Gramsci On this note, we intend to resume the reading and dissemination of the great thinkers in the field of education. On this occasion, we have selected some of the principles and tenets of Antonio Gramsci, timely referrals to their positions on Cultural Intellectuals and School. A priori, we know it can be an intellectual impertinence to try to talk to their ideas, but, so far it seems to us a tribute and an excuse to resume his reading and appropriating what will enable us to optimize our work.
In 1922 he met his wife Giulia Schucht, a young violinist with whom she had two children. Already at that time, Italian fascism becomes a real concern that motivates Gramsci to work for the union of leftist groups. It was so access to a bench as deputy for communism in 1924. His parliamentary activity deserved jail for the fascist regime, and was held until his death almost 46 years, during his captivity he wrote his famous notebooks.
Antonio Gramsci was concerned the topic of education among other things because he felt that there was a tinge of deep cultural crisis caused by a structural and political crisis of the society of his time. It crossed all social and distinct appeal to the general education dyeing it a strong class bias and bourgeois. This was opposed to a philosophical conception of praxis that resulted from the union between conceptualization and action that sought not only to understand reality, but also and above all to transform. His ideas
aspired to achieve a profound cultural change, which exceed the mere cultural concept encyclopedic knowledge domain . The preceding adjective denoting the ordinary that he considered such "knowledge." This was because their owners stood on the robots, players uncritical of pseudo-knowledge, ultimately unable to discern beings, closer to a mechanical robot and human.
On the contrary, for him, culture is something very different is the award of a higher consciousness which comes to understand the actual historical value, that of his own existence, ultimately to bring about political changes that result in release .
The previous concept of culture requires intellectuals who practice and teach, but not as instruments supremacy and domination of key sectors and bourgeois. In this new cultural understanding all men are endowed with intellect, but not everyone in society the function and role of intellectuals.
The characterization of these (the intellectuals) should differ quite the role that previously would have had, it could be defined as purely theoretical and abstract. Quite the opposite of that, the intellectuals should be immersed and become acquainted with the social problems. For this to be concretized, is to dissolve the differences between intellectuals and mass, between theory and practice. This will generate a cultural cohesion, which imperatively promote a new philosophy of life than of it this way, any citizen has the same possibilities of access to government positions. For the author, the man is a product of socio-historical time and any teaching that conception, and not result in absolute failure.
In this regard, education must strive for integration between work and education, training and education, interrelating the ability to direct and produce, thus uniting thought and action, theory and practice.
The educational process to achieve social equality should be gradual, standing out in the early years of a character study active and stimulating learning discipline and freedom.
In a second step, the active school must give way to creative school. The first main goal is to leverage the knowledge, the second must promote the assumption of an autonomous and creative personality. To do this the teacher must stand in a guide that guides the learning because the child is not a mechanical and passive recipient, but rather should be treated as an active. Lastly
no less review the treatment Gramsci gives the only school in opposition to the offer multidisciplinary, which he said would not do more than reproduce the social differences, because through that every social group received a different type of education according to their position and power, they defined hierarchies who were entitled to direct and educate people to lead. To counter this, the school only offers as a way of leveling the different instructions and privileges. This proposal, the common school, has two phases. The first character is humanistic and general culture and a second phase where they develop the core values \u200b\u200bof humanism, self-discipline and moral autonomy, this education will persist until the doors of career choice. These two school stages, could be compared with our current levels of primary (elementary school only) and secondary (only high school).
Finally, in order to develop all this transformation, Gramsci, proposes the essential interdependence between the school and the state. As for higher education, promotes radical changes among which are the university transformation to it, the tall houses of study should no longer be mere training centers and distributors of non-political rhetoric to be modified in real selectors and trainers of senior staff and government to serve the working class.
educational Reflections by Marcelo Albornoz
- educational Reflections
- Gramsci Biography
- Main Ideas
- Readings
Biography Born to a poor family on the island of Sardinia, a region of Italy traditionally ignored by the government. It was the fourth of seven children of a poor family which caused a wandering life to finally settle in Ghilarza. Gramsci was a brilliant student, and was able to win a prize that facilitated his studies in Turin. At that time, Turin was in the process of industrialization and the auto plants began their expansion. The incipient industrialization soon lead to social unrest that unions denounced generating expectations that marked him. To these events begin to engage social movements where he quickly gained notoriety for his political and journalistic writings in leftist newspapers as L'Avanti (official organ of the Socialist Party). Along with other dissident leaders, founded in 1921 the Italian Communist Party
In 1922 he met his wife Giulia Schucht, a young violinist with whom she had two children. Already at that time, Italian fascism becomes a real concern that motivates Gramsci to work for the union of leftist groups. It was so access to a bench as deputy for communism in 1924. His parliamentary activity deserved jail for the fascist regime, and was held until his death almost 46 years, during his captivity he wrote his famous notebooks.
Main Ideas
Antonio Gramsci was concerned the topic of education among other things because he felt that there was a tinge of deep cultural crisis caused by a structural and political crisis of the society of his time. It crossed all social and distinct appeal to the general education dyeing it a strong class bias and bourgeois. This was opposed to a philosophical conception of praxis that resulted from the union between conceptualization and action that sought not only to understand reality, but also and above all to transform. His ideas
aspired to achieve a profound cultural change, which exceed the mere cultural concept encyclopedic knowledge domain . The preceding adjective denoting the ordinary that he considered such "knowledge." This was because their owners stood on the robots, players uncritical of pseudo-knowledge, ultimately unable to discern beings, closer to a mechanical robot and human.
On the contrary, for him, culture is something very different is the award of a higher consciousness which comes to understand the actual historical value, that of his own existence, ultimately to bring about political changes that result in release .
The previous concept of culture requires intellectuals who practice and teach, but not as instruments supremacy and domination of key sectors and bourgeois. In this new cultural understanding all men are endowed with intellect, but not everyone in society the function and role of intellectuals.
The characterization of these (the intellectuals) should differ quite the role that previously would have had, it could be defined as purely theoretical and abstract. Quite the opposite of that, the intellectuals should be immersed and become acquainted with the social problems. For this to be concretized, is to dissolve the differences between intellectuals and mass, between theory and practice. This will generate a cultural cohesion, which imperatively promote a new philosophy of life than of it this way, any citizen has the same possibilities of access to government positions. For the author, the man is a product of socio-historical time and any teaching that conception, and not result in absolute failure.
In this regard, education must strive for integration between work and education, training and education, interrelating the ability to direct and produce, thus uniting thought and action, theory and practice.
The educational process to achieve social equality should be gradual, standing out in the early years of a character study active and stimulating learning discipline and freedom.
In a second step, the active school must give way to creative school. The first main goal is to leverage the knowledge, the second must promote the assumption of an autonomous and creative personality. To do this the teacher must stand in a guide that guides the learning because the child is not a mechanical and passive recipient, but rather should be treated as an active. Lastly
no less review the treatment Gramsci gives the only school in opposition to the offer multidisciplinary, which he said would not do more than reproduce the social differences, because through that every social group received a different type of education according to their position and power, they defined hierarchies who were entitled to direct and educate people to lead. To counter this, the school only offers as a way of leveling the different instructions and privileges. This proposal, the common school, has two phases. The first character is humanistic and general culture and a second phase where they develop the core values \u200b\u200bof humanism, self-discipline and moral autonomy, this education will persist until the doors of career choice. These two school stages, could be compared with our current levels of primary (elementary school only) and secondary (only high school).
Finally, in order to develop all this transformation, Gramsci, proposes the essential interdependence between the school and the state. As for higher education, promotes radical changes among which are the university transformation to it, the tall houses of study should no longer be mere training centers and distributors of non-political rhetoric to be modified in real selectors and trainers of senior staff and government to serve the working class.
Readings
- Antonio Gramsci, "Anthology ", Siglo XXI, Madrid 1974. Selection, translation and notes by Manuel Sacristán.
- Antonio Gramsci. "Letters from Prison" editorial notebook for dialogue, Madrid 1976.
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