| Summary: | The essay reconstructs the various phases of the discovery of John Dewey’s ideas on Education and the spread of their influence throughout Italian pedagogical circles from the end of the Second World War to the 1970s. Several Italian intellectual pioneers discerned within Dewey’s theories significant overtones of democratic political activism, and the potential for developing innovative practices by which the obsolete education system of the day could be modernized, and the demands for better schooling being put forward by many could be met. In the immediate aftermath of the Second World War, one such pioneer was Ernesto Codignola, a shrewd educational theorist who used the journal «Scuola e Città» (Schooling and the City), published by La Nuova Italia publishing house, as a mouthpiece for his ideas. Once the American philosopher’s ideas had been rediscovered, his most significant works were quickly translated and published, and then subjected to a flurry of detailed critical analysis and interpretation. During the 1960s and ‘70s, much of the research into Dewey’s theories was carried out in Florence, in particular by Lamberto Borghi, who interpreted them as the blueprint for a secular, democratic system of education that could be applied across the Italian peninsula.
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