| Abstract: | Conclusion In our brief historical outline of educational conditions in Italy, we have seen that by far the greatest efforts over the past fifty years have been devoted to clarifying the theoretical issues of educational problems. We have been examining philosophical Systems that pretended to afford an unshakeable foundation to educational theory and to answer every problem raised by educational practice. They have been scrutinized and found wanting. The new Government Syllabus (1955) for the Italian elementary schools is thoroughly Catholic in spirit, humanistic in content and progressive in method.The author of the present paper feels, however, that too much theorizing is still blinding Italian educators. The canker of Transcendental Idealism is still gnawing at the efforts of all too many, also Catholic, thinkers. The  active schools need renewed fervour, cogent Stimulation, and enlightened Inspiration from an integral Catholic philosophy of life.We must stop philosophizing and get down to realizing: experimentation and co-operative effort are badly needed, not less than clear ideas. Not words but deeds! Idealism had thought of itself being the all-inclusive answer to every problem. We must repeat Hamlet's word to the die-hard Idealist: There are more things in heaven and earth, Horatio, Than are dreamt of in your philosophy.
Die Entwicklung der Erziehungsphilosophie in Italien im 20. Jahrhundert
Le développement de la philosophie de l'éducation en italie |
