectual sources from which Gramsci developed his later theories, making central hitherto underemphasised connections between them which informed his writing and ideas. I intend to illustrate that Gramsci"s underlying purpose in his writing, and political activity, was not only practical, on how to create a new socialist ruling class, but also educative in forming the mindset and values of his comrades. So that in addition to outlining his vision of a new order, he implicitly guided or explicitly explained the processes by which the necessary changes in social relations and moral climate could be made in order to achieve it. Each person had to engage with the values of the new order so that each could contribute to the construction of a new robust state.
Gramsci, education and unitary school*
2021
This paper is the product of research on the fundamentals of education; it presents the results of investigations on the contributions of Antonio Gramsci (1891-1937). This text follows on from other publications on specific aspects of the Italian author’s legacy, but here summarizing the formulations he produced, specifically on education and school, to ascertain his theoretical-methodological identity. In the first part of the text, there are biographical data and the specifics of Gramsci’s writings, which are followed by an explanation of his conception of human being, to better understand the main contribution he left on the basic level of education: the unitary school, presented in the final part of the textual structure. Bibliographic research was the utilized methodology, which was developed mainly by the analysis of Gramsci’s miscellaneous and special notebooks, particularly 1 and 4, and 12 and 22, because in these maturity writings the Italian communist most carefully dealt ...
Antonio Gramsci and the organization of the Italian school ( 1922-1932 )
2014
This paper analyzes the educational thought by Antonio Gramsci (1891-1937) on the organization of the Italian school between 1922 and 1932, historically contextualizes the Gramscian analysis and delineates the development of his ideas introduced in the Quaderni del Carcere [Prison Notebooks]. Gramsci analyzed the educational reform of the fascist state, known as 'Gentile Reform' (1922-1923) and pointed out that it returned to the maintenance of the cultural privileges of one group over the others, preventing the access of subalterns to a university and the humanist culture. Promoted by Giovanni Gentile (1875-1944) and Giuseppe Lombardo-Radice (1879-1938), the
Politics and education in Antonio Gramsci. Regarding Antonio Gramsci: A pedagogy to change the World
This article is a review of the book Antonio Gramsci: A Pedagogy to Change the World (2017) edited by Nicola Pizzolato and John Holst, which brings together contributions from specialists in Gramscian educational thought from different language-regions: English, Italian, French and Latin American. Seeking to contextualize the book, the articles reconstruct the main features of the reception of Gramscian thought in the Anglophone world. This shows the vast Anglophone tradition in employing Gramsci not only in the political or cultural field, but also in the educational one. It also suggests that this tradition has reached our days, the Anglophone world being one of the main spaces in the study and use of Gramsci. The article, furthermore, outlines Gramsci’s legacy as a truly international challenge. In this sense, the book suggests a Gramscian problem that has gained an important influence in Gramscian studies over the last few decades, particularly in Italy and the Anglophone world: that of translation. This translation among intellectuals from various countries is not, to paraphrase Gramsci, “perfect” but it is essential in order to understand and assume our contemporary political-pedagogical challenges.
Antonio Gramsci and his Relevance to the Education of Adults
Mayo/Gramsci and Educational Thought, 2010
In his scattered and often cryptic writings appearing as political pamphlets, journalistic pieces, cultural reviews, letters from prison and, most particularly, those notes from the same prison that were intended as the foundation for a comprehensive work für ewig (for eternity), Antonio Gramsci provides elements for a large all-embracing educational strategy to engender an "intellectual and moral reform" of a scale that, in his view, would render it the most radical reform since primitive Christianity (Festa, 1976). Educational programmes targeting adults featured prominently in this all embracing educational strategy. In order to begin to appreciate the importance of the education of adults in this context, it would be important to highlight some very important aspects of Gramsci"s social theory. Gramsci and Marx It is common knowledge that the root of Gramsci"s theory is historical materialism. That Gramsci is indebted to Marx"s own thought goes without saying, despite the fact that many of Marx"s early writings were not accessible to him. After all, Gramsci is credited with having "reinvented" some of Marx"s concepts when discussing important aspects of his native Italy"s post-Risorgimento state. One of his more enduring contributions is arguably that of having stressed the cultural dimension of revolutionary practice. He has thus made a significant contribution to various
2019
Gramsci’s significance for education lies in two realms. First, his notion of hegemony provides a way of understanding in which informal educators function and it gives us the possibility of critique and transformation. His theory of organic intellectuals provides a more detailed place of adult education in his thought. The intellectuals have a crucial role in creating counter-hegemony. The second realm is in a wider context in which he discusses the traditional education and schooling and describes the education for the proletariat. This essay will focus on the importance of Gramsci’s thoughts on adult education. To do this, the essay firstly will deal with his philosophy and political thoughts which has a close relationship with his ideas on adult education. Then, this relationship and his theory of education and intellectuals will be elaborated.
Gramsci and the politics of education
This paper deals with aspects of Antonio Gramsci's thinking on education and related cultural work, highlighting issues such as those of effective curricula, different forms of educators/intellectuals, work-oriented education and popular education, which have resonance with contemporary debates in the field. Gramsci's ideas provide insights for an effective contemporary socialist pedagogical politics that are based on the principle of critical access to 'powerful knowledge' and experiences that promote critical thinking, in formal educational institutions and other learning settings.
Antonio Gramsci, Education and Science
Journal For Critical Education Policy Studies, 2012
This paper explores how the ideas of a great political thinker and philosopher Antonio Gramsci, are relevant to education and science and to critical science education. One of the main points in Gramsci's analysis is the social value and impact of certain aspects of the superstructure. He understands that education is a means which can be used for the reproduction of the social structure and that science and its uses may, in a certain way, replace religion in its function of justifying existing social structure. In analysing the role of education in capitalist society, he attempts to suggest a different use and hierarchy for education and science, moreover, one that can empower counter-hegemonic action for social change.