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Recensione a: A. Barca, Valksmärken e il simbolismo nelle opere dei fratelli Grimm, Roma, Aracne, 2023
No full textAlla ricerca di un linguaggio vivente : Intelletto e giudizio nel pensiero di Hegel dai frammenti giovanili agli scritti di Jena
No full textEver since his early fragments, Hegel ascribes the responsibility for the different forms of splitting that have torn the classical ideal of harmony to the Understanding (Verstand), which fixes life in dead conceptual schemas. The instrument par excellence of the Understanding is the judgment. It is not only a source of splitting, but holds a significant speculative meaning connected to the peculiar way in which Hegel assimilates the description of logical development to the gait of language. In this paper, we will try to focus on the dual function of the judgment, as it arises in the early fragments (§2), in Jena criti-cal writings (§3), and in the Logic and Metaphysics of 1804/05 (§§4-5). Through the analysis of He-gel’s handling of judgment will emerge, by which the analytic power of the Understanding becomes a negative power, that is, the ability to break out of an epistemological model operating by identifications and splits to grasp itself as restlessness and movement.Sin dai primi frammenti giovanili, Hegel ascrive la responsabilità delle diverse forme di scissione che hanno lacerato l’ideale classico di armonia alla figura dell’intelletto (Verstand), che fissa la vita in morti schemi concettuali. Strumento par excellence dell’intelletto, il giudizio ne condivide il tratto astratto e separante. Tuttavia, proprio come l’intelletto, il giudizio non è soltanto fonte di scissione, ma detiene un rilevante significato speculativo, che si connette al modo peculiare con cui Hegel assimila la descrizione dello sviluppo logico all’andamento del linguaggio. In questo saggio, metteremo a fuoco la duplice funzione del giudizio, per come emerge nei frammenti giovanili (§2), nei primi scritti critici di Jena (§3) e nella Logica e metafisica del 1804-05 (§§4-5). Dall’analisi della trattazione hegeliana del giudizio emergerà quel processo mediante il quale il potere analitico-astraente dell’intelletto diventa potere negativo, ovvero capacità di fuoriuscire da un modello conoscitivo operante per identificazioni e scissioni per cogliersi come inquietudine e movimento
«SPAZI CONTINUI DI TRASFORMAZIONE». IL PENSIERO SULLA TRADUZIONE NEI PAESI DI LINGUA TEDESCA DA LUTERO A BENJAMIN
No full textWithin the conceptual framework of creativity, the article addresses the vast and complex topic of literary translation, and traces a brief philosophical and cultural-historical line of development from Luther to Walter Benjamin and Franz Rosenzweig. Starting with Luther\u27s Sendbrief vom Dolmetschen (Open Letter on Translating), the concept of translation in German-speaking countries has always moved between the two opposing poles of fidelity to the original and adaptation to the characteristics of the target language. From the Romantic Age onwards, with the most radical expression in the early writings of Walter Benjamin, the idea of creativity connected with translation has often been combined with the need to manipulate the target language in order to match the characteristics of the source language as closely as possible, thus intersecting the concepts of metamorphosis, transformation, regeneration and, in the Hebrew-German context, of messianic redemption
DR. PROF. DIREKTOR BEER, IL BALTHAZAR DEL TEATRO VIENNESE
No full textA director, actor, trainer of new generations of actors and directors, Rudolf Beer was above all an extraordinary theatre manager and artistic director in Vienna in the 1920s and 1930s. Both courageous in terms of repertoire as well as prudent and skilled on the administrative level, he performed on the one hand the most innovative plays in a city that tended to be steeped in tradition, and rather averse to novelties (which were offered in the German speaking world especially on the Berlin stage). On the other hand, he was also able to redeem theaters in economic difficulty and achieve success even from plays to which the Viennese public seemed unprepared and hostile. The paper brings together some of the highlights of his theatrical career, prematurely crushed by the advent of Nazism
DIREZIONE ARTISTICA E FORMAZIONE
No full textOne of the tasks of the artistic director of a musical institution is to iden- tify and develop new talent: it is difficult to bridge the gap between training and professional activity if there are no opportunities to introduce young artists into the production mechanism, taking on responsibilities commensurate with their possibilities. Today the gap seems to have been bridged only for some figures in the theatre – singers in particular – while for other professions great difficulties remain. The new recruits in musical organization and administration suffer more than the others. For these figures, it would be appropriate to develop a more articulated pathway linking the training of young operators with the production needs of local institutions
VISIONI ARTISTICHE E MIRAGGI
No full textThe unusual experience of a somewhat naïve artistic director, so far removed from the logic of exchanges and conflicts of interest as to represent an exception to the rule in the contradictory world of Opera. Starting out as an assistant lighting manager, after a lifetime he finally takes the reins of the theater in which he cut his teeth, yet there is still a long way to go, between promises (by others) not always kept and a romantic mission to fulfill the dream of one of his predecessors: to stage an unpublished work in the great tradition of Italian melodrama. «The word culture derives from the Latin colere, “to cultivate”: we take care of our audience by accompanying them from school to theater, in a beautiful but isolated land, Sardinia, where the difficulties are multiplied compared to the rest of the country»
La triangolazione scuola, adulti ed educazione degli adulti
Get PDFThe essay treats the relationship between school, adults and adult education, from a socio-pedagogical perspective, that inserts this matter in a broader reflection on educational effects operated by economic and social transformations occurred in the recent decades. The school in the past has fulfilled an important educational function towards disadvantaged adults; now it can aspire to be a point of reference for all adult and elderly people, providing them useful tools to understand the contemporary society, however the risks of its further marginalization in the educational landscape.Il contributo affronta il rapporto tra scuola, adulti ed educazione degli adulti, analizzandolo da una prospettiva pedagogico-sociale. In particolare, il ruolo avuto dalla scuola nei confronti degli adulti è collocato all’interno di una riflessione riguardante gli effetti educativi delle trasformazioni economiche e sociali che si sono verificate negli ultimi decenni. La scuola, che in passato ha svolto un’importante funzione educativa nei confronti degli adulti svantaggiati, può oggi candidarsi a essere un punto di riferimento per fornire alle persone adulte e anziane strumenti per comprendere la società contemporanea, anche se non sono pochi i rischi di una sua ulteriore marginalizzazione nel panorama educativo.
Quando la Storia dell’Arte entra in rete: progetti e strumenti per il museo contemporaneo.
No full textThe study area of this article is the renovation of the art museum, through the recent technological innovations. Various aspects will be considered: starting with the museums on line, I’ll come to analyze the collaboration of these with technological innovations until this time used only for scientific subjects. This combination of art and technology lead up to a new view of exhibition itinerary able to captivate modern visitors and students.The study area of this article is the renovation of the art museum, through the recent technological innovations. Various aspects will be considered: starting with the museums on line, I’ll come to analyze the collaboration of these with technological innovations until this time used only for scientific subjects. This combination of art and technology lead up to a new view of exhibition itinerary able to captivate modern visitors and students
Educare la mente aperta: riflessioni sull’uso didattico della dissonanza cognitiva
No full textThis paper is a reflection on the potential of teaching methodologies that focus on the phenomenon of dissonance or cognitive conflict. In a multicultural and increasingly polarized society, the capacity to question one\u27s own beliefs and behaviors is certainly one of the skills that the educational system should promote, and the development of this competence is closely related to the effective control of the experience of dissonance originated by new information. Starting from a brief reconstruction of the pedagogical and psychological licterature on the subject, I will try to analyze the complexity of the phenomenon of cognitive dissonance by proposing an explanation of the contradictory results of empirical reserch, identiying as the main problematic nodes the emotional regulation of conflict and the role of the teacher as a facilitator of the process of conceptual change. Questo lavoro costituisce una riflessione sulle potenzialità delle metodologie didattiche che pongono al centro il fenomeno della dissonanza o conflitto cognitivo. In una società multiculturale e sempre più polarizzata, la capacità di mettere in discussione le proprie credenze e i propri comportamenti è sicuramente una delle competenze che il sistema educativo dovrebbe promuovere, e lo sviluppo di tale competenza è strettamente legato alla gestione efficace dell’esperienza della dissonanza originata da nuove informazioni. Partendo da una breve ricostruzione della letteratura pedagogica e psicologica sul tema, si cercherà di analizzare la complessità del fenomeno della dissonanza cognitiva proponendo una spiegazione dei risultati contraddittori della ricerca empirica, individuando come principali nodi problematici la gestione emotiva del conflitto e il ruolo dell’insegnante in quanto facilitatore del processo di cambiamento concettuale