| dc.creator |
Cosimo Di Bari |
|
| dc.date |
2013-01-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:25:00Z |
|
| dc.date.available |
2015-07-20T22:25:00Z |
|
| dc.identifier |
1127-1124 |
|
| dc.identifier |
2036-6981 |
|
| dc.identifier |
https://doaj.org/article/b42d706cbbf7408097ffbbd35df22e69 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/21309 |
|
| dc.description |
The paper aims to consider the contribution of antiutopia to the pedagogical studies. The examples of three authors (Orwell, Huxley and Bradbury) and their dystopias (respectively 1984, <em>0Brave new world</em> and <em>Fahreinheit 451</em>) show that this literary genre can critic and deconstruct homogenizing and conforming models of technological society, to preserve the culture and “cultivate” the <em>anthropos</em>. |
|
| dc.language |
Italian |
|
| dc.language |
English |
|
| dc.relation |
http://www.fupress.net/index.php/sf/article/view/12036 |
|
| dc.relation |
https://doaj.org/toc/1127-1124 |
|
| dc.relation |
https://doaj.org/toc/2036-6981 |
|
| dc.source |
Studi sulla Formazione, Vol 15, Iss 2, Pp 13-33 (2013) |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Tra antiutopia e pedagogia: analisi di modelli e funzioni critiche |
|
| dc.type |
article |
|