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By Harold Entwistle

Antonio Gramsci is among the few Marxist theoreticians to have thought of the function and nature of schooling, but ironically his progressive, political and social conception turns out at odds along with his conservative method of the content€and methods of education. This publication, initially released in 1979,€examines his academic, political and cultural writings to be able to unravel this obvious discrepancy. Gramsci's relevance lies in his remedy, within the context of his radical political idea, of subject matters which at the moment workout glossy radical educationists. one of the matters he. learn more... booklet conceal; Title01; Copyright01; Title02; Copyight02; Contents; Acknowledgments; creation; half one: the tuition of youngsters; half : The schooling of adults; half 3: conception and perform in schooling; end; Notes; A be aware on assets; Bibliography; Index

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113–29). In the letters to his wife and sister, Gramsci returned repeatedly to the theme that their children’s schooling should be disciplined, especially with reference to academic standards in the use of language. This response was apt to be triggered by receipt of letters from the children as, for example, one from his niece which evoked the comment: ‘at Mea’s age I should have died of shame if I had made so many spelling mistakes’ (Lettere, no. 159). , no. 113). We have already noted the importance which Gramsci attached to a stringent standard of literacy in the preparation of working-class intellectuals.

97–9). 354): ‘Philosophy is the criticism and superarching of common sense. 326). 328). These are the extremes of a spectrum rather than discontinuous or contradictory. When Gramsci writes of every man’s being a philosopher, he has in mind that common, non-specialised conceptions of philosophy capture the essence of the philosophical stance. ). Spontaneous philosophy is inadequate, not because it does not contain the seeds of ‘good sense’, but because of its incoherence as a mixture of folklore and good sense, ‘a fragmentary collection of ideas and opinions’.

His appeal is rather to a theory of knowledge that distinguishes what is educationally fruitful from what is not in terms of epistemological rather than social criteria. 347): The professional or technical philosopher does not only ‘think’ with greater logical rigour, with greater coherence, with more systematic sense than do other men, but he knows the entire history of thought. In other words, he is capable of accounting for the development of thought up to his own day and he is in a position where he can take up a problem from the point which it has reached after having undergone every previous attempt at a solution.

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