Annali online Unife (Università degli Studi di Ferrara)
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Jolly Roger as Method: A \u27Conceptual Persona\u27 for Rethinking with the Sea
No full textThis contribution discusses and extends beyond a hermeneutic paradigm that isolates geopolitics within terrestrial-centric epistemologies. Specifically, it proposes an expansive pirate methodology that, through the multifaceted lenses of blue studies, deconstructs dominant linguistic and imaginative frameworks, habitually grounded in the land and, as such, predatory and radically colonial. Thus, by shifting perspectives from the ground to the offshore, the paper argues that geography and philosophy can converge to generate new political ecologies under the Jolly Roger flag which, simultaneously transnational and transcultural, challenges and revolutionize world-making processes as well as our modes of conceptualization and representation of our dwelling. Finally, I introduce the figure of pirate as a ‘conceptual persona’ which, embodying a maritime multi-perspective, enables us to rethink critically and creatively both human-environment organizations and human-community interactions.This contribution discusses and extends beyond a hermeneutic paradigm that isolates geopolitics within terrestrial-centric epistemologies. Specifically, it proposes an expansive pirate methodology that, through the multifaceted lenses of blue studies, deconstructs dominant linguistic and imaginative frameworks, habitually grounded in the land and, as such, predatory and radically colonial. Thus, by shifting perspectives from the ground to the offshore, the paper argues that geography and philosophy can converge to generate new political ecologies under the Jolly Roger flag which, simultaneously transnational and transcultural, challenges and revolutionize world-making processes as well as our modes of conceptualization and representation of our dwelling. Finally, I introduce the figure of pirate as a ‘conceptual persona’ which, embodying a maritime multi-perspective, enables us to rethink critically and creatively both human-environment organizations and human-community interactions
Transizione digitale e crisi della democrazia. Educare alla cittadinanza ai tempi dell’infocrazia
No full textAbstract – The development of the Fourth Revolution and the expansion of infocracy highlight a deep political crisis. Online communication presents specific characteristics linked to datafication and platformization, which risk amplifying the phenomena of manipulation and misrepresentation of truth, weakening the traditional mechanisms of representation and participation. Faced with a challenge that goes beyond technological devices and directly involves students and educators in their civic roles, schools struggle to design educational pathways that prepare new generations for digital citizenship, emphasizing critical and reflective engagement over technical expertise. Building on the insights of Luciano Floridi and Byung-Chul Han, the article reflects the recommendations made in recent years by Pope Francis and emphasizes the importance of revisiting and reflecting — before acting — on concepts such as citizenship, dialogue, and interaction in the hyperconnected society.Riassunto – L’avvento della Quarta Rivoluzione e lo sviluppo dell’infocrazia contribuiscono a identificare una vera e propria crisi politica. La comunicazione mediata dalla Rete presenta delle specificità legate alla datificazione e alla piattaformizzazione, che rischiano di amplificare i fenomeni di manipolazione e mistificazione della verità, indebolendo i tradizionali meccanismi di rappresentanza e partecipazione. Di fronte a una sfida che, prima di riguardare i device, coinvolge studenti e docenti nel loro ruolo civico, la scuola sembra faticare nel costruire percorsi di educazione alla politica capaci di preparare le nuove generazioni a una cittadinanza digitale slegata dalle competenze tecniche e rivolta all’azione critica e consapevole in Rete. Partendo dall’analisi delle riflessioni di Luciano Floridi e Byung-Chul Han, l’articolo recupera le indicazioni promosse negli ultimi anni da Papa Francesco e suggerisce l’importanza di tornare a riflettere – prima ancora che ad agire – sui costrutti di cittadinanza, dialogo e incontro nella società iperconnessa
Il paradigma perduto
No full textAbstract – Starting from a critical reading of the current historical moment, this article engages in the recognition of a poetic paradigm, questioning how it can be relevant in guiding the ongoing transitions in society to foster that which is good and just for humans and non-humans. This poetic paradigm, inherited from the Greek world, appears to have diminished in meaning and value over the years due to neglect by the western world. In pondering the need for a rediscovery of this paradigm, the discourse considers the contribution that can come from questioning AI; which, if understood in its potentialities and limitations, can be of use in re-knowing and re-evaluating what is proper to human beings and thus safeguarding humanity at such a complex time as the present.Riassunto – Partendo da una lettura critica dell’attuale momento storico, l’articolo si impegna nel riconoscimento di un paradigma poetico e si interroga su come esso possa essere rilevante per orientare in una maniera che sia bella buona e giusta per l’umano e per ciò che non è umano le transizioni che sono in atto. Si tratta di un paradigma che ci era stato consegnato dal mondo greco ma che il mondo occidentale sembra aver negli anni dimenticato fino a perderne il senso e la valenza. L’articolo, nel ponderare la necessità di una riscoperta di questo paradigma, si avvale anche del contributo che può venire interrogando l’IA; che, se compresa nelle sue potenzialità e nei suoi limiti, può utilmente aiutare a ri-conoscere e a ri-valutare quel che è il proprio dell’essere umano, e a salvaguardare, così, l’umanità in un momento complesso come quello attuale
Cinquant’anni dalla Carta di Belgrado: analisi e attualità del documento fondativo dell’Educazione Ambientale
No full textFifty years after its adoption, the Belgrade Charter remains a foundational and remarkably relevant document for environmental education. This article reconstructs its historical and cultural context, offers a critical analysis of its theoretical and methodological content, and evaluates its legacy considering current global educational challenges. The six pedagogical objectives and operational principles proposed in 1975 are examined as the enduring basis for systemic, interdisciplinary, and transformative approaches. The study highlights the Charter’s key role in shaping education for sustainable development and reflects on its limitations and potential. It proposes a contemporary reinterpretation that incorporates issues such as environmental justice, climate change, and decolonial perspectives, reaffirming the Charter as a vital tool to rethink education’s role in the ecological transition.A cinquant’anni dalla sua promulgazione, la Carta di Belgrado si conferma un documento fondativo e di straordinaria attualità per l’educazione ambientale. Questo contributo ne ricostruisce il contesto storico e culturale, analizza criticamente i contenuti teorici e metodologici e ne valuta l’eredità alla luce delle attuali sfide educative globali. Vengono esaminati i sei obiettivi pedagogici e i principi operativi delineati nel Documento del 1975, ancora oggi alla base di approcci sistemici, interdisciplinari e trasformativi. L’articolo mette in luce la centralità della Carta nel passaggio verso l’educazione per lo sviluppo sostenibile e ne evidenzia limiti e potenzialità, proponendo una rilettura aggiornata capace di integrare istanze contemporanee come la giustizia ambientale, il cambiamento climatico e le prospettive decoloniali, rivelando così come essa costituisca uno strumento ancora vivo e vitale per ripensare il ruolo dell’educazione nella transizione ecologica
“… and a quasi-geographical inscription of history”: From a Working Note of the Late Merleau-Ponty Towards a Geophilosophy of History
No full textThe paper introduces a geophilosophical perspective on history, drawing on the later work of M. Merleau-Ponty. It begins by isolating the idea of a "quasi-geographical inscription of history" in a late Working Note from The Visible and the Invisible. The second section demonstrates that this idea could be the pivot for the overthrow of the Hegelian philosophy of history, arguing that the Earth is not the basis of Weltgeschichte but an active participant in human adventures. The paper then argues that Merleau-Ponty\u27s idea calls for a new relationship between anthropology and geography. Engaging with Tim Ingold’s Dwelling Perspective and Augustin Berque’s Ecumenical Thought, it concludes by showing how a new ontology is emerging within an ecological-practical framework. Ultimately, geophilosophy paves the way for a decolonial theory of history.The paper introduces a geophilosophical perspective on history, drawing on the later work of M. Merleau-Ponty. It begins by isolating the idea of a “quasi-geographical inscription of history” in a late Working Note from The Visible and the Invisible. The second section demonstrates that this idea could be the pivot for the overthrow of the Hegelian philosophy of history, arguing that the Earth is not the basis of Weltgeschichte but an active participant in human adventures. The paper then argues that Merleau- Ponty’s idea calls for a new relationship between anthropology and geography. Engaging with Tim Ingold’s Dwelling Perspective and Augustin Berque’s Ecumenical Thought, it concludes by showing how a new ontology is emerging within an ecological-practical framework. Ultimately, geophilosophy paves the way for a decolonial theory of history
MESO2025 - Session 1. Transitions: Coordinated by Elisabetta Starnini, Alexandre Angelin and Nicolas Valdeyron
No full text Transitions? We talk about transitions every time we identify archaeological evidence that seems to interrupt a gradual cultural evolution process. Relevant examples are the transitions between the Upper Palaeolithic and Mesolithic, First (or Early) and Second (or Late) Mesolithic, Mesolithic and Neolithic, and so on. But, are we sure that the term transition is the most appropriate for all of these instances? In fact, a true transition is a long and gradual process, as observed for example in the Near East with the development of the PPN. Many of the changes that occurred in Europe at the beginning of the Holocene happened quite rapidly. Are we sure the word replacement would not be more fitting? Actually, the changes we observe from the perspective of material culture could have occurred with very different modalities and even differ consistently from one territory to another.
This session welcomes contributions focused on relevant changes involving the Mesolithic period. In particular, we invite contributions presenting new data on “transitional periods” involving Mesolithic hunter-gatherer-fisher societies at different territorial scales, from regional trends to specific case studies. At the same time, we welcome synthesis works based on new analytical studies carried out by applying traditional as well as new methodologies, contributing to the current debate on the origin and development of the Mesolithic period by offering new interpretative perspectives. Transitions? We talk about transitions every time we identify archaeological evidence that seems to interrupt a gradual cultural evolution process. Relevant examples are the transitions between the Upper Palaeolithic and Mesolithic, First (or Early) and Second (or Late) Mesolithic, Mesolithic and Neolithic, and so on. But, are we sure that the term transition is the most appropriate for all of these instances? In fact, a true transition is a long and gradual process, as observed for example in the Near East with the development of the PPN. Many of the changes that occurred in Europe at the beginning of the Holocene happened quite rapidly. Are we sure the word replacement would not be more fitting? Actually, the changes we observe from the perspective of material culture could have occurred with very different modalities and even differ consistently from one territory to another.
This session welcomes contributions focused on relevant changes involving the Mesolithic period. In particular, we invite contributions presenting new data on “transitional periods” involving Mesolithic hunter-gatherer-fisher societies at different territorial scales, from regional trends to specific case studies. At the same time, we welcome synthesis works based on new analytical studies carried out by applying traditional as well as new methodologies, contributing to the current debate on the origin and development of the Mesolithic period by offering new interpretative perspectives.
«Nella sua Comedìa Dante qui dice». «Commedia» e «Morgante»: nuove acquisizioni
Full text linkThe article aims to investigate the intertextual relationships between Morgante and the Divine Comedy, starting from the analysis of cantari I, II, XVIII, XXVI, and XXVII. The intent is to verify the presence and manner of utilization of Dante\u27s poem, which have proven to be quite substantial, dense, and significant. In some passages by Pulci, the Divine Comedy even functions as a true hypotext. The investigation reveals Pulci\u27s "cult" of Dante, who is seen as a poet, teacher, guide, and privileged exemplum to imitate, a model from which to draw linguistically, stylistically, rhymically, formally, content-wise, conceptually, rhetorically, and narratively. The identified Dantean loci are divided into different categories and individually analyzed; these are instrumental partitions, not a cataloging with a precise scientific intent. This work reveals true guidelines, prevailing attitudes, and the linguistic, stylistic, formal, and poetic directions adopted by Pulci during the composition of Morgante.L’articolo è volto a indagare i rapporti intertestuali tra Morgante e Commedia, a partire dall’analisi dei cantari I, II, XVIII, XXVI e XXVII. L’intento è quello di verificare la presenza e la modalità di fruizione del poema dantesco, rilevatesi assai cospicue, dense e significative; in alcuni passi pulciani addirittura, la Commedia funziona da vero e proprio ipotesto. Dall’indagine emerge il “culto” di Pulci per Dante che è poeta, maestro, guida ed exemplum privilegiato da imitare, un modello da cui attingere a livello linguistico, stilistico, rimico, formale, contenutistico, concettuale, retorico e infine narrativo. I loci danteschi individuati vengono suddivisi in differenti categorie, nonché sottoposti singolarmente ad analisi; si tratta di partizioni strumentali, non di una catalogazione con preciso intento scientifico. Da tale lavoro emergono vere e proprie linee guida, atteggiamenti prevalenti, direttrici linguistiche, stilistiche, formali e poetiche adottate dal Pulci durante la composizione del Morgante
La relazione scuola-famiglia tra irresponsabilità e corresponsabilità
No full textAbstract – The school-family relationship is considered central in children education, but it is often connoted by misunderstandings or erroneous representations that make it miseducational. Starting from the construction of responsibility as defined by Levinas, this paper explores the different ways of understanding co-responsibility between teachers and parents, which do not eliminate differences and ambiguities between the different educational roles and tasks. Conversely, they may value them within a symmetrical and supportive interaction. Following the principle of subsidiarity which should characterize the educational system, family and school need new boundaries and spaces for sharing a more effective pedagogical perspective, where their collaboration is not limited to the institutional dimension but opens to a deeper and non-ideological reflection on the meanings of adult educational responsibilities today.Riassunto – La relazione scuola-famiglia è considerata centrale nel percorso educativo dei bambini e degli adolescenti, ma spesso è connotata da equivoci o rappresentazioni errate che la rendono diseducativa. Partendo dal costrutto di responsabilità, così come definito da Lévinas, il presente contributo esplora le diverse forme di intendere la corresponsabilità tra insegnanti e genitori, le quali non eliminano le differenze e le ambiguità tra i diversi ruoli e compiti educativi, al contrario le valorizzano attraverso un’interazione simmetrica e supportiva. Seguendo il principio di sussidiarietà che dovrebbe caratterizzare il sistema educativo, famiglia e scuola hanno bisogno di nuovi confini e spazi di condivisione di una prospettiva pedagogica più efficace, che non limiti la loro collaborazione alla dimensione istituzionale, ma si apra a una riflessione più profonda e non ideologica sui significati delle attuali responsabilità educative degli adulti
