This paper analyses two textbooks in widespread adoption in Italy during the second half of the 1930s: The first and The second book of the fascist (1938-1939). These textbooks focused on the structure of Mus- solini’s State and the racial issue. Their style of argument was full of apodictic statements pretending that the textbooks described scientific laws and included answer summaries that were borrowed from brevia- ries (Gabrielli 2015, p. 180). The present paper shows how the unques- tionable character of these lists of answers reflected the features of the Fascist State. Indeed, Fascism aimed at being a totalitarianism of education (De Giorgi 2008) that discarded any opportunity for dialogic thought. Instead, it promoted a model of citizen-soldiers that repre- sented the «warrior soul of a warlike and aggressive regime» (Montino 2007, p. 197).
La negazione del pensiero dialogico nella dittatura fascista: il successo de Il primo e de Il secondo libro del fascista (1938-1939)
Domenico Francesco Antonio Elia
2023-01-01
Abstract
This paper analyses two textbooks in widespread adoption in Italy during the second half of the 1930s: The first and The second book of the fascist (1938-1939). These textbooks focused on the structure of Mus- solini’s State and the racial issue. Their style of argument was full of apodictic statements pretending that the textbooks described scientific laws and included answer summaries that were borrowed from brevia- ries (Gabrielli 2015, p. 180). The present paper shows how the unques- tionable character of these lists of answers reflected the features of the Fascist State. Indeed, Fascism aimed at being a totalitarianism of education (De Giorgi 2008) that discarded any opportunity for dialogic thought. Instead, it promoted a model of citizen-soldiers that repre- sented the «warrior soul of a warlike and aggressive regime» (Montino 2007, p. 197).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
