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MESO2025 - Session 5. People and places: Coordinated by Philippe Crombé and Caroline Posch
No full textPrehistoric as well as modern humans form an integral part of the landscapes which they inhabit. Likewise, Mesolithic people lived and moved within their environment; they established, and abandoned campsites – often repeatedly in the same location; they hunted and exploited the faunal, botanical, and geological resources available to them; and when moving on to other regions, they took objects along with them, sometimes over hundreds of kilometres. However, as humans are space-acquiring beings with a tendency towards territoriality, movement and contact between regions and groups might not always have been unhampered but possibly at times restricted to a lesser or larger extent.
But how can questions regarding Mesolithic territoriality and perceptions of space be tackled? And how is the interaction of people with their local environment as well as the interconnectedness with other regions and groups on a supra-regional scale visible in the archaeological record of Mesolithic sites?
Within this session, we invite contributions which deal with the reconstruction of Mesolithic landscape usage. We invite theoretical and practical papers dealing with e.g. the detection of sites in the landscape (e.g., survey, remote sensing, predictive modelling, geophysical survey); reconstructions of supra-regional contacts and territoriality (e.g., GIS-modelling, typological/taxonomic analysis, network analysis); raw material management with special focus on lithic resources (e.g., sourcing and regional to supra-regional distribution); analysis of settlement systems (e.g. site function, site location, persistent places / ancestral places).Prehistoric as well as modern humans form an integral part of the landscapes which they inhabit. Likewise, Mesolithic people lived and moved within their environment; they established, and abandoned campsites – often repeatedly in the same location; they hunted and exploited the faunal, botanical, and geological resources available to them; and when moving on to other regions, they took objects along with them, sometimes over hundreds of kilometres. However, as humans are space-acquiring beings with a tendency towards territoriality, movement and contact between regions and groups might not always have been unhampered but possibly at times restricted to a lesser or larger extent.
But how can questions regarding Mesolithic territoriality and perceptions of space be tackled? And how is the interaction of people with their local environment as well as the interconnectedness with other regions and groups on a supra-regional scale visible in the archaeological record of Mesolithic sites?
Within this session, we invite contributions which deal with the reconstruction of Mesolithic landscape usage. We invite theoretical and practical papers dealing with e.g. the detection of sites in the landscape (e.g., survey, remote sensing, predictive modelling, geophysical survey); reconstructions of supra-regional contacts and territoriality (e.g., GIS-modelling, typological/taxonomic analysis, network analysis); raw material management with special focus on lithic resources (e.g., sourcing and regional to supra-regional distribution); analysis of settlement systems (e.g. site function, site location, persistent places / ancestral places)
Cercando un equilibrio… Dal linguaggio silenzioso dell’affettività alla “trappola” della diseducazione
No full textAbstract – The article begins with an analysis of the invisible power of affectivity, a silent force that permeates human relationships and shapes their dynamics. The emphasis is placed on the need for education capable of going beyond technical frameworks and creating space for a society based on respect, humanity, and a life free from violence. Subsequently, attention shifts to the phenomenon of diseducation, understood as a process that deprives education of its authentic meaning, reducing it to mere mechanical practices devoid of depth. The reflection concludes with a critique of the aims of education and the importance of the relationships it fosters: it is not enough to merely transmit knowledge; it is essential to cultivate affections and build meaningful relationships that promote genuine human exchange, enriching both the individual and the community.Riassunto – L’articolo inizia con un’analisi del potere invisibile dell’affettività, una forza silenziosa che attraversa le relazioni umane e ne orienta le dinamiche. L’accento viene posto sulla necessità di un’educazione capace di andare oltre gli schemi tecnici e di aprire lo spazio a una società basata sul rispetto, sull’umanità e su un vivere senza violenza. Successivamente, lo sguardo si sposta sul fenomeno della diseducazione, inteso come processo che priva l’educazione del suo significato autentico, riducendola a semplici pratiche meccaniche, prive di profondità. La riflessione si conclude con una “critica” sulle finalità dell’educazione e sull’importanza delle relazioni che essa crea: non basta limitarsi a trasmettere conoscenze, è fondamentale coltivare affetti e costruire relazioni significative che favoriscano un autentico scambio umano, in grado di arricchire sia l’individuo che la comunità
Sulla diseducazione: note terminologiche per una lettura inattuale
No full textAbstract – Pedagogically observing contemporaneity, a widespread “moral and civil miseducation” emerges, which has many causes and is expressed in a heterogeneity of forms that appear to be distant, but part of the same complex phenomenology. Connected to school, communication and politics, the miseducation seems to enclose within itself, in the morphological links of the word, its own interpretative-knowing key: not separable from education, it describes the process and the result of a “bad education”, entering the Italian language at the end of the nineteenth century, when the state school began. Moving from this, the article explores the meanings of the word miseducation and foreign equivalents by considering differences and continuity, then it proposes, in the last part, the possibility of re-reading this concept on the base of the German Verbildung and the thesis of Eduard Spranger concerning the “side effects” of education.Riassunto – Osservando pedagogicamente la contemporaneità, emerge “una diseducazione morale e civile” diffusa, dalle molte cause, che si esplica in un’eterogeneità di forme all’apparenza distanti, ma in realtà parte di una stessa fenomenologia complessa. Evidenziantesi in connessione ai luoghi della scuola, della comunicazione e della politica, la diseducazione sembra racchiudere in se stessa, nelle maglie morfologiche della parola, la propria chiave conoscitivo-interpretativa: non disgiungibile dall’educazione, essa descrive il processo e il risultato di un “educare male”, inserendosi nella lingua italiana sul finire dell’Ottocento, all’atto di inizio della scuola statale. A partire da qui, l’articolo esplora i significati della parola diseducazione e di equivalenti stranieri tra differenze e continuità, per poi proporre, nell’ultima parte, la possibilità di rileggere il concetto a partire dal tedesco Verbildung e dalla tesi di Eduard Spranger degli “effetti collaterali” dell’educazione
Primi appunti sui modelli librari della “Commedia”
No full textThis contribution aims to examine the principal book typologies of Dante Alighieri’s Commedia, from its earliest phase of production and circulation (first half of the fourteenth century) through to the advent of print. The study underscores the chief codicological features of the manuscripts, which evidently reflected the literary tastes of readers and patrons across the various stages of the extraordinary reception of Dante’s text.Questo contributo si propone di esaminare le principali tipologie di libri della Commedia di Dante Alighieri, dalla sua fase iniziale di produzione e diffusione (prima metà del XIV secolo) fino all\u27avvento della stampa. Lo studio sottolinea le principali caratteristiche codicologiche dei manoscritti, che riflettevano evidentemente i gusti letterari dei lettori e dei mecenati nelle varie fasi della straordinaria ricezione del testo dantesco
Scuola e società: note riflessive sulle forme diseducative del sistema formativo
No full textAbstract – In the cogent relationship between the school system and the social system, the forms of mis-education are mainly to be found within the relationship of functional subordination of the school with respect to society in its socio-economic declination, with the consequent demand on the school to produce human capital, ‘producers’ appropriately equipped with specific skills. Attempting to escape from a contradictory form of hybridisation-intersection between neoliberal ideology, technocracy and the market, means re-centralising a genuinely democratic idea of schooling, proper to the constitutional dictate, capable of opposing domesticated thinking with critical thinking and problematising thinking.Riassunto – Nella relazione cogente tra sistema scolastico e sistema sociale le forme della dis-educazione sono rinvenibili prevalentemente all’interno del rapporto di subordinazione funzionale della scuola rispetto alla società nella sua declinazione socioeconomica, con conseguente istanza alla scuola di produrre capitale umano, ‘produttori’ opportunamente equipaggiati di specifiche competenze. Tentare di fuoriuscire da una contraddittoria forma di ibridazione-intersezione tra ideologia neoliberista, tecnocrazia e mercato, significa ri-centralizzare un’idea di scuola autenticamente democratica, propria del dettato costituzionale, in grado di opporre a un pensiero addomesticato un pensiero critico e un pensare problematizzante
Educazione (è) amore: Edgar Morin per una pedagogia amorosa, tra relazione e tras-formazione
No full textThe article argues for the urgency of recognizing the theoretical and practical dignity to love as a pedagogical category, exploring the relationship between education and love and the potential of a “pedagogy of love” that integrates affective, poetic, and relational dimensions. Starting from the recognition of love as a complex and foundational human energy, it analyzes the reasons for its marginality in pedagogical debate, especially in Italy. Through a philosophical-educational reading of selected pages of Edgar Morin, the category of “loving relatedness” is proposed as an educational modality that recognizes and preserves the poetry and mystery of the other, inviting the educator to honor and cultivate the other’s own qualities. Finally, the article examines the formative power of love which, through “theorematic-maieutic action” (Pasolini-inspired), makes the educational encounter a transformative event capable of igniting freedom and fostering the subject’s full humanization.L’articolo sostiene l’urgenza di riconoscere la dignità teorica e operativa dell’amore come categoria pedagogica, esplorando il nesso tra educazione e amore e le potenzialità di una “pedagogia amorosa”, che integri dimensioni affettive, poetiche e relazionali. Muovendo dal riconoscimento dell’amore quale energia complessa e fondativa dell’umano, si analizzano le ragioni della sua marginalità nel dibattito pedagogico, in particolare in Italia. Attraverso una lettura filosofico-educativa di alcune pagine di Edgar Morin, la categoria di “relazionarsi amoroso” è proposta quale modalità educativa che riconosce e custodisce la poesia e il mistero dell’altro, chiamando l’educatore a onorarne e svilupparne le qualità proprie. Viene infine approfondito il potere edificante dell’amore che, tramite l’“azione teoremico-maieutica”, rende l’incontro educativo un evento trasformativo capace di accendere la libertà e di favorire l’umanazione in pienezza del soggetto
Recensione a: H.U. Fuchs, F. Corni, Primary Physical Science Education: An Imaginative Approach to Encounters with Nature, Cham, Springer, 2023
No full textRecensione a: S. Premoli, Professione pedagogista. Lo sguardo pedagogico nelle pratiche di coordinamento, consulenza e supervisione, Milano, FrancoAngeli, 2025
No full textI Reperti dalla VI campagna di scavo della necropoli romana di Via Appia Antica 39 a Roma. Prime riflessioni su due casi studio: la lucerna fittile dall’US 602 e la ceramica sigillata africana dall’US 518
No full textThe archaeological excavation at Via Appia Antica 39 is located between the first and second mile of the Appian Way, in the heart of the Archaeological Park and the Regional Park of the Appia Antica in Rome, just a short distance from the Aurelian Walls and the Almone River. Here, six excavation campaigns have brought to light a funerary plot in use from the 2nd to at least the 5th century CE, consisting of burial monuments that include both cremations and inhumations, for a total of over 50 individuals. Alongside the sixth and final excavation campaign (31 March–31 May 2025), the first study activities on the ceramic finds were also initiated, carried out by specialists and graduate students. This article aims to present a concise and preliminary overview of the results of two specialist studies, devoted respectively to a clay lamp belonging to a funerary assemblage (US 602) and to a small group of African Red Slip Ware fragments from US 518, examining issues related to chronology, use, and production.Lo scavo archeologico di Via Appia Antica 39 si trova tra il primo e il secondo miglio della Via Appia, nel cuore del Parco Archeologico e del Parco Regionale dell\u27Appia Antica a Roma, a breve distanza dalle Mura Aureliane e dal fiume Almone. Qui, sei campagne di scavo hanno portato alla luce un complesso funerario in uso dal II al V secolo d.C. almeno, costituito da monumenti funerari che comprendono sia cremazioni che inumazioni, per un totale di oltre 50 individui. Parallelamente alla sesta e ultima campagna di scavo (31 marzo-31 maggio 2025), sono state avviate anche le prime attività di studio sui reperti ceramici, condotte da specialisti e studenti laureati. Questo articolo si propone di presentare una panoramica concisa e preliminare dei risultati di due studi specialistici, dedicati rispettivamente a una lampada di argilla appartenente a un corredo funerario (US 602) e a un piccolo gruppo di frammenti di ceramica africana a ingobbio rosso provenienti da US 518, esaminando questioni relative alla cronologia, all\u27uso e alla produzione
Technology as a Threat to the Image of Human Being in Times of “Metaphysical Neutralization” according to Hans Jonas
No full textIn this article, we will analyze how, according to Hans Jonas, technology (more specifically biotechnology) presents itself as a threat to the image of the human being and, conversely, how the ethics of responsibility, being an ethics of the future, must take on the task of preserving this image. To do this, we will begin by analyzing the concept of image and how the advance of technological powers has ended up leading to the meliorist program of supposedly perfecting the human being, even though [1] he lacks an image as a reference for such reform (given that we are in the era of “metaphysical neutralization”) and that, as a consequence, [2] it contains unprecedented and irreversible risks that can lead to the impoverishment and perishing of the image of Human Being as we have known it until now. We will see how Jonas opposes Bloch’s “ontology of not-yet-being” to an ontology of the “already there” of the “true man”. If, in the first case, it is a question of opening up the image of Human Being to the reform of meliorist projects, in the second it is a question of preserving him as a being of freedom and, above all, of responsibility.In this article, we will analyze how, according to Hans Jonas, technology (more specifically biotechnology) presents itself as a threat to the image of the human being and, conversely, how the ethics of responsibility, being an ethics of the future, must take on the task of preserving this image. To do this, we will begin by analyzing the concept of image and how the advance of technological powers has ended up leading to the meliorist program of supposedly perfecting the human being, even though [1] he lacks an image as a reference for such reform (given that we are in the era of “metaphysical neutralization”) and that, as a consequence, [2] it contains unprecedented and irreversible risks that can lead to the impoverishment and perishing of the image of Human Being as we have known it until now. We will see how Jonas opposes Bloch’s “ontology of not-yet-being” to an ontology of the “already there” of the “true man”. If, in the first case, it is a question of opening up the image of Human Being to the reform of meliorist projects, in the second it is a question of preserving him as a being of freedom and, above all, of responsibility