1,721,156 research outputs found
Caribbean Discourse and Aesthetics of the Whole-World: The Postcolonial Critique of Édouard Glissant
No full textThis article aims to delve into Glissant’s contribution to the theories (such as postcolonial and métissage studies) that examine the problem of cultural identity in situations of meeting/conflict between cultures in unequal relationships. Tracing certain theoretical nodes that recur in Glissant’s essays, the article demonstrates the substantial continuity that exists between the first and second phases of his reflections: while in Discours antillais literature had the ability to give a voice to the oppressed and the subjugated, starting with Poétique de la Relation, new ethical-political challenges of the chaos-world render aesthetics indispensable as the art of thinking, imaging, and acting. In this sense, Glissant’s thought is characterized not by a progressive aestheticization of the political dimension, but rather an incessant politicization of the artistic-literary sphere
«A World under a Certain Description». Metaphor, Knowledge, and Semantic Innovation in Max Black
No full textMax Black's interaction view was a milestone in the metaphorical revival of the twentieth century, influencing both philosophical theories and those of psychology and cognitive linguistics. This article highlights the importance of Black's perspective even in today's debate, especially with regards to the following issues: the relationship between the conceptual and linguistic aspects of metaphor; and the relationship between the cognitive value and the innovative value of metaphorical statements. Resuming some philosophical conditions of Black's reevaluation of metaphor, the article shows that through the interaction view, metaphor appears to be not only a heuristic tool but also a device for semantic innovation, supporting knowledge as construction of meanings and reconfiguration - both conceptual and linguistic - of reality
Nelson Goodman and Project Zero: art, cognition, and education
Full text linkAnnamaria Contini’s article “Nelson Goodman and Project Zero: art, cognition, and education” was published in a special issue of the journal "Studi di Aesthetic" (eds Annamaria Contini & Lorenzo Manera) on “Aesthetic Education”. The article reconstructs in an interdisciplinary perspective a little-known but very interesting chapter both for aesthetics and for the history and theories of education. The protagonist of this chapter is one of the most influential figures in contemporary aesthetics and analytic philosophy in general: Nelson Goodman.
In 1967, Nelson Goodman founded Project Zero, a program of basic research into art education, which, even today, is an international reference point. This article reviews the relationships between the theses set out in Languages of Art and the most original results obtained by Project Zero between 1967 and 1971, when Goodman was the director. Thus emerges the role of general symbol theory in developing an educational approach that attempts to overcome the dichotomy between art and science, between the emotive and the cognitive. The article also analyzes the effects of Goodman’s participation in Project Zero on his aesthetic-philosophical reflections, using it to interpret both the exemplar function taken on by art in Ways of Worldmaking, and the emergence of new concepts such as that of “implementation”
Metaphor
Full text linkThe encyclopedia entry aims to trace the fundamental coordinates of today's debate on metaphor, with particular reference to the metaphor-knowledge nexus and the relationship between thought and language
Spinoza nella filosofia della vita dell’Ottocento francese
No full textIl capitolo analizza il significato che assume il confronto con il pensiero di Spinoza attivato dal massimo esponente della filosofia della vita francese, Jean-Marie Guyau, un autore assai noto e influente a cavallo tra Otto e Novecento, quando le sue opere venivano tradotte nelle principali lingue europee e le sue tesi discusse da personaggi come Bergson, Nietzsche, Durkheim, Kropotkin. Il capitolo si chiede perché Guyau non riconosca pienamente il proprio debito verso la prospettiva di Spinoza, cioè perché non colga quell’aspetto dinamico del conatus per cui esso tende tanto a conservare quanto ad accrescere l’essere. L’incomprensione risulta così profonda che Guyau, quando individua nella potenza d’agire un primo equivalente del dovere, non sembra nemmeno accorgersi di utilizzare una formula spinoziana, la stessa che tornerà più tardi in Bergson. D’altro canto, il capitolo mostra che Guyau, pur prendendo le distanze proprio dalla tesi spinoziana che era stata maggiormente valorizzata nella cultura positivistica francese (vale a dire la convinzione secondo cui tutte le nostre azioni sarebbero determinate da leggi altrettanto rigorose di quelle che governano gli oggetti della natura), ne assume un principio di fondo: poiché, come sostiene Spinoza, la vita non può costituire nella natura «un impero in un impero», si tratterà non di ricondurre la vita allo sforzo universale delle cose per perseverare nel loro essere, ma di ricondurre viceversa tale sforzo alla vita stessa
Sonno, sogni e discontinuità dell’io nella psicologia di Proust
No full textIl contributo mostra la rilevanza della riflessione di carattere psicologico presente nella “Ricerca del tempo perduto”: la percezione, la memoria, l’oblio, il sonni, i sogni, lo sdoppiamento della personalità sono alcuni dei temi che Proust incorpora ora nel tessuto del racconto, ora nelle parti più teoriche del romanzo. Diversamente da Bergson, che privilegia un modello unitario dell’io basato sulla continuità della vita interiore, Proust fonda la propria concezione su un principio generale di discontinuità: nella “Ricerca”, la molteplicità che contrassegna la vita dell’io non sfocia in una sintesi unitaria, così come il susseguirsi dei diversi momenti non si traduce – all’interno della coscienza – in un sentimento di continuità temporale, in un fluire di ricordi perfettamente integrati fra di loro e sempre pronti ad essere evocati. Questa concezione lascia trapelare l’influsso esercitato su Proust dalla psicologia sperimentale francese che, indagando fenomeni come l’isteria e la suggestione ipnotica, nella seconda metà dell’Ottocento aveva considerato sotto un’inedita prospettiva i casi di “divisione” o dissociazione dell’io. In Proust, potremmo dire che vi è una radicalizzazione di questo modello, per cui le stesse forme di divisione dell’io che la psicologia dell’epoca riteneva patologiche diventano appannaggio dell’io normale. Su queste basi, Proust elabora una posizione originale, di cui il presente contributo analizza i rapporti non solo con la teoria del sonno e dei sogni, ma anche con quella della memoria involontaria e della creazione letteraria
Il digital storytelling nella scuola dell’infanzia. Contesti, linguaggi e competenze
No full textLa media literacy oggi è ritenuta una componente imprescindibile dei curricoli più innovativi e il digital storytleling costituisce una metodologia e un approccio per il potenziamento delle competenze digitali nei bambini. Il libro intende offrire spunti di riflessione e un inquadramento teorico per capire che cosa sia e come si possa utilizzare il digital storytelling per sostenere i processi di apprendimento dei bambini nella scuola dell'infanzia attraverso percorsi di media education
Aesthetic Education
No full textThe problem of aesthetical education has represented, for a long time, a theme of major importance both in the fields of philosophy and pedagogy. Within the present framework, it has arguably become complex and more difficult to understand and explain what aesthetical education actually means: what characteristics and functions it has, which are its limits and preconditions. In an age characterized by mass media and by a widespread aestheticism, it appears that mostly anything can assume an aesthetical value. Therefore, if on one hand the clear boundaries between cultured and popular and art have disappeared, the role of art as an exemplar convey of certain kind of experiences is not at all obvious. Moreover, the crisis that has been affecting the idea of beauty – already begun in the Romantic period - has raised doubts not only upon the educational model based on the kalokagathìa (an ideal of moral and physical perfection), but also on the links between beauty and harmony (order, form, proportion, internal law, equilibrium): a system extensively assumed by those who recognized an formative value to the aesthetical dimension. Our discomfort in facing such an issue does not relate to an inherent outdatedness of the issue, but it rather depends on the impossibility to continue to define the issue itself in the usual terms. It would be perhaps necessary to rethink the idea of aesthetical education, by integrating the traditional approaches with the insights coming from new research areas. This issue of “Studi di estetica” aims at fathoming some interrogatives over the current state of the research. In particular, the major questions we intend to address in this issue of “Studi di estetica” are: - Given the fact that - as often underlined - the aestheticization can overturn in anesthetization, in a contraction of sensibility, is it still meaningful to propose an ideal or an educational project highlighted by an aesthetical dimension intended as a central element of formative processes? If it still has a sense, what role could Art play in the abovementioned process? - Given the crisis involving beauty intended as an ideal, is it still possible to associate it to an educative value? If it is still possible, on what concept/declination of beauty is it based on? - Is it still possible to affirm that education to art and trough art develops - among other things - a critical approach to the aesthetisation of both reality and the quotidian life? If it is so, through which modalities
Metaphor and narrative reconfiguration. An example in the French physiology of the late nineteenth century
No full textIn this paper we reflect on the role of metaphors and stories in the construction of models intended not as tools to illustrate the formal properties of the theory, but as an essential part of both discovery and theoretical explanation. We will start precisely from the relationship between metaphor and narrative, which does not seem at all obvious in the recent cognitivist studies, and which we consider crucial to specify the affinity between models and metaphors on one side, and models and stories on the other. We will focus on two perspectives: Max Black’s interaction view, as we deem that it highlights the narrative reconfiguration generated by metaphors; and the concept of metaphors and narrative developed by Paul Ricœur, which seems to clarify an essential point, that is, that certain potentialities of metaphors emerge only if we consider them to be a little story, and that certain potentialities of narratives emerge only if the metaphorical processes within them are understood. We will also look at some developments of the concept that, starting with Black, brings metaphors close to scientific models, especially observing the role played by the concept of “heuristic fiction”. Finally, I will reconstruct an emblematic case of the relationship between scientific models and metaphors, underlining how it is precisely a metaphor that shapes the new image of life promoted by Claude Bernard in the context of nineteenth-century biology. However, we will also see that it is not an isolated metaphor, but a metaphor that is connected with other metaphors, producing a narrative reconfiguration that completely remodels the vision of organisms
Storytelling e digital storytelling: le potenzialità cognitive della narrazione
No full textIl capitolo ricostruisce alcuni riferimenti teorici dell’odierna prospettiva che insiste sulle potenzialità cognitive della narrazione: dalla grammatica delle storie alla narrazione come “tool for thinking”, passando attraverso il “pensiero narrativo” di cui parla Bruner. In tal modo, si chiariscono le premesse di un utilizzo del digital storytelling in chiave educativa
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