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

Within the framework of the re-emergence of the theme of antifascism in contemporary educational theory throughout the world, this paper raises the question of whether antifascism is only a combat term or it is 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 and the legitimacy of the adoption of the concept of (anti)fascism in contemporary scenarios is addressed with reference to Umberto Eco’s notion of Ur-fascism. In his wake, 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. 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 work and with his religious (but non-confessional) approach indicates, moreover, the view of antifascist education in religious and existential terms, this perspective possibly being more topical than ever in contemporary scenarios.