Religious congregations, education and school in Italy in the nineteenth century = Congregaciones religiosas, educación y escuela en Italia en el siglo XIX

This article traces the origins and development of about 140 new religious male and female congregations, established in Italy during the Nineteenth century. Starting from the Restoration period, the article frames the actions and choices of the new religious congregations with reference to the new scenarios produced by the revolutionary experience and by the changes introduced in ecclesiastical legislation and in the relations between State and Church during the Napoleonic era. At the same time, it deals with the unusual challenges the Church had to face due to both the secularization of mentality and customs and the increased educational needs and welfare of the post-revolutionary period. The author analyses some characteristics of these new religious institutions, most of which chose as privileged —and sometimes exclusive— activity of their apostolate the assistance (of poor and sick people, and of abandoned children and youth), the catechesis and animation of religious life in the parishes and, above all, the education of youth of both sexes and of different social classes. Firstly, the author describes the aspect related to the general adoption of the structure of religious congregations, which provides unequivocal evidence of the prevalence, also on the female side, of the traditional monastic model, of a vocation to religious life understood essentially as an active life devoted to charity, a synthesis between action and prayer, a commitment in the world through the assistance of others. The author’s reconstruction also shows how the idea of charity promoted by the new religious congregations was understood not simply as a commitment to provide assistance, but also, and above all, as an educational responsibility. Indeed, the new religious congregations considered education, school and parish catechesis as the most effective tools for Christians’ education. At the same time, school and education were also seen as the most direct and useful tool for relieving poverty and overcoming the marginalisation of the poorer classes and as the most effective tool for facilitating the successful integration of young working class men and women into society.El artículo describe los orígenes y el desarrollo de cerca de 140 nuevas congregaciones religiosas de hombres y mujeres que surgieron en Italia en el siglo XIX. El artículo enmarca, comenzando desde la Restauración, las acciones y elecciones de las nuevas congregaciones religiosas, haciendo referencia a los nuevos escenarios que se plantearon a raíz de la experiencia revolucionaria y de los cambios introducidos en la legislación eclesiástica y en las relaciones entre Estado e Iglesia durante la época napoleónica. Asimismo, se tratan los desafíos inusuales que la Iglesia tuvo que afrontar debido tanto a la secularización de la mentalidad y de las costumbres, como al aumento de las necesidades educativas y el bienestar de la época postrevolucionaria. El autor explora algunas de las dimensiones y características de estas nuevas instituciones religiosas, la mayoría de las cuales eligió como actividad privilegiada —y a veces exclusiva— de su apostolado el ayudar a los pobres, a los enfermos y a los niños y jóvenes abandonados; la catequesis y el impulso de la vida religiosa en las parroquias y, por encima de todo, la educación e instrucción de los jóvenes de ambos sexos y de diferentes clases sociales. En primer lugar, el autor describe el aspecto relativo a la adopción general de la estructura de las congregaciones religiosas, que proporciona una evidencia inequívoca de la prevalencia, también en el lado femenino, del modelo monástico tradicional, de la vocación de la vida religiosa entendida básicamente como una vida activa dedicada a la caridad, una síntesis entre la acción y la oración, el compromiso con el mundo a través de la ayuda a los demás. La reconstrucción propuesta por el autor muestra también cómo la idea de caridad promovida por las nuevas congregaciones religiosas seentendió no solo como un compromiso de proporcionar asistencia, sino también, sobre todo, como una responsabilidad educativa. De hecho, las nuevas congregaciones religiosas consideraron la educación, la escuela y la catequesis parroquial como las herramientas más eficaces para la educación de los cristianos. Al mismo tiempo, la escuela y la educación también fueron consideradas como la herramienta más directa y funcional para paliar la pobreza y superar la marginación de las clases más pobres, así como el instrumento más eficaz para facilitar la integración de jóvenes, hombres y mujeres, de la clase obrera en la socieda

The Education of Female élites in Nineteenth-Century Papal Rome. Innovative Contributions of the Society of the Sacred Heart of Madeleine-Sophie Barat

After a brief description of the evolution of educational institutions in the first half of the nineteenth century Papal Rome, the Author explores the role played –on this side– of the new female religious institutions arose after the French Revolution. The article, on the basis on a rich archival and printed documentation, analyzes the innovative work of the teaching and religious Congregation of the Sacred Heart, founded in Paris in 1800 by Madeleine-Sophie Barat, whose “colleges for young ladies” of bourgeois and aristocracy offered to the young women of upper classes of papal capital a cultural and religious education, that was much more rich and elaborate than that provided by female traditional boarding schools

Daily Activity Patterns of 2,316 Men and Women from Five Countries Differing in Socioeconomic Development

Daily rhythmicity in the locomotor activity of laboratory animals has been studied in great detail for many decades, but the daily pattern of locomotor activity has not received as much attention in humans. We collected waist-worn accelerometer data from more than 2,000 individuals from five countries differing in socioeconomic development and conducted a detailed analysis of human locomotor activity. Body mass index was computed from height and weight. Individual activity records lasting 7 days were subjected to cosinor analysis to determine the parameters of the daily activity rhythm: mesor (mean level), amplitude (half the range of excursion), acrophase (time of the peak), and robustness (rhythm strength). The activity records of all individual participants exhibited statistically significant 24-hour rhythmicity, with activity increasing noticeably a few hours after sunrise and dropping off around the time of sunset, with a peak at 1:42 pm on average. The acrophase of the daily rhythm was comparable in men and women in each country but varied by as much as 3 h from country to country. Quantification of the socioeconomic stages of the five countries yielded suggestive evidence that more developed countries have more obese residents, who are less active, and who are active later in the day than residents from less developed countries. These results provide a detailed characterization of the daily activity pattern of individual human beings and reveal similarities and differences among people from five countries differing in socioeconomic development

Patrizi, Elisabetta, "Pastoralità ed educazione. L’episcopato di Agostino Valier nella Verona post-tridentina (1565-1606), vol. I: Vita e azione pastorale; vol. II: Lettere, decreti, ordinamenti e scritti educativi"

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A pesquisa sobre o patrimônio histórico e educacional na Itália

Esta contribuição tem como objetivo investigar e reconstruir as razões que são a base do desenvolvimento, dentro das universidades da península italiana, de uma linha específica de pesquisa científica e didática universitária voltada para a coleta, preservação e valorização do patrimônio histórico-educacional. Seguindo o modelo do que já aconteceu em outras realidades acadêmicas europeias, o autor também presta especial atenção ao nascimento na Itália da SIPSE, a Sociedade Italiana para o Estudo do Patrimônio Histórico-Educacional.Palavras-chave: História da educação. Cultura material da escola. Patrimônio cultural. Itália. Século XX