Antifascism as an educational question and openness as a meta-value

Abstract

Within the framework of the reemergence of the theme of antifascism in contemporary educational theory, this paper raises the question of whether antifascism may be considered as a genuinely educational concept. Moreover, it investigates whether and to what extent the idea of antifascist education should remain anchored to an explicit reference to (anti)fascism as a historical phenomenon. Focusing, in particular, on the Italian scene, a distinction is established between antifascist education and education for antifascism. While understanding the concern of the scholars who appeal to a more strictly historical use of the category “(anti)fascist,” the article vindicates the significance of the idea of antifascist education broadly understood, by drawing upon Umberto Eco’s notion of Ur-fascism. In this endeavor, some key tenets of two Italian thinkers—Aldo Capitini and Guido Calogero—are marshaled and three main ideas are pinned down as representing the tripod of antifascist education: “openness,” “the ulteriority of Thou” and a “non-imperial understanding of truth.” The engagement with Capitini’s religious—but non-confessional—approach indicates a view of antifascist education in religious and existential terms, this perspective possibly being more topical than ever in contemporary scenarios.