Annali online Unife (Università degli Studi di Ferrara)
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Un artista modenese (Giovanni Guerra) e un corrispondente ferrarese (Ercole Provenzale) in un grande spettacolo romano a difesa di Galilei: l’Amor Pudico (1614)
Get PDFAn important festival for the wedding of Prince Michele Peretti and Princess Anna Maria Cesi was held in Rome in 1614. From many aspects this was an extraordinary festival, with lots of dancing, but surely not only. So far not much attention has been given to this important event. The bridegroom was a brother of Cardinal Montalto (and thus a descendant of Pope Sisto V) vice-chancellor and a very influential member of the “Ac-cademia degli Umoristi”. The bride was a cousin of Prince Federico Cesi, who was the founder and leading person of the “Accademia dei Lincei”. It was unavoidable that during this festi-val the life and the subsequent tensions in both Academies came to light, which created heated discussions among those present. This led, of course, to further discussions and strain. Consid-ering the period this was doubtless very courageous since these two Academies had the intention to use this festival for defending Galilei and the Nuova Scienza. Among the numerous per-sons who collaborated were two artists forming part of the Este culture, viz Giovanni Guerra, an architect and painter, responsible for the theatre and probably also for the costumes and Ercole Provenzale, an Enzo Bentivoglio’s correspondent to whom we owe much and authentic information on this even
ARTIFICIALITÀ NATURALE
No full textDuring the twentieth century, philosophical anthropology focused on the connection between the natural and cultural dimensions in human being, so much so that one can speak, with regard to man, of "natural artificiality". This paper addresses the analysis of the different interpretations of this concept in Gehlen\u27s (and Scheler\u27s) thought and in Plessner\u27s anthropology. Gehlen considers man\u27s "biological deficiency" the condition of an absolute and full "opening to the world" and the transformation of man into a total "artificial being". On the contrary, Plessner claims that man still remains a natural being, since his culture is intertwined with nature and his artificiality conditioned through his own nature
DIMENTICARE WITTGENSTEIN?
No full textAfter presenting a brief historical reconstruction of how the later Wittgenstein’s thought came to be excluded from the analytic mainstream, I argue (with the help of Timothy Williamson’s discussion of Vann McGee’s counterexample to Modus Ponens) that it is far from clear that the later Wittgenstein’s philosophical method conforms to the model of conceptual analysis as described and criticized by Williamson
DISTANCE, CONTIGUITY AND IMAGINATION IN MANDEVILLE’S ACCOUNT OF PASSIONS
No full textMore than a matter confined to Mandevillean thought, the discourse on the relationship between imagination and sensibility is a significant theoretical framework of eighteenth-century philosophical thought. Sensibility and imagination appear in Bernard Mandeville’s The Fable of the Beesas antithetical concepts, because they are fully articulated according to a natural and deterministic criterion of the expression of passions. Such a materialist understanding of the passions places a premium upon the proximity of stimulus and accordingly problematizes the responsive role of imagination. I intend to show in this paper that the primacy of expression takes place, at first instance, regarding the imagination, which, as we can detect in all Mandeville’s oeuvre, is well exemplified by the mimetic function that art itself earns
LA DIGITALIZZAZIONE DELL’EDUCAZIONE: POSSIBILITÀ DI ANALISI E CRITICA DEL FENOMENO CON TERMINI FOUCAULTIANI
No full textThe aim of this paper is to discuss the new methods and goals of the digital education system and to highlight their connection with the economics and politics powers using Foucauldian concepts. In the first part, I provide a brief analysis of the normative power and of the constitution of the subject in the disciplinary system, with a focus on the relationship between the capitalistic form of economy, the power implied by the structure of normative practices and discourses, and the process of subjection. In the second one, following recent studies on the digital education, I try to point out the process of subjection implicated using digital devices in schools. At this regard, particular attention is on the career guidance promoted by these technologies, the constant exposure to performance feedbacks in education, and the type of subjectivity encouraged by these phenomena. Conclusively, I focus on the connection between these aspects of the digital governance of education and the neoliberal logic of nowadays.
Becoming Heautonomous: Exercising Judgment
No full textAbstract – In this article I aim to show how the sensus communis grounds – with the use of its maxims – the possibility of reflection, endowing the subject with a duty, that of becoming human, where becoming human presupposes self-education. Self-education entails on one hand overcoming one’s self interest or private feelings – that is what an aesthetic judgment demands: To love something other than one-self; on the other hand, and more fundamentally, self-education entails to place one-self under the indeterminate idea of humanity. Like all ideas and ideals of reason, the idea of humanity places an unrealizable demand upon the subject, to become part of an idea, in this case, that of humanity; this demand can never be met. Nevertheless, it is the strive to meat such a demand that motivates the human being to become human. To do so the subject will need to reflect appropriating thus the world through the exercise of its judgment.
La matrice rousseauiana della Bildung in Fichte
No full textStarting from the definition of Perfectibility, which Koselleck understood as characteristic of Rousseau\u27s thought, in this article we will highlight the decisive influence that the writings of Rousseau exert on the elaboration of Fichtian anthropology and its theory of the drives; how this Rousseauian theme have been elaborated by Fichte in an truly original way, to constitute the heart of his genesis of the Bildung; and how this contributes to make the for the first time human being an authentically "historical" subject, i.e., depending on continuous self-training and self-education.Partendo dalla definizione di Perfettibilità colta da Koselleck come caratteristica del pensiero di Rousseau, in questo articolo metteremo in luce la decisiva influenza che gli scritti di rousseauiani esercitano sull’elaborazione dell’antropologia fichtiana e della sua teoria degli impulsi; come questo tema rousseauiano venga da Fichte elaborato in maniera originale, a costituire il cuore della sua concezione della Bildung; e come questa contribuisca a fare dell’essere umano un soggetto per la prima volta autenticamente “storico”, ossia dipendente da una continua autoformazione ed autoeducazione
La Bildung et son paradigme interactionniste chez Fichte
No full textStarting from the anthropological schema of reciprocal influence on which the educational community of law is based, this contribution aims to shed light on the different levels of interactionism conceived of by Fichte, by examining its ontological and linguistic dimensions. The objective is to show that one of the great originalities of his pedagogical conception of the collective spirit’s philosophical Bildung lies in its therapeutic dimension. It is indeed at this level that emotional influence gives way to cognitive influence, conditioning the construction of an authentic common destiny in the form of a cosmopolitism.En partant du schéma anthropologique de l’influence réciproque à la base de la communauté éducative du droit, la contribution tente d’élucider les différents niveaux de l’interactionnisme envisagé par Fichte à travers ses dimensions à la fois ontologique et linguistique. L’objectif poursuivi est de parvenir à montrer qu’une des grandes originalités de sa conception pédagogique de la Bildung philosophique de l’esprit collectif réside dans sa dimension thérapeutique. C’est de fait à ce niveau que se joue le passage de l’influence émotionnelle à l’influence cognitive, conditionnant la construction d’un authentique destin commun sous la forme d’une cosmopolitique
Riflessioni sul corpo in pedagogia: tre percorsi
No full textThe reflection on the body dealed by the Italian critical pedagogy, in the way of a widly critique of the cultural history, revealed the essential role played by the corporeality in education. Moreover, this reflection intend the body as a central part in a more \u27comprehensive\u27 pedagogical perspective which, in this contribution, is briefly presented following three paradigmatic \u27paths\u27. Hence, the complex and dynamic process that accompanies the experience (and also the body) of women and men is interpreted as a dialectic process based on a deep confrontation between multiple genders that can and must re-learn to feel good together (sharing a common humanity).La riflessione sul corpo condotta dalla pedagogia critica italiana, nel solco di una più ampia critica della storia culturale dell’Occidente, non solo ha svelato il ruolo essenziale giocato dalla corporeità in campo educativo ma ha contribuito a riposizionarne la centralità nell’ambito di una più ‘comprensiva’ prospettiva pedagogica che, nel presente contributo, viene brevemente riassunta e articolata seguendo tre significativi e paradigmatici ‘percorsi’. Di qui, il complesso e dinamico processo che accompagna l’esperienza delle donne e degli uomini viene interpretato come una dialettica basata su un confronto intenso tra più generi, che possono e devono re-imparare a stare bene insieme, condividendo una comune umanità
Il corpo assente. Conseguenze di un silenzio e piste di lavoro
No full textThe body is “marked absent” at school. The body is there, the bodies are there and they continue to be of fundamental importance, not only in a biological sense, in the development of girls and boys, boys and girls. It is necessary to become aware of the practices of subjection and silence that are practiced in school. Educational and psychological research has brought to light the fearful consequences of a real lack of taking responsibility in the adult world, with particular reference to the educational and educational systems, regarding the relationship that preteens and adolescents structure towards their own body of others. It is therefore necessary to promote a learning that integrates the body and a real development pedagogy, which accompanies the complex relationship that is structured with the image of oneself and with one\u27s physical body.Il corpo è “segnato assente” a scuola. Il corpo c’è, i corpi ci sono e continuano a rivestire un’importanza fondamentale, non soltanto in senso biologico, nello sviluppo di bambine e bambini, ragazzi e ragazze. Occorre prendere consapevolezza delle pratiche di assoggettamento e di silenzio che, nella scuola, vengono praticate. La ricerca educative e psicologica ha portato alla luce le conseguenze temibili di una vera e propria mancanza di assunzione di responsabilità del mondo adulto, con particolare riferimento ai sistemi educativi e di istruzione, circa il rapporto che preadolescenti e adolescenti strutturano nei confronti del corpo proprio e altrui. Occorre dunque promuovere un apprendimento che integri il corpo e una vera e propria pedagogia dello sviluppo, che accompagni il complesso rapporto che si struttura con l’immagine di sé e con il proprio corpo fisico