No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
The problem of civic cohesion and the role of the state school in France and Italy: Historical, religious and secular comparisons
Abstract
The paper aims to investigate the role assigned to state schools in France and Italy in constructing social cohesion and a common citizenship. The theme will be treated by individuating three different stages of a process of progressive mutual rapprochement between state and civil society. From the separatist phase, passing through an intermediate time denoted by a ‘totalitarian’ reaction, to the present time, the paper illustrates the dynamics and the substance of the action of the state as an ‘educative’ actor. In particular, the different characteristics of the French and Italian approaches to civic education will be pointed out by emphasising the different role attributed to the Catholic Church in nation building in the two countries.
Transgression and democratic “convivenza”: an analysis of Italian school policy and the discourse of integration
I examine the contemporary debates in Italy about the notion of democratic “convivenza”, an Italian word that can be translated as either co-existence or co-habitation. I analyse the theoretical foundations of this policy designed to maintain social harmony and how civic participation in the political discourse on education outlines the notion of integration. While a student born and living in Italy does not have the Italian nationality, making the distinction between an integrated and a non-integrated student involves delineating categories to identify who is integrated or not. According to how it is analysed, democratic civic participation of an integrated student can be regarded as that of a non integrated student. Measuring the success of the transformation of the non integrated student increases the division line to give visibility to the behaviour of the integrated student. Evoking these limits as stable and immutable may, instead, undermine other forms of democratic civic participation such as challenging or even transforming what is regarded as established norms and values.
In contemporary era scholars have discussed and signified the crises in the social order. One of
the major causes found by the educationists is lack of morality in this regard. Materialistic
outlook hinders the development of morality in both theoretically and practically. The research
identifies that children’s moral attitude is affected by materialistic attitude of parents. Parents’
attitude is understood by their life satisfaction, preferences, social interaction, emotion, behavior
and so on. It is noteworthy that the materialistic attitude starts to take place in the mind during
childhood and consequently it leads a child to rejection of hereafter, social order and values in
his practical life. Absence of praiseworthy psychophysical disposition (i.e. morality) creates
serious social ills, disorder and so on. This is why parenting style is important to be reconsidered
especially those issues regarding the development of children’s morality.
This study focused on open online character education implemented in e-HO, a holistic learning environment embedded with a character exemplar video-on-demand (VOD) system. E-HO, designed to use the Internet to enhance holistic and character education's efficacies in a way that is fitting for and favored by digital natives, also aimed to counteract the negative impacts of the mass media. A comprehensive investigation of a survey conducted among 1013 university students for this e-character education program is presented with a detailed study on students' preferences referring to various demographic variables including grade level, gender, discipline and the number of exemplar exposure instances concerning the five scales extracted in this particular survey. In accordance with previous studies, this study suggested that grade level differences could be explained by cognitive ability. Gender differences and discipline differences both emerged because of differences in “people-things” orientation between genders and also between disciplines with distinct, long-term professional foci and practices. Compelling counterbalancing effects were witnessed between the developments of discipline differences and grade level differences, which were greatly enhanced by consistently implementing holistic education. A preliminary “cognitive threshold” of VOD exposure within a semester among the female participants appeared at 10 viewings, beyond which substantially more effective pedagogical efficacies emerged.
This paper discusses the manner in which the Roman Catholic Church in Ireland attempted to impose denominational control on the system of vocational education introduced by the state in 1930. Considerable research on education has been conducted within the period in question; however, the area addressed in this paper has been largely neglected by scholars in the field. The position of the Roman Catholic Church in Ireland is examined in the context of Church–state relations within Europe with particular reference to the issue of control in education. The paper argues that the Roman Catholic Church in Ireland sought denominational control over vocational education through the introduction of various amendments to legislation dealing with the system.
Résumé
L'auteur s'interroge sur l'importance des normes non formalisées dans les systèmes normatifs institutionnalisés. Il conteste l'approche réductrice du positivisme institutionnel, qui distingue le droit du non juridique par le critère de la source et qui privilégie en fait un modèle particulier de norme: la proposition formalisée émanant d'un organe législatif. L'auteur propose plutôt une typologie combinant le mode d'élaboration des normes et la manière dont on en extrait la signification. Dans cette optique plus sociologique, la question de la source du droit devient un problème d'argument et la fonction d'une norme n'apparaît plus fondamentalement affectée par sa formulation explicite dans une loi. S'il est vrai que la naissance d'institutions spécifiquement chargées d'appliquer la loi oriente la recherche normative vers les normes explicites formulées par ces institutions, il reste que, d'un point de vue dynamique, seules les nonnes implicites et "inférentielles" sont réellement normatives.
L. de Naurois : L'enseignement libre catholique au XIXe siècle. Aspects juridiques. — R.H.É.F., t LXXXI, 1995, p. 13-23.
En droit français, l'enseignement « libre » ou « privé » se détache progressivement, au cours du xixe siècle, de l'enseignement public monopolistique d'origine napoléonienne : Loi Guizot du 28 juin 1833 pour l'enseignement primaire, loi Falloux du 15 mars 1850 pour l'enseignement secondaire, loi Laboulaye du 18 juillet 1875 pour l'enseignement supérieur, chacune d'entre elles modifiée plus ou moins souvent et plus ou moms profondément par la suite, y compris au XXe siècle. Selon les lois et les enseignements envisagés, le régime des établissements libres est orienté soit vers la collaboration, soit vers la concurrence avec l'enseignement public. En fait, cet enseignement libre est le plus souvent d'inspiration explicitement confessionnelle et plus particulièrement catholique, ce qui le distingue de l'enseignement public, qui ne peut être que « neutre » ou, mieux dit, « laïque » ; mais cette circonstance n'entraîne juridiquement aucune particularité, dès là que l'enseignement lui-même est « profane ». Il peut cependant être intéressant de souligner ceci, qui déborde le cadre historique du xixe siècle : La loi Debré du 31 décembre 1959 sur « les rapports entre l'Etat et les établissements d'enseignement privé » prévoit à certaines conditions et à divers égards, pour la conclusion de contrats (« simples », ou d'« association ») avec l'État la prise en considération du « caractère propre » des établissements, dont fait partie, le cas échéant, leur caractère confessionnel.
Cinquantatre anni di diritto positivo sulla pubblica istruzione. Nuovo codice scolastico vigente. Leggi, Decreti, Regolamenti e Circolari dal 1859 al 1912 [Fifty three years of law on the state school system. New school code. Laws, decrees, rules and circulars
- B Amante
Amante, B. (1912) Cinquantatre anni di diritto positivo sulla pubblica istruzione. Nuovo codice scolastico vigente. Leggi, Decreti, Regolamenti e Circolari dal 1859 al 1912 [Fifty three years of law on the state school system. New school code. Laws, decrees, rules and circulars 1859–1912]
Libertà e religione nella riforma Gentile [Freedom and religion in the Gentile's Reform]
- L Ambrosoli
Ambrosoli, L. (1980) Libertà e religione nella riforma Gentile [Freedom and religion in the Gentile's Reform] (Firenze, Vallecchi).
L'e ´cole ré [The Republican school
- A Ashworth
Ashworth, A. (1998) L'e ´cole ré [The Republican school], in: Mé Jacques Robert. Liberté [Jacques Robert Miscellany. Freedoms.] (Paris, Montchrestien), 3–18.
La liberté de l'enseignement technique De la loi Laboulaye sur la liberté de l'enseignement supé, a ` la loi Astier sur l'enseignement technique (1875– 1919) [Freedom of technical education
- Basdevant Gaudemet
Basdevant Gaudemet, B. (1998) La liberté de l'enseignement technique. De la loi Laboulaye sur la liberté de l'enseignement supé, a ` la loi Astier sur l'enseignement technique (1875– 1919) [Freedom of technical education. From the Laboulaye law on the freedom of higher level teaching to the Astier law on technical education (1875–1919)
La morale laı contre l'ordre moral [Secular morality against the moral order
- J Baubé
Baubé, J. (1997) La morale laı contre l'ordre moral [Secular morality against the moral order] (Paris, Seuil).
Histoire de la laılaıcité [History of secularism
- J Baubé
- G Gauthier
- L Lé
- P Ognier
Baubé, J., Gauthier, G., Lé, L. & Ognier, P. (1994) Histoire de la laılaıcité [History of secularism] (Besanç, Centre Ré de Documentation Pé de Franche-Comté).
Due concetti di libertà [Two concepts of liberty
- I Berlin
Berlin, I. (2000) Due concetti di libertà [Two concepts of liberty] (Milano, Feltrinelli).
Code europé droit et religion [European code law and religion], Tome I er U. E. -Les Pays de la Méditerrané
- S Berlingò
Berlingò, S. (Ed.) (2001) Code europé droit et religion [European code law and religion], Tome I er U. E. -Les Pays de la Méditerrané [Vol. I – European Union – The Mediterranean Countries] (Milano, Giuffrè).
L'insegnamento della religione nelle scuole elementari pubbliche
- G Bonetta
Bonetta, G. (1980) L'insegnamento della religione nelle scuole elementari pubbliche (1859–1897)
La laılaıcité franç. Mé juridique [The French laılaıcité. A juridical summary
- J Boussinnesq
Boussinnesq, J. (1994) La laılaıcité franç. Mé juridique [The French laılaıcité. A juridical summary] (Paris, Editions du Seuil).
La laılaıcité scolaire face aux religions: de quelques accomodements sous la IIIe Ré [School secularity as opposed to religions: some adjustments during the 3 rd Republic
- P Cabanel
Cabanel, P. (2006) La laılaıcité scolaire face aux religions: de quelques accomodements sous la IIIe Ré [School secularity as opposed to religions: some adjustments during the 3 rd Republic], in: J.-P-Willaime (Ed.) Des maı et des Dieux. Ecoles et religions en Europe [About teachers and Gods. Schools and religions in Europe] (Paris, Belin), 237–248.
Autonomia scolastica: una riforma possibile [Scholarly autonomy: a possible reform
- F Carricato
Carricato, F. (1997) Autonomia scolastica: una riforma possibile [Scholarly autonomy: a possible reform], Le Regioni, XXV(2–3), April–June, 372–374.
Mutations de l'institution 'Education nationale' et inégalité a ` l'e ´cole: une perspective historique [Institutional changes, 'National education' and inequalities in the school: an historical perspective], Les Temps Modernes
- J-M Chapoulie
Chapoulie, J-M. (2006) Mutations de l'institution 'Education nationale' et inégalité a ` l'e ´cole: une perspective historique [Institutional changes, 'National education' and inequalities in the school: an historical perspective], Les Temps Modernes, March–June, 8–83.
Vichy et le fascisme
- M Cointet-Labrousse
Cointet-Labrousse, M. (1987) Vichy et le fascisme [Vichy and Fascism] (Bruxelles, Complexe).
La Ré et l'e ´cole, une anthologie [The Republic and the school
- C Coutel
Coutel, C. (Ed.) (1991) La Ré et l'e ´cole, une anthologie [The Republic and the school, an anthology] (Paris, Presses Pocket).
1867) I miei ricordi [My memories
- D Azeglio
D'Azeglio, M. (1867) I miei ricordi [My memories] (Firenze, Barbera).
L'enseignement libre catholique au XIXe siècle. Aspects juridiques [Free Catholic education in the nineteenth century: legal aspects], Revue d'Historie de l
- De Naurois
A. Ferrari Downloaded by [University of Utah] at 18:39 01 December 2014 De Naurois, L. (1995) L'enseignement libre catholique au XIXe siècle. Aspects juridiques [Free Catholic education in the nineteenth century: legal aspects], Revue d'Historie de l'Eglise de France, LXXXI(206), 13–23.
Giurisprudenza costituzionale e fattore religioso Le pronunzie della Corte costituzionale in materia ecclesiastica (1987–1998) [Constitutionnal jurisprudence and religion. The decisions of the constitutional court in the matter of the state church relationships
- S Domianello
Domianello, S. (1999) Giurisprudenza costituzionale e fattore religioso. Le pronunzie della Corte costituzionale in materia ecclesiastica (1987–1998) [Constitutionnal jurisprudence and religion. The decisions of the constitutional court in the matter of the state church relationships] (Milano, Giuffrè).
Conseil constitutionnel et service public [Constitutional council and the public service
- P Esplugas
Esplugas, P. (1994) Conseil constitutionnel et service public [Constitutional council and the public service] (Paris, Librairie Géné de Droit et de Jurisprudence).
Les religions dans l'enseignement laı [Religions in laı teaching
- M Estivales
Estivales, M. (2005) Les religions dans l'enseignement laı [Religions in laı teaching] (Paris, Presses Universitaires de France).
Libertà scolastiche e laicità dello Stato in Italia e Francia [School freedoms and state secularism in Italy and France
- A Ferrari
Ferrari, A. (2002) Libertà scolastiche e laicità dello Stato in Italia e Francia [School freedoms and state secularism in Italy and France] (Turin, Giappichelli).
La lutte des symboles et l'espoir du droit. LaıLaıcité et 'voile islamique' en France au dé du nouveau millé [The conflict of symbols and the hope of the law. Secularity and the Muslim scarf in France at the beginnng of the new millennium
- A Ferrari
Ferrari, A. (2004) La lutte des symboles et l'espoir du droit. LaıLaıcité et 'voile islamique' en France au dé du nouveau millé [The conflict of symbols and the hope of the law. Secularity and the Muslim scarf in France at the beginnng of the new millennium], Migrations Société, 16(96), 63–168.
Les ambiguıambiguıté de la 'saine laılaıcité' de l'Etat italien [Ambiguities of the 'healthy secularity' of the Italian State
- A Ferrari
Ferrari, A. (2005) Les ambiguıambiguıté de la 'saine laılaıcité' de l'Etat italien [Ambiguities of the 'healthy secularity' of the Italian State], in: J.-P. Willaime (Ed.) Des maı et des Dieux. Ecoles et religions en Europe [About teachers and Gods. Schools and religions in Europe] (Paris, Belin), 45–58.
Ital. trans.) La cittadinanza multiculturale [Multicultural citizenship
- W Kymlicka
Kymlicka, W. (1999, Ital. trans.) La cittadinanza multiculturale [Multicultural citizenship] (Bologna, il Mulino).
Pour la reconnaissance d'une normativité implicite et 'inferentielle' [Towards the rediscovery of an implicit and 'inferential' normativity], Sociologie et société
- R A Macdonald
Macdonald, R. A. (1986) Pour la reconnaissance d'une normativité implicite et 'inferentielle' [Towards the rediscovery of an implicit and 'inferential' normativity], Sociologie et société, XVIII(1), 47–58.
Considerazioni e proposte sugli ordinamenti scolastici ed educativi Lettere tre al marchese Gino Capponi [Considerations and proposals about scholarly and educational systems. Third letter to the Marquis Gino Capponi], Rivista dei Comuni italiani
- C Matteucci
Matteucci, C. (1864) Considerazioni e proposte sugli ordinamenti scolastici ed educativi. Lettere tre al marchese Gino Capponi [Considerations and proposals about scholarly and educational systems. Third letter to the Marquis Gino Capponi], Rivista dei Comuni italiani [Review of Italian communities] (Turin, Tipografia Subalpina di Zoppis Marino).
La Ré inachevé. L'Etat et l'e ´cole en France [The unfinished Republic. State and school in France
- E Plenel
Plenel, E. (1985) La Ré inachevé. L'Etat et l'e ´cole en France [The unfinished Republic. State and school in France] (Paris, Le Livre de Poche).
Dalla crisi della cultura cattolico-liberale all'intransigentismo [From the crisis of the liberal-catholic culture to the intransigent movement
- N Raponi
Raponi, N. (1973) Dalla crisi della cultura cattolico-liberale all'intransigentismo [From the crisis of the liberal-catholic culture to the intransigent movement], in Chiesa e religiosità in Italia dopo l'Unità (1861–1878) [Church and religiosity in Italy after the Unification (1861–1878)
Evolution de la notion de laılaıcité entre 1919 et 1939 [Evolution of the notion of secularism between 1919 and 1939
- R Ré
Ré, R. (1959) Evolution de la notion de laılaıcité entre 1919 et 1939 [Evolution of the notion of secularism between 1919 and 1939], Cahiers d'histoire, 4, 71–87.
Aspetti istituzionali e linee operative nell'attività dei nuovi istituti religiosi [Institutional aspects and operational trends in the activity of the new religious institutes Chiesa e prospettive educative in Italia tra Restaurazione e Unificazione
- G Rocca
Rocca, G. (1994) Aspetti istituzionali e linee operative nell'attività dei nuovi istituti religiosi [Institutional aspects and operational trends in the activity of the new religious institutes], in: L. Pazzaglia (Ed.) Chiesa e prospettive educative in Italia tra Restaurazione e Unificazione [Church and educational perspectives in Italy between the Restoration and the Unification] (Brescia, La Scuola), 173–198.
Perché e debole la coscienza nazionale degli italiani [Why is the national conscience of Italians weak?], Il Mulino
- P Segatti
Segatti, P. (1999) Perché e debole la coscienza nazionale degli italiani [Why is the national conscience of Italians weak?], Il Mulino, 381(1), 15–23.
La scuola tra Stato e Chiesa nel ventennio dopo l'unità [The school between State and Church in the twenty years after the Unification
- A Talamanca
Talamanca, A. (1973) La scuola tra Stato e Chiesa nel ventennio dopo l'unità [The school between State and Church in the twenty years after the Unification], in Chiesa e religiosità in Italia dopo l'Unità (1861–1878) [Church and religiouslity in Italy after the Unification (1861– 1878)
Libertà della scuola e libertà nella scuola [Freedom of the school and freedom within the school
- A Talamanca
Talamanca, A. (1975) Libertà della scuola e libertà nella scuola [Freedom of the school and freedom within the school] (Padova, Cedam).
Geografia della morale. Democrazia, tradizioni e universalismo [Thick and thin moral argument at home and abroad
- M Walzer
Walzer, M. (1999) Geografia della morale. Democrazia, tradizioni e universalismo [Thick and thin moral argument at home and abroad] (Bari, Dedalo).
La laılaıcité a ` la franç. Un traitement social du religieux, [French laılaıcité. A social study of religious orders
- J-P Willaime
Willaime, J-P. (1988) La laılaıcité a ` la franç. Un traitement social du religieux, [French laılaıcité. A social study of religious orders], Lumière & Vie, 190, December, 41–51.
Paris: Editions du Seuil. La laïcité française. Mémento juridique [The French laïcité
- J Boussinnesq
- Estivales M.