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MERAVIGLIARSI DI SÉ: DALL’IMBARAZZO DI FRONTE AL MONDO ALL’AMMIRAZIONE PER L’UMANITÀ
No full textIn Kant’s philosophy, astonishment is to be meant as a state of mind of embarrassment in front of the empirical world. This emotional condition contains intrinsically an element of displeasure. In this perspective, Kant defines a particular kind of astonishment, that has not an epistemic function but a moral dimension, i.e. the admiration for the humanity in us. It is then only through an aesthetic gaze on the world that we can be astonished by it and at the same time we can direct the same gaze toward ourselves and to have a feeling of admiration for the humanity in us. This is actually the experience of the sublime
CONTAGIO E CONTATTO. UN’ESPERIENZA DELLA REVERSIBILITÀ
No full textIn epidemic time, it is not uncommon for relationships with other people to become highly ambiguous. During the covid emergency people have experienced and suffered a triple ban: it was forbidden to touch others, to be touched by others, and to touch ourselves. People have experienced what phenomenologists call “the experience of reversibility”. Starting from the analysis of the bodily experience of reversibility, the papers argues about the implications of that phenomenon regarding both the sphere of individual behavior and of politics
LO STUPORE, L’OTTUNDIMENTO, LA DIFFERENZA. PRIMI APPUNTI PER UNA TEORIA DELLA MERAVIGLIA A PARTIRE DA VICO
No full textThe purpose of this article is to investigate the concept of wonder starting from Vico. Vico\u27s reflection is taken as an example because it belongs to a line of thought that re-evaluates passions and in particular the passion of the wonder. Vico is also part of the tradition that from Plato and Aristotle onwards saw wonder as the starting point of philosophy. Vico even sees in it the origin of the human being: the inaugural moment in which the difference between the beast and man is established. Vico also connects wonder with ignorance. Therefore, a hypothesis can be configured: wonder could be understood as difference, as that lack (absence) of knowledge, that original emptiness from which everything can arise
TRA LEGGE E DESIDERIO. L’ANTI-ADAMO DI DELEUZE
No full textDeleuze’s notion of law is often developed within an analysis of Spinoza’s exposition of the Original sin. Adam interprets the God’s prohibition (concerning a negative effect of a bodily link) as a moral law determining his desiring-action. Following the binary logic of differentiation, he appeals to an erroneous dialectical potency of transformation of content into expression. It is an act of a flow marking an over-coding by resonance organizations: a transcendent signifier distributing effects of meaning and introducing exclusions. However, the law’s purpose (what Deleuze calls institution) is not to assign guilts, but simply to enable micropower relations. It implies a constellation of juxtaposed subsystems. There is thus no opposition between central and outer organizations. Political system is a global whole, a collective mechanism unified and unifying. It brings to light all kinds of partial processes, but not without gaps and displacements
Zur Bildung der Menschheit. A proposito della polemica Kant-Herder
No full textThe paper deals with the problem of the Bildung, in the frame offered by Kant’s and Herder’s controversy on history. The radical opposition between these two irreconcilable conceptions on the problem of the destination of humankind (of his "progress" and his "emancipation") reflects their different way of interpreting the spirit of the Aufklärung. The paper aims to provide a reconstruction of both points of view by focusing on the concepts of humanity, nature and history.L’articolo affronta la questione della Bildung attraverso alcuni spunti offerti dalla polemica che vide direttamente coinvolte le filosofie di Kant e Herder, in merito al problema della storia. Lo scontro esplicito tra queste due filosofie costituisce in effetti la rappresentazione plastica di un’opposizione radicale tra due concezioni inconciliabili sul problema della formazione e della destinazione del genere umano (del suo “progresso” e della sua “emancipazione”), alla cui base è il diverso atteggiamento nei confronti dello spirito dell’Aufklärung. L’obiettivo di questo saggio è di fornire allora una ricostruzione dei rispettivi punti di vista focalizzandolo sui concetti di umanità, natura e storia
Critico o creativo? Approcci al testo letterario nell’apprendimento dell’inglese come lingua straniera
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Recensione a: M. Benetton (a cura di), Il cielo è di tutti, la terra è di tutti. Gianni Rodari, l’educazione e i diritti dell’infanzia, Pisa, ETS, 2020
No full textRecensione a: R. Senigaglia (a cura di), Autodeterminazione e minore età. Itinerari di diritto minorile, Pisa, Pacini Giuridica, 2019
No full textLa matematica negli istituti tecnici dal dopoguerra agli anni ’90
No full textMathematics in technical education has not only a practical function, but also a formative one of an exact mentality, comparable in relevance to that which ancient languages have in classical education. The technical education reform, initiated by the engineer Giuseppe Belluzzo (1876-1952) and formulated with law no. 889 of 1931, gave a new definition of technical institutes with regard to their organization and programs. The post-war reconstruction, the rapid growth of Italy during the so-called "Economic miracle" together with the need to compete on an international level, made it necessary to create new technical specialties in the first half of the seventies; these were inserted into the pre-existing school system to respond to the needs related to the training of new professional figures required by the changes taking place in the world of work and the development of new information technologies, which gradually became increasingly linked to mathematics. The study of the history of technical institutes and the analysis of the teachings imparted there thus becomes a key to reading the context drawn by the technological evolution of the late twentieth century and an instrument to understand future prospects.La matematica nell’istruzione tecnica ha una funzione non solo pratica, ma formativa di una mentalità esatta, comparabile per rilevanza a quella che nell’istruzione classica hanno le lingue antiche. La riforma dell’istruzione tecnica avviata dall’ingegnere Giuseppe Belluzzo (1876-1952) e formulata con la legge n. 889 del 1931 diede una nuova definizione degli istituti tecnici per quanto riguardava l’ordinamento e i programmi. La ricostruzione del dopoguerra, la rapida crescita dell’Italia durante il cd. “miracolo economico” unitamente alla necessità di competere sul piano internazionale, nella prima metà degli anni Settanta rese necessaria la creazione di nuovi indirizzi tecnici; questi si innestarono nell’impianto scolastico preesistente per rispondere alle esigenze connesse alla formazione delle nuove figure professionali richieste dai cambiamenti in atto nelle realtà di lavoro e dallo sviluppo delle nuove tecnologie informatiche, le quali via via furono sempre più legate alla matematica. Lo studio della storia degli istituti tecnici e l’analisi degli insegnamenti ivi impartiti diventa quindi chiave di lettura dello scenario disegnato dall’evoluzione tecnologica della fine del XX secolo e strumento di comprensione delle prospettive future