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ANCORA SU WITTGENSTEIN. INTORNO A SCIENZA E FILOSOFIA
No full textThe paper presents several reflections on the way Wittgenstein interpreted the relationship between philosophy and science. Particularly, this contribution highlights (a) how Wittgenstein’s criticism is not directed at science as such, but rather at the presumption that philosophy is and behaves as science (or as a science); and, consequently, (b) how Wittgenstein’s polemical target is what he sometimes defines as “metaphysics”. In fact, according to him, metaphysics arises precisely when (1) conceptual investigations are addressed with factuality, and when (2) in philosophy a certain theoretical attitude based on the search for the general and on reductionism is accepted. On this background the paper discusses (c) the connection that Wittgenstein’s philosophy holds, on the one hand with contemporary Naturalism and, on the other, with the most recent critiques of philosophy as conceptual analysis. The conclusions suggest that Wittgenstein’s thought, insofar as it maintains the distinction between norms, rules, reasons, etc. and facts, causes, etc., can hardly be matched with contemporary Naturalism and its reductionism without being tempted by the sublimations typical of the various forms of Platonism
Laude e paraliturgie a Gubbio e nel contado. Nuove ipotesi sul laudario Eugubino
Get PDFThe so-called Laudario Eugubino (MS. Landau Finaly 39) has been attributed to date to the brotherhood of Santa Maria del Mercato in Gubbio. This paper aims to demonstrate that, instead, it belonged to the brotherhood of Santa Maria Vergine in Costacciaro, a small burg of the Eugubian contado on the ancient Via Flaminia. This conclusion derives from the analysis of three Laude dedicated to Blessed Tommaso da Costacciaro (ca. 1262-1337), as well as from the discovery that some names listed on one of the last sheets of the codex are found in notarial records as residents of Costacciaro
Quando Argenta era un castello
Get PDFThe paper focuses on the walls of Argenta from the 12th till 18th century, showing how the evolution of the city’s walls is a means of retracing the history of the city
ADAM SMITH E LA MERAVIGLIA DELLA SCOPERTA
No full textThis essay starts from the analysis of a youthful work by Adam Smith, The Principles which lead and direct philosophical Inquiries; illustrated by the History of Astronomy (1795), recently returned to the center of interest of the studios of the Scottish scholar of Kirkcaldy, for the attention placed by the author not so much on the reconstruction of astronomical systems from antiquity to Newton, as for the role attributed to the feeling of wonder in accelerating the development of science and human progress
LA CONCEZIONE DELLA SCIENZA NELLA FILOSOFIA DI GIAMBATTISTA VICO
No full textThis essay has the purpose to give the right location to Giambattista Vico’s thought inside modern science. Understimated by a lot of scholars, Vico’s contribution to modern science is dealt with here by starting from the early phase in which the Neapolitan philosopher elaborated the principle of verum ipsum factum. In this essay, in fact, the author emphasizes a route based on various steps, each of which delineating the development of Vico’s thought that aimed to show an idea of science focused on man and the society he belongs to
MAGNETI TRASCENDENTALI. RIFLESSIONI PER UNA SEMIO-PRAGMATICA DELLE CALAMITE DA FRIGO
No full textPurpose of this paper is investigating fridge magnets, significant souvenirs but also relevant existential devices, in an attempt to capture not so much their representational as their evocative appeal, which is held to lie at the base of the success of the objects in question. The essay consults the tools of visual semiotics, highlighting its limits and opening itself up to other possibilities. Fridge magnets become instances of transcendental texts, able to evoke something which oversteps their textuality and therefore requires different philosophical formulae
La questione del merito docente
No full textIn determining pupils’ educational success, the teacher has increasingly taken on a key role by acting consciously his/her professionalism in terms of expertise that can be recognized and valued. With a view to improving educational systems quality, the Italian Law 107 in 2015 established the award of annual teacher bonuses for the recognition of their merit pay based on the Evaluation Committees’ criteria and set of indicators. Starting from the concept of merit (linked to meritocracy and worthiness) and how it has been implemented by recent legislation, the article shows the criteria for the assignment of bonuses a sample of teachers from Tuscan schools identified, which confirm the idea of merit conveyed by the school regulations and make it also possible to collect some traits of “worthy” teaching professionalism.La figura dell’insegnante ha assunto sempre più un ruolo centrale nel determinare il successo formativo degli alunni agendo consapevolmente la propria professionalità in termini di una expertise che può essere riconosciuta e valorizzata. Nell’ottica del miglioramento della qualità dei sistemi formativi, la Legge 107 del 2015 ha stabilito l’assegnazione di bonus premiali annuali per il riconoscimento del merito dei docenti sulla base di criteri individuati dai singoli Comitati di valutazione in relazione ad una serie di indicatori. A partire dal concetto di merito (in relazione a meritocrazia e meritorietà) e da come esso sia stato recepito nella recente normativa, il contributo mostra i criteri per l’attribuzione del bonus individuati da un campione di docenti di istituti comprensivi della Toscana che vanno a confermare l’idea di merito veicolata dalla normativa scolastica e consentono infine di rilevare alcuni tratti della professionalità docente “meritevole”.
SPECULATIVE SPACES OF DEMOCRACY. DESIGN AT A TURNING POINT
No full textDesign, often unreflectively, transmits role models and values, hence it is unavoidably political. Thus, design is an effective force in shaping not only material culture, but also societal values and human behavior. Design as a “critical practice” appears for instance in the context of social engagement, political activism, or civil disobedience. This paper is concerned with speculative as well as activist dimensions of design both as social action and political agency. The central question is what role speculative design activism can play in and for an open, inclusive and therefore socially sustainable society. I will discuss how to envisage designerly strategies and practices in politics and political strategies in design. This shall help us to derive arguments for the (not least socially and politically) transformative potential of design
Adorno pedagogico. Theorie der Halbbildung e prassi didattica
No full textThe famous Theory of the Half-Education is an essay in which Adorno made a ruthless diagnosis of the current situation of culture. The Bildung was universally transformed into socialized Halbbildung. What is to be done? Traditionally, Adorno has always been reluctant to propose practical references, and he has often been accused of having endorsed a real “split” between theory and practice. However, his contributions to the education debate, there is no lack of indications and suggestions. In his conversations with Hellmut Becker, in the writings and university lectures of the 1960s, it is possible to identify an emancipatory and didactic strategy based on the re-evaluation of the art of reading.
La celebre Teoria della Halbbildung oltre a essere il testo più sistematico che Adorno abbia dedicato ai problemi della pedagogia e dell’educazione, è anche un saggio in cui ha compiuto una diagnosi spietata dell’attuale situazione della cultura. La Bildung è universalmente decaduta ad Halbbildung socializzata. Che fare? Tradizionalmente Adorno è sempre stato molto avaro di riferimenti pratici, tanto che è stato spesso accusato di aver avallato una vera e propria “scissione” tra teoria e prassi. Eppure, nei suoi interventi sull’educazione le indicazioni e i suggerimenti non mancano. Nei colloqui con Hellmut Becker, negli scritti e nelle lezioni universitarie degli anni Sessanta, è possibile individuare una strategia emancipativa e didattica centrata sulla rivalutazione dell’arte della lettura