Results for 'Agnese Alemanno'

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  1.  26
    Une autre histoire de la philosophie du XVIIe siècle. Journée en hommage à l’oeuvre de Geneviève Rodis-Lewis.Agnese Alemanno & Lucian Petrescu - 2005 - Nouvelles de la République des Lettres 2:87-89.
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  2.  12
    Buridano, Marsilio di Inghen e la conoscenza intellettuale del singolare.Giovanna D’Aniello & Agnese Alemanno - 2003 - Quaestio 3 (1):520-526.
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  3.  16
    Philosophy as Translation.Barbara Agnese & Claire-Anne Gormally - 2015 - Substance 44 (2):15-29.
    The necessity of reconsidering and rethinking the aesthetics of a literary genre is not a novelty. Now that the traditional distinction between argumentative theory patterns and narrative styles of thinking has blurred, the relationship between philosophy and literature raises a principal question: the definition of philosophy itself and of philosophical activity. Modern literature, and in particular the novel of the last century, embodies a polyphonic, complex cognitive enterprise which includes both original uses of language and sophisticated patterns of moral reflection. (...)
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  4.  9
    Hermeneutics and the Philosophy of Medicine: Hans-Georg Gadamer's Platonic Metaphor.Lingiardi Vittorio & Grieco Agnese - 1999 - Theoretical Medicine and Bioethics 20 (5):413-422.
    Taking as our starting point Plato'smetaphor of the doctor as philosopher we reflect on some aspects of the epistemological status of medicine. The framework to this paper is the hermeneutics of Hans-Georg Gadamer which shows the paradoxical nature of Western medicine in choosing the body-object as its investigative starting point, while in actual fact dealing with subjects. Gadamer proposes a model of medicine as the art of understanding and dialogue, which is capable of bringing together its various constituent parts, i.e. (...)
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  5. Konstruktion Und Verfremdung von der Wirklichkeit Zur Realität : Symposium Am Josef Matthias Hauer-Konservatorium der Stadt Wiener Neustadt.Friedrich Wallner & Barbara Agnese - 1999
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  6. Strategien Indirekter Rationalität Essays Zur Österreichischen Philosophie Und Wissenschaftstheorie.Friedrich Wallner & Barbara Agnese - 1996
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  7. Von der Einheit des Wissens Zur Vielfalt der Wissensformen Erkenntnis in Philosophie, Wissenschaft Und Kunst : Symposium Am Josef Matthias Hauer-Konservatorium der Stadt Wiener Neustadt.Friedrich Wallner & Barbara Agnese - 1997
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  8.  6
    Ipotesi ricostruttiva dei sistemi di accesso della Basilica Onoriana di Sant’Agnese fuori le mura.Luisa Covello - 2018 - Augustinianum 58 (2):511-531.
    The present paper aims at reviewing the complex of “Santa Agnese fuori le mura”, the most important architectural ensemble along the Via Nomentana, and one of the most renowned sanctuaries of the suburban landscape of Rome. This paper focuses, in particular, on today’s church, built right over the martyr’s burial by Pope Onorius between 628 and 635 A.D., and attempts to reconstruct its original appearance, taking into account both the status quaestionis and literary sources. Finally, research findings have been (...)
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  9.  10
    Jordan of Saxony and the Monastery of St. Agnese in Bologna.Maria Pia Alberzoni - 2010 - Franciscan Studies 68:1-19.
    In lieu of an abstract, here is a brief excerpt of the content:1. The impetus of Herbert Grundmann's work on researching the religious lives of women in the thirteenth century has led to a reinterpretation of many aspects of this complex subject. Even today, some points remain unclear. At times it seems as if we are confronted with a play in which the actors – the sisters, friars and the papal curia – move in a manner which is difficult to (...)
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  10.  20
    Giovanni Pico Della Mirandola, Johanan Alemanno, Al-Ghazālī's The Niche of Lights.Scott Michael Girdner - 2018 - Philosophy East and West 68 (2):371-385.
    From both popular and scholarly works, the images Abū Ḥāmid Muḥammad alGhazālī and Giovanni Pico della Mirandola often emerge in stark contrast: Ghazali, as the champion of mystical Islam, purportedly undermined philosophy in the Muslim world with The Incoherence of the Philosophers, a critique of his predecessors in the Arabic philosophical tradition such as al-Fārābī and Ibn Sīnā.1 In contradistinction to Ghazali's alleged destruction of philosophy, Pico della Mirandola seemingly wrote the manifesto of philosophy's rebirth in the Italian Renaissance with (...)
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  11.  32
    Giovanni Pico Della Mirandola and Jochanan Alemanno.B. C. Novak - 1982 - Journal of the Warburg and Courtauld Institutes 45:125-147.
  12.  54
    The Anthropology of Yohanan Alemanno: Sources and Influences.Moshe Idel - 1988 - Topoi 7 (3):201-210.
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  13.  18
    Il complesso monumentale di Sant’Agnese e di Santa Costanza. [REVIEW]J. -J. Gavigan - 1961 - Augustinianum 1 (2):394-395.
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  14.  6
    Battista Agnese. Der Portulan-Atlas des Battista Agnese: Das Kasseler Prachtexemplar von 1542. Edited by Ingrid Baumgärtner. 144 pp., illus., bibl., indexes. Darmstadt: Lambert Schneider/Wissenschaftliche Buchgesellschaft, 2017. €99.95. [REVIEW]Thomas Horst - 2018 - Isis 109 (2):389-390.
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  15.  3
    Giovanni Pico Della Mirandola, Johanan Alemanno, and The Book of Love by Al-Ghazāli.Scott Michael Girdner - 2018 - Philosophy East and West 68 (3):683-701.
    This is the second of two articles describing the influence of Abū Ḥāmid Muḥammad al-Ghazālī on Giovanni Pico della Mirandola. The first article critically analyzed common and contrasting images of Ghazali, often presented as the religiously motivated destroyer of philosophy in Islamic traditions,1 and Pico della Mirandola, who is romantically associated with philosophy's "rebirth" in the Italian Renaissance.2 In fact, both Pico della Mirandola and Ghazali attempted to create a coherent synthesis of philosophical and religious tradition; and the first article (...)
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  16.  7
    Catalogo della corrispondenza degli Astronomi di Brera, 1726-1799. Agnese Mandrino, Guido Tagliaferri, Pasquale Tucci.Giorgia Foderà Serio - 1988 - Isis 79 (1):130-131.
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  17. Marsilio Ficino, Yohanan Alemanno e la'scientia divinum nominum'.Guido Bartolucci - 2008 - Rinascimento 11:137.
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  18. Jewish Education in Italy in the Second Half of the Fifteenth Century-Poetics and Natural Sciences in the'Hay Ha-'Olamim'by Yohanan Alemanno.F. Lelli - 1996 - Rinascimento 36:75-136.
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  19. L'educazione ebraica nella seconda meta del'400: Poetica e scienze naturali nel Hay ha-'Olamim di Yohanan Alemanno.Fabrizio Lelli - 1996 - Rinascimento 36 (19):75-136.
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  20. Stanley Cavell su Emerson e la redenzione del linguaggio dalla filosofia.Agnese Fortuna - 2008 - Annali Del Dipartimento di Filosofia 14:153-177.
    The issue of skepticism emerges in Experience by Ralph Waldo Emerson. In Finding as Founding Stanley Cavell reads Emerson's essay as a contribution to the idealistic debate in order to recuperate Kant's 'thing in itself'. Placing that question in the ordinary space of everyday life makes Emerson a precursor of the attacks by Austin and Wittgenstein particularly regarding philosophy and skepticism. The possibility of redeeming our linguistic praxis and gaining some intimacy between language and world rises through a conversion of (...)
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  21.  7
    The Essential Uncertainty of Thinking: Education and Subject in John Dewey.Vasco D'agnese - 2017 - Journal of Philosophy of Education 51 (1):73-88.
    In this paper, I analyse the Deweyan account of thinking and subject and discuss the educational consequences that follow from such an account. I argue that despite the grouping of thinking and reflective thought that has largely appeared in the interpretation of Deweyan work, Dewey discloses an inescapable uncertainty at the core of human thinking. This move is even more challenging given Dewey's firm faith in the power of intelligent action, and in education as the means by which human beings (...)
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  22.  9
    The Essential Uncertainty of Thinking: Education and Subject in John Dewey.Vasco D'agnese - 2016 - Journal of Philosophy of Education 50 (4).
    In this paper, I analyse the Deweyan account of thinking and subject and discuss the educational consequences that follow from such an account. I argue that despite the grouping of thinking and reflective thought that has largely appeared in the interpretation of Deweyan work, Dewey discloses an inescapable uncertainty at the core of human thinking. This move is even more challenging given Dewey's firm faith in the power of intelligent action, and in education as the means by which human beings (...)
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  23.  34
    Undergoing, Mystery, and Half-Knowledge: John Dewey’s Disquieting Side.Vasco D’Agnese - 2016 - Studies in Philosophy and Education 35 (2):195-214.
    In this article I argue that Dewey, throughout his work, conducted a systematic dismantling of the concept of rationality as mastery and control. Such a dismantling entails, at the same time, the dismantling of the auto-grounded subject, namely, the subject that grounds itself in the power to master experience. The Deweyan challenge to Western ontology goes straight to the core of the subject’s question. Dewey not only systematically challenged the understanding of thinking as a process consciously managed by the subject (...)
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  24.  44
    Waiting by Mistake: Symbolic Representation of Rewards Modulates Intertemporal Choice in Capuchin Monkeys, Preschool Children and Adult Humans.Elsa Addessi, Francesca Bellagamba, Alexia Delfino, Francesca De Petrillo, Valentina Focaroli, Luigi Macchitella, Valentina Maggiorelli, Beatrice Pace, Giulia Pecora, Sabrina Rossi, Agnese Sbaffi, Maria Isabella Tasselli & Fabio Paglieri - 2014 - Cognition 130 (3):428-441.
  25.  47
    Mental Illness Within Family Context: Visual Dialogues in Joshua Lutz’s Photographic Essay Hesitating Beauty.Agnese Sile - 2018 - Arts and Humanities in Higher Education 17 (1):84-103.
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  26.  6
    Effect of Training Focused on Executive Functions in Preschoolers Exhibiting ADHD Symptoms.Anna M. Re, Agnese Capodieci & Cesare Cornoldi - 2015 - Frontiers in Psychology 6.
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  27.  24
    Echo and the Failure of Knowing in Judith Fox’s Photographic Project I Still Do: Loving and Living with Alzheimer’s.Agnese Sile - 2018 - Journal of Medical Humanities 39 (3):361-375.
    In relationships ‘I’ and ‘you’ become ‘we’; despite individual differences, couples obtain an interdependent identity due to their shared interactions. During a serious illness, biological and biographical disruptions can put any reciprocal relationship under strain. Through intermedial analysis of Judith Fox’s photographic project, I Still Do: Loving and Living with Alzheimer’s, I will explore ways the couple make sense of illness, how illness is communicated through text and image and also to identify the limits of representation. Here the photographs, I (...)
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  28.  8
    Action Shapes the Sense of Body Ownership Across Human Development.Elena Nava, Chiara Gamberini, Agnese Berardis & Nadia Bolognini - 2018 - Frontiers in Psychology 9.
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  29.  47
    Hermeneutics and the Philosophy of Medicine: Hans-Georg Gadamer'splatonic Metaphor.Vittorio Lingiardi & Agnese Grieco - 1999 - Theoretical Medicine and Bioethics 20 (5):413-422.
    Taking as our starting point Plato'smetaphor of the doctor as philosopher we reflect on some aspects of the epistemological status of medicine. The framework to this paper is the hermeneutics of Hans-Georg Gadamer which shows the paradoxical nature of Western medicine in choosing the body-object as its investigative starting point, while in actual fact dealing with subjects. Gadamer proposes a model of medicine as the art of understanding and dialogue, which is capable of bringing together its various constituent parts, i.e. (...)
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  30.  20
    Openness, Newness and Radical Possibility in Deweyan Work: A Response to Jasinski.Vasco D’Agnese - 2018 - Ethics and Education 13 (2):234-250.
    In his article Potentialism and the experience of the new, Jasinski argues for the use of a potentialist approach in education by relating it to a line of thought that starts with Dewey and is fulfilled by Agamben and Lewis. Although the reading that Jasinski offers on potentialism is interesting, his understanding of Dewey is problematic. In this paper, I argue that much of what Jasinski claims as worthy of pursuit in education is already contained in the Deweyan questions of (...)
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  31.  7
    Analyzing Creativity in the Light of Social Practice Theory.Giuseppe Città, Manuel Gentile, Agnese Augello, Simona Ottaviano, Mario Allegra & Frank Dignum - 2019 - Frontiers in Psychology 9.
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  32.  10
    Higher Proneness to Multisensory Illusions is Driven by Reduced Temporal Sensitivity in People with High Schizotypal Traits.Francesca Ferri, Agnese Venskus, Francesca Fotia, Jason Cooke & Vincenzo Romei - 2018 - Consciousness and Cognition 65:263-270.
  33.  19
    Mauro Gargano; Emilia Olostro Cirella; Massimo Della Valle . Che il diavolo benedica i Pulcinella! Cronache napoletane, scientifiche e non, dell’astronomo von Zach. 331 pp., illus., figs., bibl., indexes. Naples: Tullio Pironti, 2015. €20. [REVIEW]Agnese Mandrino - 2017 - Isis 108 (4):919-920.
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  34.  7
    Dwelling in the Not-Yet. Education as Embodied Paradox.Vasco D’Agnese - 2018 - Educational Philosophy and Theory 50 (14):1500-1501.
  35.  35
    La comprensión y producción del lenguaje figurado en la L2. Estudio de un foro virtual.Agnese Sampietro - 2015 - Logos: Revista de Lingüística, Filosofía y Literatura 25 (1):15-34.
    El estudio del bilingüismo es una de las áreas más dinámicas en la investigación en psicolingüística . A pesar de la gran cantidad de estudios realizados en esta disciplina, sigue habiendo relativamente poca investigación que analice el procesamiento del lenguaje figurado. Esta misma falta de estudios se encuentra también en la glotodidáctica, puesto que la mayoría de estudios conciernen la enseñanza de idioms en inglés como lengua extranjera . Tras una revisión de los principales debates sobre el estudio del procesamiento (...)
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  36. Gramsci Critico E la Critica.Maurice Finocchiaro, Agnese Grieco & Monica Ruschetta Randi - 1992 - Studies in Soviet Thought 43 (1):37-39.
     
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  37.  21
    The Eclipse of Imagination Within Educational ‘Official’ Framework and Why It Should Be Returned to Educational Discourse: A Deweyan Perspective.Vasco D’Agnese - 2017 - Studies in Philosophy and Education 36 (4):443-462.
    In recent decades, the shift towards the “learnification” of educational discourse has de facto reframed educational purposes and schooling practice, thus reframing what students should know, strive for, and, in a sense, be. In this paper, given the efforts to disrupt the dominance of learning discourse, I seek to engage regarding a specific concern, namely, the progressive removal of imagination within educational official framework. Indeed, imagination has virtually disappeared from the documents, publications, web pages and recommendations of major educational agencies (...)
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  38.  7
    Courage, Uncertainty and Imagination in Deweyan Work: Challenging the Neo‐Liberal Educational Agenda.Vasco D'agnese - 2018 - Journal of Philosophy of Education 52 (2):316-329.
  39.  7
    ‘Not-Being-at-Home’: Subject, Freedom and Transcending in Heideggerian Educational Philosophy.Vasco D’Agnese - 2018 - Studies in Philosophy and Education 37 (3):287-300.
    In my paper, by drawing on the writings Heidegger developed in the late 1920s, I wish to display what we may refer to as the thorough educational nature of Heideggerian reflection. It is my argument that the analysis of Dasein we find in the early Heidegger displays an extraordinary deep and dense reflection on selfhood and subjectivity, a reflection that is rooted in subject’s freedom and transcending. By paying attention to the interplay between these two features, I argue that in (...)
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  40.  9
    Could We Also Be Regenerative Superheroes, Like Salamanders?Alessandra Dall'Agnese & Pier Lorenzo Puri - 2016 - Bioessays 38 (9):917-926.
  41.  13
    The Inner Violence of Reason: Re‐Reading Heidegger Via Education.Vasco D'Agnese - 2015 - Journal of Philosophy of Education 49 (3):435-455.
    Since Plato, Western thought has framed knowing as a method within ‘some realm of what is’ and a predetermined ‘sphere of objects’. The roots and the consequences of this stance towards reason and truth were noted by Heidegger, who equates the history of Western thought with the history of metaphysics. Since Plato, truth has relied on definition, hierarchy and mastery. Discourse on the truth begins to be discourse on the limits of things and, thus, on who is able to set (...)
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  42.  6
    Education as a Leap and as Transcendence: Rereading Dewey and Heidegger Via Art.Vasco D'Agnese - 2017 - Journal of Aesthetic Education 51 (4):60-76.
    In this paper, I compare aspects of Heidegger’s and Dewey’s thoughts and argue that such a comparison is educationally promising. I make this argument primarily by comparing their understandings of art, which show striking similarities. Both Dewey and Heidegger, indeed, framed art as a favorite noetic experience; both conceived of art as something that not only completes thinking but that is even necessary for thinking to happen. Both philosophers conceived of art as a means of enlarging experience, thereby overcoming the (...)
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  43.  7
    Art and Education in Dewey: Accomplishing Unity, Bringing Newness to the Fore.Vasco D'Agnese - 2016 - Education and Culture 32 (2):80-98.
    The aim of this paper is to discuss the role of art in Deweyan thought, making a case for the relationship among art, experience, and education. I will do so by drawing on both Deweyan works—primarily Art as Experience1 and chapter nine of Experience and Nature2—and scholarly literature devoted to the issue.3 Based on such precedents, I wish to argue that art plays a central function in Deweyan thought. Dewey conceived of art as the basis on which to deepen, enlarge, (...)
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  44.  9
    Intentionality and Thinking as ‘Hearing’. A Response to Biesta’s Agenda.Vasco D’Agnese - 2016 - Educational Philosophy and Theory 48 (3).
    In his 2012 article Philosophy of Education for the Public Good: Five Challenges and an Agenda, Gert Biesta identifies five substantial issues about the future of education and the work required to address these issues. This article employs a Heideggerian reading of education to evaluate ‘Biesta’s truth’. I argue that Biesta’s point of view underestimates knowledge’s predominance and relativism; frames intentionality in pre-Heideggerian terms, which—although not a problem in itself because an individual is free to choose a particular perspective on (...)
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  45.  8
    Facing Paradox Everyday: A Heideggerian Approach to the Ethics of Teaching.Vasco D’Agnese - 2016 - Ethics and Education 11 (2):159-174.
    In this paper, I wish to offer insight into the role of paradox in teaching. I will do so by analyzing teachers’ everyday work, taking a qualitative approach and constructing a small-scale empirical study. Philosophically, my attempt is framed by Heidegger’s thought. Drawing from research data, I argue the following: paradoxes and dilemmas are the very basis of teaching, and a teacher cannot see paradoxes and dilemmas if she/he has already made an choice of disengagement from the profession. Stated otherwise, (...)
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  46.  8
    Cousine at the Quirinal Palace (1948-1992): Etiquette and Prevailing Custums.Agnese Portincasa - 2011 - Polis: Research and studies on Italian society and politics 25 (1):5-36.
  47.  2
    Emotional Politics on Facebook. An Exploratory Study of Podemos’ Discourse During the European Election Campaign 2014.Agnese Sampietro & Lidia Valera Ordaz - 2015 - Recerca. Revista de Pensament I Anàlisi 17:61-83.
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  48.  6
    ‘And They Lived Happily Ever After’: The Fairy Tale of Radical Constructivism and von Glasersfeld's Ethical Disengagement.Vasco D'Agnese - 2015 - Ethics and Education 10 (2):131-151.
    Is von Glasersfeld's constructivism actually radical? In this article, I respond to this question by analyzing von Glasersfeld's main works. I argue that the essential theoretical move of radical constructivism – namely the assertion that reality is the construction of a human mind that only responds to the subjective perception of ‘what fits’ – results in a conservative vision of reality, knowledge, and education. To the extent that the friction with, and the challenge of, reality is eliminated, knowledge remains only (...)
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  49.  3
    Narrowing Down Education.Vasco D’Agnese - 2016 - European Journal of Pragmatism and American Philosophy 8 (1).
  50.  2
    Math Error Types and Correlates in Adolescents with and Without Attention Deficit Hyperactivity Disorder.Agnese Capodieci & Rhonda Martinussen - 2017 - Frontiers in Psychology 8.
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