MILANI-LA PIRA COMPARATIVE REFLECTIVE ARTICLE

EDUCATING ‘SOVEREIGN’ CITIZENS: Giorgio La Pira and Don Milani’s Leadership for Justice and Peace

By Marco Tavanti, Elizabeth Wilp and Julie Tavanti

First published on November 5, 2023: Anniversary of the passing in 1977 of Giorgio La Pira, Ambassador of Peace and Former Mayor of Florence, Italy.

** Reflections inspired by the Centennial Celebrations of Don Milani (1923–2023)

Photo Credits: Oliviero Toscani, L’Espresso/Wikipedia: Don Lorenzo Milani with his students in Barbiana, 1959; Fondazione Giorgio La Pira: La Pira at his table of study in Florence and among the people of Florence in the 1950s.

“The government thus truly becomes what St. Thomas Aquinas already advocated: the architect of the common good: the guarantor, for all, of work and bread.” — Giorgio La Pira

Giorgio La Pira was a pivotal Italian politician, academic, and devout member of the Third Order of Saint Dominic, renowned primarily for his influential tenure as the Mayor of Florence in the aftermath of World War II. Born in 1904 and deceased in 1977, La Pira’s leadership was profoundly characterized by his unwavering dedication to peace, social justice, and education. His impact was felt not only within Italy but around the world. In 1939, he founded and edited “Principi,” an anti-fascist periodical advocating for freedom and human dignity, which was forcibly shut down by fascists a year later, leading to La Pira becoming a target and forcing him into hiding. In 1946, La Pira was elected to the Constituent Assembly alongside figures like Moro, Dossetti, Basso, Calamandrei, and Togliatti. La Pira played a critical role in shaping the Constitution of the Republic of Italy. He also made significant contributions to establishing civil and religious rights, the right to employment, and the affirmation of human dignity, notably influencing Article 7 on the relationship between the Church and State and advocating for its approval.

In Florence, La Pira met with Don Lorenzo Milani as both were prominent Catholic figures in Italy who were deeply involved in social activism and shared a profound commitment to education and the poor. Their meeting was significant because it symbolized a convergence of ideas around social justice, education, and the role of faith in societal change. They also shared similar views on the transformative power of education and the Christian duty towards the poor and oppressed, making their interaction an influential moment in Italian social and religious history. After his mayoral service and leadership, La Pira dedicated his leadership as an ambassador for peace. He was instrumental in the peace negotiations during the Vietnam War and other conflicts, highlighting his lifelong commitment to fostering global peace and dialogue.

La Pira’s Leadership Contributions

Giorgio La Pira significantly contributed to a leadership centered around service and justice for the excluded, world peace, Christian democratic ideals for human rights, peace and social equity, and a values-driven academic career.

1. Mayor of Florence: As the Mayor of Florence, La Pira held office during two crucial periods (1951–1957 and 1961–1965). His tenure was characterized by efforts to rebuild the city after the destruction of World War II. He focused on housing for the poor, urban renewal, and improving social services, pivotal in the reconstruction phase.
2. Advocacy for Peace: La Pira was profoundly committed to promoting peace. He was an early and vocal advocate for dialogue between the East and the West during the Cold War. His dedication to peace led him to organize several “International Mayors’ Conferences for Peace” in Florence, which brought together mayors and civic leaders worldwide to dialogue on peace and disarmament issues.
3. Christian Democrat: As a member of the Christian Democracy party, La Pira infused his political and social work with his Christian values, emphasizing the role of Christianity in promoting peace and justice. His approach was often seen as radical, especially his outreach to communist countries during the Cold War, reflecting his belief in dialogue and reconciliation over conflict.
4. Educator and Academic: Before entering politics, La Pira was a professor of Roman Law at the University of Florence. His academic background and intellectual pursuits helped shape his views on governance and social policy, emphasizing the importance of education in fostering a more equitable society.

Giorgio La Pira is also well known for his leadership contributions to peace and education. These contributions clearly emanated from his Christian values and could be summarized as follows:

1. Visionary Peace Initiatives: He was ahead in recognizing the importance of international dialogue and cooperation in the nuclear age. His efforts to promote peace talks and conferences highlighted the role of cities and local governments in international politics.
2. Education as a Tool for Social Justice: His background as an educator and his policies as a mayor demonstrated his belief in education as a foundational element for social equity and justice. He advocated for education that informed and transformed individuals, aligning closely with his Christian values.
3. Inspirational Leadership Style: La Pira’s style of leadership, deeply rooted in his faith and commitment to social justice, inspires educators and leaders to view their roles as instruments of change, advocating for peace and equity.

Giorgio La Pira’s contributions continue to be studied and revered, especially in contexts where peace, education, and social justice intersect, serving as a model for leaders in various sectors.

Don Milani in the Florence of La Pira: Educating Sovereign Citizens

“We must have the courage to tell young people that they are all sovereigns, so obedience is no longer a virtue, but the most insidious of temptations. They must not believe that they can shield themselves with it, neither before men nor before God. Each must feel solely responsible for everything.” — Don Lorenzo Milani

In the Florence that Giorgio La Pira helped shape, Don Lorenzo Milani’s educational philosophy found fertile ground. Both leaders, though operating in different spheres — La Pira in the civic and political arenas and Don Milani in the ecclesiastical and educational — shared a profound commitment to the idea of citizenship infused with deep social responsibilities. This connection between them is most vividly seen in Don Milani’s commitment to educating his students as “sovereign citizens.”

1. Don Milani’s Notion of Sovereign Citizenship: Don Milani believed that education should be about acquiring knowledge and empowering individuals to become agents of change in their lives and in society. His concept of “sovereign citizens” was centered around the idea that every individual, regardless of their social background, should have the capacity and the opportunity to make informed decisions and contribute meaningfully to the democratic processes of their community. This philosophy was implemented at his School of Barbiana, where education was tailored to lift students out of passivity and into active, critical engagement with the world around them.
2. La Pira’s Notion of Citizenship and Social Responsibilities: Giorgio La Pira’s view of citizenship resonated with Don Milani’s educational goals. As the Mayor of Florence, La Pira envisioned the city as a community where every citizen’s welfare was linked and civic responsibility was paramount. He believed that true citizenship was not merely a status but a role characterized by active participation in the city's social, cultural, and political life. La Pira’s efforts to rebuild Florence post-war were guided by this inclusive notion of citizenship, which sought to integrate all citizens into the fabric of city life, ensuring they had both a voice in governance and a share in its prosperity.

The synergy between La Pira and Don Milani’s philosophies can be seen in how their ideas influenced the broader discourse on education and citizenship in Italy. Both saw the empowerment of the individual as key to societal transformation. Don Milani's grassroots educational reforms complemented La Pira’s initiatives in urban renewal and social welfare programs. Together, they contributed to a broader movement that viewed education as a critical lever for social justice and civic engagement.

Their legacies suggest that cultivating “sovereign citizens” goes beyond the classroom or the confines of city governance. It is about fostering a culture where individuals are aware of their rights and responsibilities and equipped and motivated to take action for the common good. In the Florence of La Pira, Don Milani’s educational projects acted as crucial incubators for this kind of citizenship. They demonstrated how educational settings can be transformative spaces that echo and amplify civic leaders’ visions for their communities.

If You Want Peace, Educate for Justice

The combined legacies of Don Lorenzo Milani and Giorgio La Pira in post-war Italy illustrate a profound connection between peace and justice, facilitated through education and civic engagement. Their collective efforts reveal how the inclusive Barbiana model and La Pira’s leadership reflected the values embedded in the Italian Constitution and international human rights documents and actively contributed to their realization.

1. Barbiana’s Model of Inclusive Education: Don Milani’s Barbiana School was not just an educational institution but a radical experiment in promoting justice through education. Focusing on students marginalized by the conventional education system, Don Milani’s approach was to educate for justice by empowering the disenfranchised. His method emphasized critical thinking, civic responsibility, and the skills necessary for participating actively in society. This model of education as a tool for justice aimed to equip students with academic knowledge and a profound understanding of their rights and responsibilities as citizens.
2. La Pira’s Leadership for Peace through Justice: Giorgio La Pira’s leadership in Florence can be seen as a civic counterpart to Don Milani’s educational efforts. La Pira believed that peace was fundamentally linked to justice, particularly social justice, which involved the radical inclusion of the poor and the creation of conditions that enhance the quality of life for all. His policies focused on rebuilding the city not just physically but socially by integrating the marginalized and ensuring that the city’s prosperity was shared. La Pira’s efforts reflected a deep commitment to the principles enshrined in the Italian Constitution to which he contributed and emphasized employment, dignity, and the rights of individuals — echoes of the broader, international push for human rights that occurred in the mid-20th century.

The post-WWII era in which Don Milani and La Pira worked was also when the Universal Declaration of Human Rights and the United Nations Charter were developed. These documents emphasized human dignity, the importance of social justice, and the necessity of peace through international cooperation. The educational initiatives by Don Milani and La Pira’s civic actions in Florence can be seen as microcosms of these global ideals. Their work demonstrated how local actions could reflect and reinforce global values. For instance, the preamble of the United Nations Charter speaks to the necessity of “We the peoples” to save succeeding generations from war and reaffirm faith in fundamental human rights and the dignity and worth of the human person. This parallels La Pira’s and Don Milani’s shared commitment to educating and governing in ways that foster dignity and inclusivity.

“Sovereign” Means “Empowered” Citizenry

The collaboration between Don Lorenzo Milani’s educational initiatives and Giorgio La Pira’s civic strategies in Florence underscores a profound connection between education for justice and leadership for peace. Their combined efforts reveal that the concept of “sovereign” citizenship they championed does not entail rejecting governmental authority and its institutions. Instead, it emphasizes the critical role of personal and social responsibility towards the common good. This form of sovereignty advocates for an empowered citizenry equipped for informed decision-making that prioritizes community welfare and peace. It entails educating and empowering individuals to make choices based on their values, awareness, rights, and collective responsibilities.

Don Milani’s educational philosophies, integrated with La Pira’s governance approaches, illustrate that justice is essential for both policymaking and educational systems to foster a harmonious society. Their historical synergy demonstrates that genuine peace is rooted in justice, meticulously intertwined with education and governance. Their vision of peace, exemplified in their leadership, emerges from active peacemaking — creating conditions conducive to peace.

This legacy from Don Milani and La Pira provides invaluable insights into how leaders and educators can effectively nurture a citizenry that understands its rights and engages actively in responsibilities that enhance collective well-being. This approach does more than inspire; it offers a pragmatic blueprint for future generations to construct a world where the foundational principles of justice sustain peace. These lessons show how education and civic leadership can collaborate to forge a society where every individual is a learner and a contributor to the common good, ensuring a stable, just, and peaceful future. In our current moment, much like their post-WWII period, there is an ever more pressing need to confront authoritarianism and combat injustice to help build a society that thrives on shared prosperity and mutual respect.

Suggested Citation: Tavanti, Marco, Elizabeth Wilp, and Julie Tavanti. “Educating ‘Sovereign’ Citizens: Giorgio La Pira and Don Milani’s Leadership for Justice and Peace.” Medium (EduVators). November 5, 2023. https://medium.com/p/4b19001df3d0/

‌Explore More: Fondazione Giorgio La Pira https://www.fondazionelapira.org/ Translation in English https://giorgiolapira.org/en/news-home-english/’ Balducci, Ernesto. Giorgio La Pira. Ed. Cultura della pace, 1986; Balducci, Ernesto. L’insegnamento di don Lorenzo Milani. Vol. 272. GLF editori Laterza, 2002.

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About the Authors: Marco Tavanti is an Italian-born American professor who deeply appreciates Don Lorenzo Milani’s teaching methods. He learned about these methods near the Barbiana school early in his career. Marco’s work brings these impactful ideas into today’s teaching practices worldwide. Elizabeth Wilp is a researcher contributing to inclusive education, especially in curricula and classrooms with students from different cultures and backgrounds. Her research and experience provide important insights into how schools can be more effective and welcoming for all students. Julie Tavanti is a Chinese-born American student passionate about developing new ways to teach students who learn differently and helping more women get into STEM fields. Her unique background and dedication to diverse education shape her views and efforts.