As one of the characteristics of the nowadays postmodernism, the multiculturalism and the globalization seems to be profoundly related to the heterogenity and to the heteronomy. Globalization is going with the multiculturalism, but in an opposite direction: globalization towards the standardization and multiculturalismtowards fragmentation. Is the Global Village also the Postmodern Village?
We could ask: how national could be a culture or another? The modernist or postmodernist perspectives seems to be unilateral here. Could be transmodernism the right sollution? The distictions between modernism, postmodernism and transmodernism are actually a pretext to set into discussion again the old dispute between Culture, regarded as a humanity universal feature and national cultures, perceived as a human community tradition symbol (community that claims a territory, a language, a religious belief and a certain government form).
Dans l’imaginaire philosophique de J.-M.G. Le Clézio et de Göran Tunström, le rapport centralité / marginalisation occupe une place extrêmement importante. Les personnages de ces deux écrivains sont souvent intégrés dans des sociétés plus ou moins ouvertes, où l’isolement représente l’élément central. Ayant une certe philosophie implicite, mais loin de proposer l’image d’une société parfaite, les romans de J.-M.G. Le Clézio et de Göran Tunström, décrivent, tout aucontraire, la vie des enfants dans une collectivité qui ne les aime pas, où (...) règnent la pauvreté, ainsi que la haine. S’assumer le statut de marginalisé dans un monde aliéné nous démontre à quel point ce thème reste significatif pour la compréhension des personnages. (shrink)
We are living in the transmodern era. Now we could detect beyond the similarities and the differences between the modernism and the postmodernism the common search for the human integrality. Only this time we are not beginning with the proclaimed human unity, but with the human diversity. The Human Being has a non generic universality. The unity is purpose before being ground.
The changing of our way of being, toward homo sapiens digital, is also responsible for the transformation of the learning/teaching in the 21st century. In K12 education we could speak about “Digital Natives/Digital Immigrants” “herding”, “digital multipliers” etc. In Academe, the focus has to be on creativity and digital wisdom.
There is a whole discussion around the genuine/non genuine appurtenance of the Fractal Art to the Art (Ken Keller, Tad Boniecki, Noel Huntley a.o.). Fractal Art is a new way to manipulate shapes, colors and light. It is a subclass of the visual digital art that could describe as that art form produced using a computer (PC, Mac), fractal and graphical software and output devices (monitors, plotters, printers etc.) or using fractal rules and traditional painting techniques (example: Pollock) as essential (...) tools in the creative process. It is crucial to understand that the use of a computer is not a sine qua non condition, even most of the fractal artworks were digitally realized. Fractal Art is an experimental art, engaging in a new way the relations between Creator and Work. Fractal Art has a genuine equilibrium between “pragmatic” and “theoretic”. It is rather about “discovering” than “manufacturing”, rather “evocation” than “mimesis”. The conclusion has to be: Fractal Art is a genuine art form. (shrink)
We are experiencing a new phase of the crisis of the universality in the transmodern era. In the XXIst century there is room for the common search for the human unity starting from the acceptance of our fundamental diversity and the experiencing of an insular, local universality in the Digital Realm of the Net. There are good reasons to consider the Human Being has a ground non generic universality, inviting us to search the human integrality as a process, not as (...) a result and to accept that the digital natives are naturally adapted to the Transmodern Era. (shrink)
An ever-increasing number of teachers and educationalists from all over the world now come to study the Reggio pre-school's unique methods, and this is largely due to Malaguzzi's devotion, work and commitment over 45 years, and the small ...
Once Socrates has thought something, he comes to acquire an item such that he is then able to think such thoughts again when he wants, and he can, all other things being equal, do this with more ease than he could before. This item that he comes to acquire medieval philosophers called a cognitive habit which most medieval philosophers maintained was a new quality added to Socrates' intellect. However, some disagreed. In this paper, I will examine an interesting alternative theory (...) put forward by Durand of Saint-Pourçain and Prosper de Reggio Emilia about the location of cognitive habits. On their view, cognitive habits are not to be located in the intellect but in something on the side of the body or sensitive soul. (shrink)
Once Socrates has thought something, he comes to acquire an item such that he is then able to think such thoughts again when he wants, and he can, all other things being equal, do this with more ease than he could before. This item that he comes to acquire medieval philosophers called a cognitive habit. Most medieval philosophers maintained this item was a new quality added to Socrates’s intellect. However, some disagreed. In this paper, I will examine an interesting alternative (...) theory put forward by Durand of Saint-Pourçain and Prosper de Reggio Emilia about the location of cognitive habits. On their view, cognitive habits are not to be located in the intellect but in something on the side of the body or sensitive soul. (shrink)
Loris Malaguzzi was one of the most important figures in 20th century early childhood education, achieving world-wide recognition for his educational ideas and his role in the creation of municipal schools for young children in the Italian city of Reggio Emilia, the most successful example ever of progressive, democratic and public education. Despite Malaguzzi’s reputation, very little of what he wrote or said about early childhood education has been available in English. This book helps fill the gap, presenting for (...) the first time in English, writings and speeches spanning 1945 to 1993, selected by a group of his colleagues from an archive established in Reggio Emilia. They range from short poems, letters and newspaper articles to extended pieces about Malaguzzi’s early life, the origins of the municipal schools and his ideas about children, pedagogy and schools. This material is organised into five chronological chapters, starting at the end of World War Two and ending just before his death, with introductions to each chapter providing background, including the historical context, the main events in Malaguzzi’s life and the rationale for the selection of documents. The book provides a unique insight into the background, thinking and work of Malaguzzi, revealing, in his own words, how his thinking developed, how he moved between theory and practice, how he border-crossed many disciplines and subjects, and how he combined many roles ranging from administrator and campaigner to researcher and pedagogue. Academics, students and practitioners alike will find this landmark publication provides rich insights into his life and work. (shrink)
RESUMEN Una vez que el foco de la reflexión pasa de las teorías ideales a la aplicación de la justicia social, centrada en las instituciones de las sociedades democráticas, se requiere prestar especial atención a los estilos de vida. Estos tienen una alta incidencia en cómo la justicia es realizada y afectan tanto a la desigualdad económica como a la disponibilidad de los recursos naturales. En nuestras sociedades es posible establecer restricciones a los estilos de vida, especialmente en aquellos casos (...) en que, por el efecto de algunas dinámicas sociales, aquellos se desacoplan de las concepciones del bien. Se defiende que, en tales casos, la base normativa que permite exigir el respeto a los estilos de vida se disuelve y por ello es posible justificar su restricción. ABSTRACT Now that the focus of reflection has shifted from ideal theories to the application of social justice, centered on the institutions of democratic societies, it is necessary to pay special attention to lifestyles, since they not only influence the realization of justice, but also have an effect on economic inequality and the availability of natural resources. In our societies, it is possible to place restrictions on lifestyles, especially in those cases in which, influenced by certain social dynamics, they disengage from conceptions of the good. The article argues that, in those cases, the normative base grounding the demand that lifestyles be respected is dissolved, thus justifying their restriction. (shrink)
Adélard de Bath est d’abord connu comme un des premiers traducteurs arabo-latins de textes scientifiques. On lui attribue en particulier la première traduction des Éléments d’Euclide. Étant donné l’importance de ces traductions dans l’histoire de la pensée occidentale, la connaissance de son itinéraire intellectuel est a priori intéressante. Or deux de ses œuvres, le De Eodem et diverso et les Questiones naturales, antérieures à ses traductions, fournissent des éléments qui permettent de reco...
In these notes a brief description of the most recent developments of regions is given, taking into account the impact of global business on regional processes. The example which is the basis for this discussion is the region of Bologna, Italy. To analyse these developments, several theoretical concepts are used which reflect the widespread commitment of different authors to this common cause of concern.