Dewey in postwar-Italy: The case of re-education

After the end of the Second World War, Italy was the first Axis country (followed by Germany and Japan), to undergo a process of “reeducation” by the allied troops, focusing initially on the education system. Under the direction of American scholars and school innovators, school syllabi and textbooks were rewritten in order to replace the ideological indoctrination exerted by the Fascist regime from 1923 to 1943 with democratic ideas. This article reconstructs different phases of the influence of John Dewey’s progressive education in Italy. This influence was predominant in policy and experimental schools, as well as in educational theory in the period immediately following the War, but it was almost eliminated from policy documents in a restorative backlash of the Cold War. From the sixties on however, Dewey’s pedagogical thinking, which never lost ground within the liberal, laicist and Marxist circles, gradually and selectively regained influence in policies and reforms.     

"Panic": the impact of Le Bon's crowd psychology on U.S. military thought

The controversial crowd psychology of Gustave Le Bon has been both praised as an incisive contribution to social theory and also condemned as a doctrine of irrationality and mass manipulation associated with fascism. New archival documentation now demonstrates that Le Bon exercised significant influence on U.S. military thinking and practice through World War II. Army writings and officer training on morale, leadership, and battlefield psychology rested substantially on his theory of crowds, particularly regarding races and panic. Le Bon's racial psychology took on additional importance when the African-American 92 nd Infantry Division panicked during combat in Italy. This new evidence offers an excellent case study of the direct and enduring impact of a peculiar type of social psychology on the institutional culture of the army from the classrooms at the Army War College to the battlefield itself.     

Tendentious texts: Holocaust representations and nation-rebuilding in East German,Italian, and West German schoolbooks, 1949–1989*

This article examines how post-fascist perpetrator countries – East Germany, Italy, and West Germany – represented the Second World War and the Holocaust in middle school history textbooks. History textbooks were important actors in the creation of new democratic communities in East Germany, Italy, and West Germany. Through a transnational comparison of one leading textbook published in each country, this paper answers why and how West Germany was eventually more successful than East Germany and Italy in conveying to its youth a more nuanced and self-critical national memory of the Second World War and the Holocaust. Such knowledge is imperative, not just to understand the past, but also to provide a better grasp of how to democratize youth in the future, an important topic, given the spectre of right-wing ethno-nationalism that has seen a revival in recent years.     

Racism,Xenophobia, and Migration in Italy,a Post-Catholic Country

This paper looks at the present situation of xenophobia and racism in Italy through the lenses of land and displacement. It examines the relationship between the homeland and the phenomenon of migration – internal and international – from the beginning of the unitary unified state of Italy (1861) and the Catholic identity of Italian society. Colonialism opened the door to disdain for Black people, while fascism decreed racial laws against Jews without opposition from the Catholic hierarchy. After the Second World War, the Italian Republic banned any form of racism; but more recently the fear of the stranger has led to intolerance of migrants arriving in Italy because of war, violence, hunger, and poverty in their homelands. While Pope Francis, Italian bishops, and many Catholic associations and individuals have called for an attitude toward migrants based on the gospel, sentiments of racism and hate against foreigners are widely present among the population of a formerly Catholic country.     

Framing Effects in International Relations

Framing is the least well-developed central concept of prospect theory. Framing is both fundamental to prospect theory and remarkably underdeveloped in the prospect theory literature. This paper focuses on the many subtypes and variations of framing: thematic vs. evaluative; successful vs. failed; productive vs. counterproductive; purposeful, structural and interactive framing; counterframing; loss frames vs. gain frames; revolving framing vs. sequential framing; framing by a third party; and framing vs. priming. The bulk of the paper provides an analysis of framing and framing effects in foreign policy settings with an emphasis on U.S. foreign policy. We highlight framing effects during the Cold War, the Persian Gulf War, the current ``war on terrorism', and other IR/foreign policy settings. Our examination highlights the extent to which presidents and other significant world leaders use framing to shape policy debates and national security choices.     

A WAR OF MEMORIES

This article discusses Renzo De Felice’s Intervista sul Fascismo, published in 1975, as representative of a particular memory in the Italy of that time and considers its influence and impact on the subsequent historiographical and political discourse in Italy about fascism, the War of Liberation, and the Shoah. The starting point is the existence of many competing memories that battle with one another for supremacy. The very diversity of these memories – silent, always contemporary but different – sends one back to the agent par excellence of memory formation: politics. Because the memories of fascism, the war, the Resistance, and the Shoah represent essentially political structures, they are fated to vary in response to the definitions of the diverse identity groups that are dominant in a society in the struggle for the emergence of one memory at the expense of the others.     

The ‘Matchbox School’ (1927–1932): Anna Freud and the idea of a ‘psychoanalytically informed education’∗

Of all the applications of psychoanalysis to various fields, perhaps none has been as important – or as fraught – as the application of psychoanalytic insights to education. This paper re-constructs some of the early debates around psychoanalysis and pedagogy that Anna Freud engaged with during the 1920s in Vienna, when the whole question of what education should be became a central issue for politicians, pedagogues and psychoanalysts alike. The paper focuses on the period leading up to the creation of the so-called ‘Matchbox School’, operating under Anna Freud's guidance between 1927 and 1932, and describes the influence of pioneers such as Seigfried Bernfeld and August Aichhorn. Compared to her more well-known work at the Hampstead War Nurseries during the Second World War, Anna Freud's involvement with this earlier educational experiment is relatively neglected. Yet one can argue that this short-lived project not only laid the foundation for much of Anna Freud's later work; it also had some far-reaching consequences, both for psychoanalysis and for the practice of progressive education.     

公费教育政策满意度对师范生教师职业认同的影响—社会认知因素的影响

采用问卷法,以839名公费师范生为研究对象,探究公费师范生政策满意度对师范生教师职业认同的影响,考察公费教育政策满意度、职业决策自我效能感、职业结果预期以及教师职业认同的关系。结果发现：（1）公费教育政策满意度显著正向预测教师职业认同;（2）职业决策自我效能感和职业结果预期在政策满意度和教师职业认同的关系中起中介作用,完全中介支持性政策满意度与教师职业认同的关系,部分中介限制性政策满意度与教师职业认同的关系。本研究通过社会认知职业理论解释了公费教育政策满意度与教师职业认同的关系路径,为提升公费师范生的教师职业认同提供了参考和借鉴。     

Social Dominance Orientation and the Ideological Legitimization of Social Policy1

Much of politics is involved with the distribution of resources and the regulation of intergroup relations. Social dominance theory posits that social ideologies provide social justification for policies that have unequal effects on different social groups. In the present studies, we examine the mediating role that ideologies have in transforming people's general orientation toward group inequality into policy support. Using data from 5 samples, we offer evidence that social dominance orientation orients people to support discriminatory ideologies, which in turn influence support for policies. Support for the theoretical model was shown in studies of both long-standing social policy attitudes, such as toward social welfare and military programs, and of unfolding political events, including Clarence Thomas' nomination to the Supreme Court, the Persian Gulf War, and reinstitution of the death penalty in California.     

Evolution of disability in late 19th century America: Civil War pensions for Union Army veterans with musculoskeletal conditions

This article examines the evolution of musculoskeletal (MSK) disability and its impact on mortality and work patterns in the late 19th century in America, in the context of the Civil War disability policy scheme. The study was conducted on 17,702 Union Army (UA) Civil War veterans. Of these, 10,789 were examined and diagnosed with major MSK conditions, rheumatism, sciatica, and spinal curvature, between 1862 and 1907. Analyses examine MSK (i) prevalence rates by birth cohort and age group; (ii) fatality rates as compared with other disabilities; (iii) risk rates by occupation type; and (iv) lifespan for MSK patients. MSK conditions are commonly claimed disabilities within the Civil War data set, with prevalence rates increasing with age. Regression studies show that working in clerical and professional (relative to manual labor) occupations decreases the likelihood of being examined for and diagnosed with MSK conditions. MSK patients examined at older ages tended to have longer lifespan than those examined at younger ages. The findings suggest that changes in age, environmental, and occupational conditions during the late 19th century affected MSK condition prevalence and the average lifespan of MSK patients. Implications for contemporary disability policy are discussed.     

A Comparison on Inclusive Practices for Children with Special Needs in Faith-Based Kindergartens in Hong Kong

This qualitative study aimed to examine the inclusive practices implemented in three faith-based kindergartens in Hong Kong. A questionnaire was used to collect information about school backgrounds, students’ special needs, teacher training, special education services, curriculum design, school policy, parental involvement, and challenges faced by these schools when implementing their inclusive practices. The primary focus of this study was the influence of faiths on the provision of inclusive services for children with special needs. The results indicated that faiths, along with other factors, have played a significant role in contributing to the inclusive education services provided to children in these schools.     

Rethinking education in psychology and psychology in education. The inaugural Education Leadership Conference

The inaugural Education Leadership Conference was convened by the American Psychological Association (APA) in October 2001 to provide a forum for groups and organizations across all levels of education and training to address issues of mutual concern, to promote a shared disciplinary identity among education and training leaders in psychology, and to influence public policy regarding education in psychology and psychology in education. Participants from 23 national education and training organizations, 25 APA divisions, and national credentialing organizations in psychology identified 8 major issues for education and training in psychology and addressed a number of specific questions relevant to ongoing work of the Board of Educational Affairs.     

Relief and rehabilitation of Jewish DPs after the Shoah: the Hachsharot in Italy (1945–48)

In the aftermath of the Second World War, thousands of Jewish DPs reached Italy on their way to Palestine or other countries and received assistance by UNRRA and other organizations. Many joined the hachsharot that were established all over the country between 1945 and 1948. This article analyses the differences between UNRRA and the Joint in providing relief and rehabilitation to the DPs and the role of hachsharot, discussing to what extent they provided better opportunities for rehabilitation compared to DP camps.     

When family and research clash: The role of autobiographical emotion in the production of stories of the Italian civil war, 1943–1945

This paper engages the emotional side of Second World War storytelling practices and research. Specifically, it explores how a politics of trust and togetherness animates communities of remembrance concerning the anti-Fascist Resistance experience in northern Italy. I reflect on my encounter with memories of wartime violence through the lens of autobiographical emotion. In a region torn asunder by conflicting stories of loss and violence during the anti-Nazi resistance and civil war, I possess a dual identity of researcher and Partisan's grandchild. This carries a powerful emotional bond of ethical obligations that cannot be ignored in the research process. Drawing on affect theory, I contextualize my oral history fieldwork experience in relation to that emotional bond.     

Rethinking war history: the evolution of representations of Stalin and his policies during the Great Patriotic War of 1941–1945 in Soviet and Russian History Textbooks

The associative chain between the personality of Joseph Stalin and his role in the Great Patriotic War of 1941–1945 remains stable among the historical consciousness of Russians from the end of the war until now. Traditionally, high schools devote a large amount of time to study the history of the war, including a range of the events dedicated to remembering the war. As a result, a stable and positive attitude toward the war and its significance to the Russian nation has been achieved, while the attitude toward Stalin remains ambivalent, ranging from assessing him as a perpetrator, who initiated genocide and terror against Soviet people, to national hero and great ruler, who led the country to victory. In 2017, the Ministry of Education of the Russian Federation introduced three new national history textbooks based on the single goal of teaching Russian history in schools, but in practice has actually returned history back to a uniform standardized historical education across the country, similar to the Soviet education system. In this regard, the historical comparative research based on content analysis of Soviet, Russian, and newly issued textbooks is deemed topical and aimed to track the evolution of the image of Stalin and to understand how the historical representation of Stalin and his war policy has changed over the last 70 years in school education. There is also the goal of identifying the main reasons for the diverse attitudes toward Stalin currently inherent in different generations and rooted in stable ambivalent assessments of his war policy among Soviet and post-Soviet Russian society.

     

Cardinal Wolsey: A Life in Renaissance Europe by Stella Fletcher

Abstract

Before his flight north to teach theology in many of the leading centres of the Reformation, Peter Vermigli Martyr was, among other things, a member of the Lateran Congregation of Canons Regular of St. Augustine (Austin canons). Much Vermigli scholarship has been dedicated to exploring the continuing intellectual imprint of Vermigli’s education and years in Italy on his Protestant theology, viz. Augustinianism, Aristotelianism, and Humanism. However, less has been said about the continuing influence of his almost twenty-eight-year career as a canon regular (1514–1542). Many have noted that the books that he read in Italy still played a major positive role in his life as a Reformed theologian and churchman. Can the same be said of ‘monastic’ practice and spirituality? After clarifying Vermigli’s experience of the consecrated, conventual life in Italy, this essay will explore his understanding of it after his conversion to the Reformation. We will note both his more critical comments about Roman Catholic religious life and how he continued to be influenced by it.     

Continuity in Canadian Immigration Policy 1947 to Present: Taking a Fresh Look at Mackenzie King��s 1947 Immigration Policy Statement

An examination of the major policy decisions in Canadian immigration history since the end of the Second World War, up to and including the present day, reveals a remarkable consistency in overall approach to this area of public policy. This paper identifies these important milestones and demonstrates how they relate to Prime Minister William Lyon Mackenzie King??s 1947 statement on immigration policy. This contention flies in the face of much of the literature studying this period that suggests that Canadian immigration policy has vacillated and reversed course frequently over the last 60?years. However, the three pillars of the immigration program that Mackenzie King identified??economic, family, and humanitarian??continue to form the basis of Canada??s immigration program.     

"Brainwashing" Theories in European Parliamentary and Administrative Reports on "Cults" and "Sects"

This study examines the recent rash of official reports done by governmental agencies in Western Europe to guide policy development in those societies. Particular attention is given to reports in France, Belgium, Switzerland, Germany, Sweden, and Italy, and to the changes in such reports that have occurred, perhaps because of the influence of scholarly critiques offered for some of the earlier reports. The reports are divided into "Type I" and "Type II" reports, with the former being thorough-going in their anti-cult orientation, and the latter reports being more moderate in tone, with some attention paid to scholarship on new religions. However, the major thesis of the study is supported, as an examination of both types of reports reveals that they incorporate "brainwashing" and "mind control" imagery imported from the United States, even though such theories have been largely discounted within the United States. Use of such theories leads directly to some questionable policy recommendations, as demonstrated in the reports. Reasons for the spread of "brainwashing" ideas to Europe are discussed.     

Why are we fighting? A view of the “great war” from across the ocean

This article examines the dispute concerning the meaning of World War I among leading American intellectuals in the period 1915–1918. Taking center stage here are the views of one of the founding fathers of American pragmatism, John Dewey (1859–1952), on the causes of the “Great War,” its higher meaning and goals which led to America’s entry into the War and also its influence on the social reconstruction of American society and the post-War world order. The final section of the article is devoted to a critique of Dewey’s position towards American participation in the War by another famous American intellectual, Randolph Bourne (1886–1918), who laid the foundations for a tradition of social criticism in the U.S. in the twentieth century.