LEADER 03471cam a2200397Ia 4500001 39956 005 20240621144323.0 008 991109s1985 xx r 000 0 eng d 035 (OCoLC)42793988 035 39956 049 LHMA 040 LHM |beng |erda |cLHM 090 LA791.8 |b.W45 1985 100 1 White, Steven Finnegan. 245 10 Italian popular education between fascism and democracy, 1943-1954 : |bthe work and legacy of the Allied Control Commission Education Subcommission / |cSteven Finnegan White. 264 1 [Place of publication not identified] : |b[publisher not identified], |c1985. 300 vii, 365 pages 336 text |btxt |2rdacontent 337 unmediated |bn |2rdamedia 338 volume |bnc |2rdacarrier 502 Thesis (Ph. D.)--University of Virginia, 1985. 504 Includes bibliographical references (pages 348-365). 520 This dissertation examines the efforts of American, British and Italian educators to overcome Italy's authoritarian heritage during the Allied occupation of 1943-1945 and the first decade of the post-war period. American-sponsored initiatives on behalf of a more "democratic" Italian educational system preceded more extensive campaigns in Germany and Japan. In Italy, however, reconstruction was not imposed upon a defeated enemy, but nurtured more gradually in cooperation with a "co-belligerent" government and a defensive and uneasy Catholic Church. During the Allied occupation, the pragmatic philosopher Thomas Smith and the pedagogical reformer Carleton Washburne worked closely with two liberal Ministers of Public Instruction, Adolfo Omodeo and Guido De Ruggiero, in purging Fascists and Fascist principles from Italian schooling. Their collaboration culminated in the "progressive" elementary curriculum of 1945. Beginning in 1946, these reform efforts were reinterpreted by a series of Christian Democratic ministers, beginning with Guido Gonella, a central figure in the cultural counter-reformation led by the Catholic Church in the late 1940s and early 1950s. The documentary base of the dissertation includes the archival record of the Allied Control Commission's Education Subcommission, official Ministry of Public Instruction publications and the memoirs of American and Italian reformers. Newspaper articles, schoolteachers' periodicals, reconstruction textbooks, lesson plans and interviews with retired schoolteachers, conducted by the author in 1981-82, provide evidence of reform at the classroom level. By correlating the perspectives of educational statesmen and ordinary schoolteachers, the dissertation evaluates the coherence and practicality of American progressivism, Italian liberalism and Roman Catholicism as foundations for cultural reconstruction. 530 Electronic version(s) |bavailable internally at USHMM. 533 Photocopy. |bAnn Arbor, Mich. : |cUMI Dissertation Services, |d1999. |e22 cm. 590 Dissertations and Theses 591 Record updated by Marcive processing 21 June 2024 610 20 Allied Commission. |bEducation Subcommission. 610 20 Allied Control Commission for Italy. 650 0 Education |zItaly |xHistory. 651 0 Italy |xHistory |yAllied occupation, 1943-1947. 651 0 Italy |xHistory |y1945- 956 41 |uhttp://dc.ushmm.org/library/bib39956/8615594.pdf |zHosted by USHMM. 994 E0 |bLHM 852 0 |bstacks |hLA791.8 .W45 1985 852 |bebook