The detection and identification of the species living on a given area is usually supposed to provide a corpus of basic knowledge enabling biologists to develop further pieces of knowledge. However, it reveals surprisingly difficult to achieve biological inventories satisfying the criteria pertaining to such basic knowledge. Our aim in this paper is to highlight how the current practice of biological inventory is shaped by various constraints and potential biases. This leads us to re-consider the functions of inventories at the (...) beginning of the twenty-first century. In order to do so, we present the example of deep-sea fauna inventories in the Pacific Ocean. We focus on one source of bias in this case: the lasting influence of the so-called “azoic hypothesis”, formulated in the 1840s, according to which there is no life under 600 meters. We show how the azoic hypothesishas strongly influenced the conception of deep-sea fauna even though it has been quickly refuted. At the end of the paper, we look into the implications of economical constraints on the current practice of deep-sea biological inventory. (shrink)

This article presents a follow-up examination of 10 iterations of a blended course on educational psychology and e-learning carried out at the University of Bari. All iterations of the course considered in this study were designed using the Constructive and Collaborative Participation (CCP) model. Our main research questions are: What are the students’ long lasting memories of this course? How do the students use the skills and the competences acquired through the course across an extended period of time? In (...) line with these research questions, the aims of this investigation can be summarized as follows: i) to understand the students’ perceptions and long lasting memories of the course and (ii) to investigate the transfer of skills and knowledge across an extended period of time, based on a self-reported survey. The analysis was carried out by administering the survey to all 196 students who took part in the course in the 2005-2015 decade. 96 participants responded to the survey. The survey is designed to collect data in two areas. First, the memories related to the course and second, the way skills and content knowledge acquired during the course have been transferred to and used in other contexts after the course ended. The data were analyzed using a mixed methods approach, which revealed trends in the responses across the decade. In general, participants remembered the teaching methodology and often recalled specific activities such as Role Taking and the creation of products through group-work. These activities and approaches seemed to provide significant learning opportunities for the students. Several students also recalled key concepts and content knowledge acquired during the course. In relation to transfer of skills, participants tended to reuse mostly transversal skills, such as communicative and organizational skills, especially in work contexts. Further, about half of the respondents reused the content knowledge of the course. This analysis is valuable because it allows us to understand the aspects of the model that are significant for the students in the long term, and to discover and interrogate the acquisition and transfer of skills useful for the students’ personal and professional lives beyond the academy. (shrink)

Il neotrascendentalismo di Giovanni Emanuele Barié - Giovanni Emanuele Barié, appointed Professor of Theoretical Philosophy at Milan University in 1937, is one of the most neglected figures in Italian philosophy of the last century. An exponent of late Italian idealism, it could be argued that only through his work, alongside that of others like Bernardino Varisco, Pantaleo Carabellese and Vito Fazio Allmayer, was Italian idealism able to reach full theoretical maturity. Born in Milan in 1894, before going to university, Barié (...) displayed great courage on the battlefield during the first world war. On his return, he first studied Law and then took a second degree in Philosophy under Piero Martinetti. In 1933, his La spiritualità dell’essere e Leibniz enabled him to obtain a university teaching post, first in Genoa, later in Rome and, finally, in Milan in the chair previously occupied by his mentor. The first period of Barié’s work is characterized by a re-evaluation of the Kantian a priori against the reductionist perspective of contemporary thought. Books like La posizione gnoseologica della matematica and Oltre la Critica belong to this stage in his life. From 1933, Barié started on an interpretation of Hegel with the intention of toning down the transcendental aspects of Kant’s and Martinetti’s thought. His most important writings from this period are L’io trascendentale and his last work Il concetto trascendentale , which came out in the same year the philosopher committed suicide. (shrink)

The Cartesian dualism requires a type of knowledge appropriate to a mind separate from the body. This type of knowledge is present in angelic knowledge as opposed to beatific knowledge in the works of Thomas Aquinas and Duns Scotus. The beatific knowledge is the type of knowledge chosed by Malebranche and Spinoza.