Antonio Santucci, Filosofia e cultura nel settecento britannico II: Hume e Hutcheson. Reid e la scuola del senso comune, Bologna, Il Mulino, 2001. xxxviii + 526 pp. Paperback, €36.15. ISBN: 88-15-08098-8 Maurizio Maione, The Scotch Metaphysics: A Century of Enlightenment in Scotland, Rome, Carocci, 2001. 183 pp. Paperback, €14.98. ISBN: 88-430-1757-8.
William Whewell is usually portraied as an anti-Hegelian. This article shows that, despite his criticism for Hegel’s philosophical system, Whewell was influenced by the Hegelian “historical” approach in the Lectures on the History of Philosophy, and by the conception of the progressive development of though as a dialectical unity.
Esse texto pretende fazer uma análise da trajetória das reflexões estéticas de Marcuse, associando-o, enfim, à tradiçáo moderna do séc. XVIII, de valorizaçáo do polo da recepçáo estética em detrimento do aspecto da produçáo.
The paper focuses on the following points:1. A survey of the characteristics of the philosophic book during the XIIIthcentury, with a special attention to the standard book-format developed for the Scholastic philosophy.2. The innovations introduced by Ramon Llull, going beyond the standard model of the Scholastic book. Llull is a merchant and, because of his education, he is not able to write a book of philosophy; but he has been inspired by God, who asked him to write a book which (...) will be able to convert all the World. This will change his life: the key for the conversion will not be an interpretation of the Bible, but an explaination of the potentials of any human languages. Inside the human language it is possible to find the evidence of the reality of God, and especially of the God of the Christians. The new book will explain this, spreading the inner power of language itself.3. The philosophic book of Llull as a multi-cultural linguistic laboratory; survey of the graphic features enabling this complex interaction among different languages and writing systems.4. The organization of Llull’s scriptorium.5. After the death of Llull: why did his method for global conversion did not work?6. The modern tradition: copying Llull / loving Llull / inventing Llull.7. The transformations of the book designed for the Ars combinatoria and his relationships with modern culture. Philosophy and science. Book and laboratory. Philologists do not like Llull’s friends, but probably he would have loved them. (shrink)
One of the most traditional ways to teach philosophy in secondary school is a historical approach”, which takes a historicist view of philosophy and uses teaching practice based on teacher-centred lessons and textbook study by students. Only recently a debate on different approaches to teach philosophy is developing, considering the discipline as practical and dialogical activity to be fostered in the classroom. What could mean “doing philosophy” in the classroom from an instructional perspective? What are the premises and constraints which (...) allow the transformation of philosophy from a discipline to a community activity? In this paper a teaching model based on cultural-historical theory is proposed and discussed. The model is composed by three level of specification of the activity, from lower to higher, which correspond to three different analysis plans of the philosophical practice in an instructional context. Each level is composed by seven fundamental dimensions which highlight the meanings, the constraints, and the tools implied and developed in philosophizing as socio-cultural activity. Finally, if and how Philosophy for Children should be considered an activity respondent to the model and its educational aims is discussed. (shrink)
"You imagine where you cannot experiment"... John Tyndall is a 19th century Irish scientist and natural philosopher. For him, scientific imagination is thefaculty that enables scientists "to transcend the boundaries of the sense" and to connect the visible with the invisible - by forming mental images of phenomena, and tracing links among them. This article reconstructs his theory of scientific imagination, focusing on the central passages found in his works.
It would be hard to find a more effective visual source for understanding the political ideology that underscores Dante's relationship to Boniface VIII in the Divina Commedia than the frescoes that line the walls of the Oratorio di San Silvestro in the Basilica of the Santi Quattro Coronati in Rome. These frescoes, which depict episodes from the life of St. Sylvester and his relationship to the emperor Constantine, express as their clear subtext the thirteenth-century papacy's view of the proper relationship (...) between ecclesiastical and secular power . Their vivid dramatization of these events synthesizes and, more importantly, interprets two well-known literary sources: the life of St. Sylvester that was thought to have been composed by Eusebius of Caesarea and the text of the Donation of Constantine, the Constitutum Constantini. The account of the life of St. Sylvester that is contained in the Golden Legend also provides a readily accessible point of reference for the cycle, since it is roughly contemporaneous with it and is itself a compilation based on these earlier texts. (shrink)
This article sheds light on moral education from an exemplarist perspective. Following Linda Zagzebski's Exemplarist Virtue Theory, we relate several fundamental exemplarist intuitions to the classical virtue ethical debate over the unity-disunity of the virtues, to endorse a pluralistic exemplar-based approach to moral education ("Empe"). After a few preliminary remarks, we argue that Empe amounts to defending "a prima facie" disunitarist perspective in moral theory, which admits both exemplarity in all respects (moral sainthood) and single-domain exemplarity (moral heroism). Then, we (...) evaluate the effectiveness of heroes and saints for moral education, according to four criteria derived from Empe. This analysis allows us to conclude that moral education should value both kinds of exemplars and, therefore, adopt weaker standards of exemplarity than the unitarist's ones. (shrink)