Egregi signore e signori, caro Maurizio Ferraris, cari amici, Sono molto onorato di poterVi parlare del “senso” e dei “sensi” oggi. Il discorso appena fatto da Maurizio Ferraris era così ricco di idee, che è rimasto poco da aggiungere. Vorrei parlare del tema con l’ausilio di alcune immagini: questo mi permette di realizzare quel tipo di avvicinamento e appropriazione, tramite un atto del pensiero, che è il mio scopo in quanto scienziato e artista. Goethe lo chiama «anschauendes Denken», (...) che... (shrink)

This contribution explores in detail the presence and the context of two quotations of the philosopher and theologian Abū Ḥāmid al-Ġazālī (Algazel for the Latin world) in Albert the Great’s late Summa theologiae sive de mirabili scientia Dei. The two quotations, which concern the notion of the soul as “abridged letter” or “copy” [nusḫa muḫtaṣara, chartula brevis] on which all pieces of knowledge are potentially transcribed, occur in two significant textual points of Albert’s Summa. Two different aspects of al-Ġazālī’s simile (...) are addressed in the article: the consideration of the soul as a book, which has extremely wide biblical and literary echoes, and the consideration of the soul as a place, also with regard to the already Aristotelian, and then Albertinian notion of locus intelligibilium. The feature the two passages by Albert share is the acknowledgment of Algazel as a source of primary importance, capable of corroborating with his authority both a Christian theological doctrine and the littera itself of Aristotle’s De anima, in a culturally momentous philosophical-theological, and Islamic-Christian, cooperation. Thanks to a focused analysis on further contexts of reception of the same Ġazālīan image, which bear witness to its peculiar memorability and its differentiated usages, the article argues in conclusion in favour of a more attentive and in-depth study of philosophical similes such as the one here discussed. (shrink)

RESUMO O objetivo deste trabalho é analisar implicações subjetivas decorrentes do processo de patologização da educação. Para tanto, foram realizadas entrevistas com duas crianças com diagnóstico de Transtorno de Déficit de Atenção/Hiperatividade, seus pais e professores, observação em sala de aula, avaliação fonoaudiológica individual e pesquisa documental. Os resultados do estudo apontam que os discursos que se instauram em torno do aluno considerado resistente ao que a escola propõe terminam por comprometer a formação da sua subjetividade, uma vez que ele (...) passa a assimilar parte das percepções de seu grupo de convivência. Assumindo os postulados de Bakhtin, de que a autoimagem se constrói em meio ao olhar do outro, conclui-se que a criança pode apresentar sinais de desatenção e hiperatividade a depender da qualidade das interações sociais em que está inserida. ABSTRACT The aim of this article is to analyze subjective implications arising from the process of pathologization of education. Therefore, interviews were conducted with two children diagnosed with attention deficit/hyperactivity disorder, their parents and teachers, in addition to in-classroom observation, individual speech-language pathology assessment and documentary research. The results of the study indicate that the discourses, established around students considered resistant to what the school proposes, eventually compromise the shaping of his or her subjectivity, since they start to assimilate part of the perceptions of their interactional group. Based on Bakhtin’s postulates that self-image is built in the midst of the other’s gaze, it is concluded that the child may present signs of inattention and hyperactivity depending on the quality of the social interactions in which he/she is engaged. (shrink)

This second visit to the place of Virgil's birth was made partly in actuality—for my wife and I, before taking part in the Virgilian Cruise of last summer, spent two delightful days at Pietole with our hosts, the Signori Prati, and our guest and friend Bruno Nardi—and partly in a renewed pondering of the arguments presented by my friend Professor Conway both in his earlier article and in his recent review of the question, to which, as he says, I (...) had urged him to return. I promised him at the time that if he should not speak the last word on the subject, I would still further defend the view commonly accepted until he bestowed an extraordinary publicity on Calvisano and Carpenedolo. He declares that I maintain the traditional site at Pietole, ‘though not perhaps with very great confidence.’ He further implies that I ‘do not want to accept the evidence of Probus because “I prefer” to believe a mediaeval tradition.’ Let me assure him and the reader that I do not regard a mediaeval tradition per se as better proof than the certain statement of an ancient authority. I have been led, by studies in various fields, to respect tradition in general until it is disproved, and to lay the burden of the argument on those who would disprove it. But the mere sight of something hoary and mediaeval does not prompt me to exclaim, ‘Media Aetas locuta est; causa finita est’ I relish the attempts of an iconoclast to destroy rigid error, and accept his destruction if it is accomplished. In the present case, however, I have ‘very great confidence’ that Conway's assault on the tradition has come to naught. Possibly some new and unexpected evidence may yet be discovered, showing that Virgil was born at Calvisano, or Carpenedolo, or at some other site than Pietole—but nobody has presented it yet. (shrink)

Sulla scia di un percorso già segnato da appuntamenti importanti e coinvolgenti istituzioni e studiosi italiani e stranieri, centri di studi specializzati, il Volume che qui si presenta raccoglie i contributi del Convegno Internazionale di Studi dedicato a: Lévinas e la cultura del XX secolo, tenutosi a Napoli tra il 10 ed il 12 aprile 2000: G. Lissa, S. Trigano, I. Kajon, E. Méir, S. Petrosino, E. D’Antuono, M. Signore, M. Zarader, D. Cohen-Lévinas, J. Colette, E. Baccarini, D. Banon, (...) P. Amodio, E. Arseneva, è. Levine, F. Ciaramelli, M. Caporale, G. Giannini. (shrink)

Tu duca, tu signore, e tu maestro». Con estas palabras se inicia una relación educativa entre Virgilio y Dante que manifiesta de manera concreta una visión sobre el maestro de permanente validez y actualidad. El viaje de Dante permite descubrir en la Divina Comedia la existencia de unos principios universales que fundamentan la acción del maestro. No obstante, dichos principios no son del todo originales, sino que permiten evidenciar la influencia que Tomás de Aquino ha ejercido en Dante. El (...) Aquinate no solo es mencionado en el Paraíso en los cantos X al XIV, sino que los principios pedagógicos tomistas, especialmente los contenidos en la Suma de Teología, informan la relación concreta entre los dos poetas. En este estudio intentaremos explicitar la visión del maestro propuesta por Dante, a la vez que se buscará mostrar que Tomás de Aquino es la fuente principal de la que Dante se nutre para labrar esa específica relación entre maestro y discípulo. (shrink)

Lo scopo del presente lavoro è indagare la peculiare legittimazione dell’impegno politico per i filosofi proposta da Platone e accolta dai suoi immediati discepoli nella cosiddetta Prima Accademia: particolare attenzione sarà rivolta, soprattutto, alla «terza ondata» della _Repubblica_. Attraverso opportuni riferimenti alla _Lettera VII_, si mostrerà come la terza ondata costituisca il cuore del progetto di riforma politica e sociale di Platone, il quale invita l’intellettuale a concepire la propria missione politica o come istituzione di un regno filosofico o come (...) consiglio e aiuto da prestare a un re o a un signore: in entrambi i casi, l’immagine del governo di un solo uomo serve a connotare lo scenario preferibile per garantire l’istituzionalizzazione politica della filosofia. È così che, allora, i discepoli di Platone tentarono di stabilire contatti con realtà monarchiche o tiranniche accettando di farsi legislatori o consiglieri di un singolo individuo al comando, il quale veniva concepito come il perfetto connubio tra sapere e potere nel solco delle teorie del maestro. (shrink)

This translation and commentary is based on the Critical Text and Indices of Proclus: Commentary on the First Alcibiades of Plato, Amsterdam 1954, by L. G. Westerink. Index II has been of great help in the translation, and the commentary is much indebted to the critical apparatus. Dr. Westerink has also been kind enough to forward his views on the relatively few problems which the Greek text has presented. A further debt is owed to the review of Dr. Westerink's text (...) by Prof. E. R. Dodds in GNOMON 1955 p. 164-1, chiefly for some references and some emendations to the Greek text. W. R. M. Lamb's Loeb translation of Alcibiades I has helped considerably in construing the lemmata, which Signor Antonio Carlini has found to have been inserted by a later hand from a Plato MSS. of the W family. Evidence for this is their discrepancy with the text as read in the main body of the commentary (d. Studi Classici e Orientali, vol. x, Pisa 1961). On the personal side, the whole work has received the benefit of constant advice from Prof. A. H. Armstrong. It was he who first suggested the undertaking, and he has been kind enough to read through the translation and commentary, making many corrections and helpful suggestions. In particular lowe him the parallels with Plotinus and thanks for a Socratic patience in my more obtuse moments. (shrink)

Il saggio propone di coniugare due termini all'apparenza difficilmente conciliabili, ‘eguaglianza' e ‘aristocrazia', a partire da due possibili e distinti significati dell'eguaglianza: come sovrapponibilitÀ che ha generato e genera totalitarismi, e come comunanza generale all'origine di molteplici differenze, ovvero di identitÀ commisurantisi che convivono sotto il segno della relazione reciproca. Gli eguali in questo secondo senso divengono aristocratici, cioč ottimi, nel momento in cui decidono di rendersi, ciascuno, ‘signore consapevole' della propria biografia, e con ciň solidale con ogni altra (...) storia personale, rispettoso e partecipe della sua differenza. (shrink)

Informing the Superior General of the Society of Jesus that the cornerstone of the Jesuit mission in China – that is, Father Matteo Ricci – had passed away on 3 May 1610, Father Pasio wrote:Fu servito Nostro Signore di chiamare al paradiso il buon P. Matteo Ricci, tanto antico nella Cina, e che accreditò molto la legge di Dio e la Compagnia con la sua santità, prudentia e patientia, aprendo il cammino agli altri Padri in quella folta selva di (...) gentilità.Approximately three centuries later, a man whom Father Delattre unhesitatingly called “our indefatigable Sinologist” – Father Léon Wieger – also died on Chinese soil. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reconsiderations on History and Antiquarianism: Arnaldo Momigliano and the Historiography of Eighteenth-Century BritainMark Salber PhillipsQuando mia figlia era molto piccola si divertiva a entrare nel mio studio e a chiedermi con finta gravità: “Signore papà che cosa hai concluso?” La sua domanda mi è tornata in mente molte volte più tardi, e mi ritorna nella mente anche oggi. Concludere non è facile, in qualsiasi lingua. E io per (...) natura preferisco proporre problemi.—A. Momigliano, “Epilogo senza conclusione”The question is: can we save for ourselves and for our successors this immemorial tradition, this long-standing delight, of talking to past historians as if they were our senior colleagues?—A. Momigliano, “Polybius Between the English and the Turks”More than any other historian of this century, Arnaldo Momigliano shaped our understanding of the evolution of Western historiography from the ancient to the modern world. Fundamental to this continuity, as Momigliano saw it, was the revival in the Renaissance of the classical division of history into two distinct genres. The first (often called, without further qualification, “history”) is the narrative of public events organized in linear [End Page 297] and causal fashion; the second, antiquities, is a more diverse body of writing that neglects political narrative for philosophical, literary, topographical, and other concerns. After the Reformation antiquarianism took on new tasks in response to the religious controversies of the age, but it remained distinct from the narrative tradition. Only in the eighteenth century did a convergence begin that has finally been completed in the historical methods of our own time. 1This identification of the eighteenth century as the time when historical narrative and antiquarian research converged gives Momigliano’s views their particular interest to students of this period. His terms, however, are always far wider than any single century. In fact his argument constitutes a genealogy of modern historical method, since the merging of the two traditions—first witnessed in the erudite historiography of Edward Gibbon—was a precondition of modern practice. On these foundations, a modern historical discipline has grown up in which systematic research has become indivisible from the task of representing the past in narrative, with the consequence that the ancient separation of history and antiquities has at last been transcended.This essay is intended as a sketch of an alternative approach to the study of historical thought and writing in eighteenth-century Britain. In my view an essential point of departure is the interest of eighteenth-century writers in the structures and experiences of private life, their desire to explore the inward lives of individuals and the everyday life of societies. This revaluation of private life challenged the classical conception of history in fundamental ways, resulting in a fruitful tension between the social and sentimental interests of the age and its inherited view of history. At stake, in the very [End Page 298] broadest terms, was the need to find forms of historical narrative that met the needs of a commercial society and recognized the values and activities of a non-aristocratic audience.In the eighteenth century antiquarian erudition was far from the only genre bordering on the territory of political narrative. Conjectural history, religious history, history of manners, history of sciences and of literature, biography, memoir, and novel all defined themselves in relation to a traditional conception of history and claimed the attention of readers for their own rival narrative spaces. More particularly, these related genres ranged themselves against history’s strict identification with public life, with all the assumptions about audience, gender, and intellectual authority that accompanied the public domain. Without ever displacing the national narrative in the hierarchy of literatures, these other genres offered a variety of alternative histories whose common ground was their resistance to the assumed priority of politics. 2For a generation Momigliano’s dialectic of history and antiquarianism has served as an organizing principle for a good deal of teaching and writing on early modern historiography. 3 It is time, I believe, for a revaluation of this conceptual scheme. The wider consideration of genres I am urging would greatly enlarge the framework of discussion and give us a sharper sense of the interests of eighteenth-century historians and their... (shrink)

«All’interno di un genere umano ancora proteiforme e in divenire, sempre più persone percepiscono che cosa si stia preparando; la loro percezione cresce di giorno in giorno, e la conoscenza della crisi richiama in loro la sola controforza che può riuscire a elevare essi stessi a “signori” attraverso nuove mete, mete grandi e chiare, imponendosi su tali sediziosi mezzi. Questa controforza è quella che io chiamo il nuovo Umanesimo della fede ».

I fatti! I fatti! Caro signore, i fatti sono come siassumono; e allora, nello spirito, non sono più fatti:ma vita che appare, così o in altro modo.Luigi Pirandello 1 Ontologia del giuridico 1.1 Due ontologie del giuridico: ontologia degli oggetti giuridici (Adolf Reinach) vs. ontologia degli enti giuridici (Santi Romano) 1.1.1 Nella filosofia del diritto del xx secolo sono compresenti due ontologie del giuridico:(i) l’ontologia degli oggetti giuridici di Adolf Reinach (1883-1917),(ii) l’ontol...

Meinong a Husserl, 17.5.1891 Graz, 17.5.1891 Egregio signor Collega! Proprio mentre mi accingevo a confermare con gratitudine il ricevimento della Sua prima gentile spedizione, ho ricevuto la seconda; inoltre, un’inserzione su Stumpf II doveva finalmente essere portata a termine per la «Vierteljahrsschrift für die Musikwissenschaft» ed è così andata a finire che solo le vacanze di Pentecoste mi mettono in condizione di ringraziarLa per i numerosi impulsi e incentivi che i Suoi due interes...

Informing the Superior General of the Society of Jesus that the cornerstone of the Jesuit mission in China – that is, Father Matteo Ricci – had passed away on 3 May 1610, Father Pasio wrote:Fu servito Nostro Signore di chiamare al paradiso il buon P. Matteo Ricci, tanto antico nella Cina, e che accreditò molto la legge di Dio e la Compagnia con la sua santità, prudentia e patientia, aprendo il cammino agli altri Padri in quella folta selva di (...) gentilità.Approximately three centuries later, a man whom Father Delattre unhesitatingly called “our indefatigable Sinologist” – Father Léon Wieger – also died on Chinese soil. (shrink)

Thomas E. Hill, Jr., interprets and extends Kant's moral theory in a series of essays that highlight its relevance to contemporary ethics. He introduces the major themes of Kantian ethics and explores its practical application to questions about revolution, prison reform, and forcible interventions in other countries for humanitarian purposes.

The responses to the questions of why? when?, how?, where?, and in what ways? business ethics should be taught in the BusinessEthics classroom inundate the scholarly literature. Yet, to date, despite some very interesting ideas, with respect to the answers givento the above question, not only has nothing even close to consensus been reached, but this particular area of pedagogy is instagnation—authors still challenge both the very idea of teaching business ethics as well as the practical value of such courses (...) for ourstudents once they graduate to the corporate world.In this paper I will suggest that the reason for this lack of pedagogical progress is that there has been a serious oversight regarding the most important teaching question of all: Who? I will show that the pedagogical issue of whom should be teaching Business Ethics has been largely ignored, skirted or answered incorrectly. I will then boldly argue that the only necessary condition for successful courses inBusiness Ethics is that they be taught by experts in ethics, i.e., Ph.D.s in philosophy. (shrink)

The responses to the questions of why? when?, how?, where?, and in what ways? business ethics should be taught in the BusinessEthics classroom inundate the scholarly literature. Yet, to date, despite some very interesting ideas, with respect to the answers givento the above question, not only has nothing even close to consensus been reached, but this particular area of pedagogy is instagnation—authors still challenge both the very idea of teaching business ethics as well as the practical value of such courses (...) for ourstudents once they graduate to the corporate world.In this paper I will suggest that the reason for this lack of pedagogical progress is that there has been a serious oversight regarding the most important teaching question of all: Who? I will show that the pedagogical issue of whom should be teaching Business Ethics has been largely ignored, skirted or answered incorrectly. I will then boldly argue that the only necessary condition for successful courses inBusiness Ethics is that they be taught by experts in ethics, i.e., Ph.D.s in philosophy. (shrink)

What makes us human is our special motivation to share with others how we feel, what we believe, and what we want to happen in the future. We want to share with others what is real about the world. Shared reality is crucial to what we believe--sharing is believing. It is central to our sense of self, what we strive for and how we strive. It is basic to how we get along with others. It brings us together in fellowship (...) and companionship, but it also tears us apart by creating in-group "bubbles" that conflict with one another. Our shared realities are the best of us, and the worst of us. (shrink)