Even in the educational field, Borbonic Sicily was open to the influence of the most prominent features of English culture during the XIXth and the XIXth century, such as John Locke’s lessons, Joseph Lancaster’s teaching methods and the works of Francis Bacon, Thomas Hobbes, David Hume, John Milton and Adam Smith. Bearing in mind that Sicily was an English protectorate since 1806, it is no coincidence that the island’s reconfiguration of its educational system after the Restoration of 1815 was very different from the one adopted in Naples, the capital of the Kingdom of the Two Sicilies, and in the rest of its territories. In fact, the diffusion of Lancasterian schools thanks to Nicolò Scovazzo, Giacomo Cardile, Angelo Maria Vita and other Sicilian school directors is proof of such divergence in the field of education. By means of examining entirely unpublished documents, the present contribution aims at identifying English culture’s impact, not only Sicilian politics and economy, but also the approach to educational issues, to school and to teaching methods in a period ranging from 1788, when popular schools were first introduced on the island, to the end of the Borbonic domination in 1860.

"We shall mirror ourselves in the English people and acquire their knowledge". English culture in Sicilian popular schools between the XVIIIth and the XIXth century

SINDONI, Caterina
2015-01-01

Abstract

Even in the educational field, Borbonic Sicily was open to the influence of the most prominent features of English culture during the XIXth and the XIXth century, such as John Locke’s lessons, Joseph Lancaster’s teaching methods and the works of Francis Bacon, Thomas Hobbes, David Hume, John Milton and Adam Smith. Bearing in mind that Sicily was an English protectorate since 1806, it is no coincidence that the island’s reconfiguration of its educational system after the Restoration of 1815 was very different from the one adopted in Naples, the capital of the Kingdom of the Two Sicilies, and in the rest of its territories. In fact, the diffusion of Lancasterian schools thanks to Nicolò Scovazzo, Giacomo Cardile, Angelo Maria Vita and other Sicilian school directors is proof of such divergence in the field of education. By means of examining entirely unpublished documents, the present contribution aims at identifying English culture’s impact, not only Sicilian politics and economy, but also the approach to educational issues, to school and to teaching methods in a period ranging from 1788, when popular schools were first introduced on the island, to the end of the Borbonic domination in 1860.
2015
978-605-4673-57-5
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11570/3060585
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