La frase con la que a veces se ha llamado a Francisco de Asís «il più santo tra gli italiani, il più italiano tra i santi» puede causar sorpresa desde fuera de Italia por su afirmación demasiado exclusiva de una nacionalidad. Algunas sugestiones que surgen de la lectura de unas lí­neas de Jorge Luis Borges orientan un posible sentido de interpretación sobre la representación subjetiva de ideales patrióticos. Además de ello, tomando como base la investigación de Felice Accrocca (...) para determi­nar el origen de la frase, se observa cómo la segunda parte de esta se encuentra por primera vez en la obra de Vincenzo Gioberti (1843); con ella se buscaba elogiar las cualidades del Santo que caracterizarían un emblema patriótico para la unificación de la Italia. Se completa la breve crónica histórica que expone Accrocca con las vicisitudes de la frase eslogan, en cuanto a su uso ideológico y político, incluyendo la manipulación de la figura del Santo. Sin embargo, la necesidad de precisar otros elementos ausentes en el trabajo de Accrocca lleva al examen de algunos textos con argumentaciones sobre la identificación del amor al prójimo con el amor a la patria. Se indica asimismo cómo la frase inicial se convirtió en memorable retruécano en un discurso de Geremia Brunelli (1882). Finalmente, la proclamación de Francisco de Asís como Patrono de Italia (1939) busca recuperar el sentido de los valores que el Santo ejemplifica más allá de la exaltación patriótica y aun en contraposición con una exacerbación de esta. (shrink)

This paper aims at offering a concise, yet systematic, presentation of the Husserlian method of “self-variation” in connection to eidetic variation sic et simpliciter. After a brief review of the different meanings of this method in Husserl’s writings, I will focus on the way in which Husserl employs it to bring the eidos “ego” to the fore. To this end, I will take into account the specific subject matter of self-variation by resorting to a twofold concept of essence as well (...) as to the formal-ontological notion of τóδε τι. The present investigation will have an almost exclusively methodological character, its purpose being to clarify a specific, yet still quite unexplored, tool of Husserl’s phenomenology. (shrink)

Temporality represents the most important and difficult question of phenomenology: decisive for its idea of phenomenon and consciousness. What means that time is the appearing itself, so not a time of consciousness but the consciousness itself: this is the phenomenological question about the origin of time. Composed in three decades approximately—from 1904 to 1934—Husserlian contributions phenomenology of temporality constitutes the most extensive corpus about this matter in the canon of occidental philosophy. They lead in three main directions and correspond to (...) the same number of periods of their development: the mathesis of intentional manifolds, the metaphysics of individuality, the theory of temporal self-constitution. After the description of the phases, the sources and the internal articulations, the paper makes room for a brief and essential glossary of phenomenology of temporality, made up of some of the most considerable and aporetic notions: the retention, and its bond with protention, individuality and its elusive essence, the flow and the stream. Lastly, the paper inspects and examines some of the most remarkable critics to phenomenology of temporality, from Heidegger to Derrida, from Bergmann to Lévinas, in order to demonstrate how leading was its role in the whole philosophy of the twentieth century. (shrink)

The 1974 election-period has been sustained intensively by the BRT. The Board of Directors decided to do sa in order to accomplish the corporation's task of objective information.The political parties also used intensively the extra air-time accorded by the same Board of Directors, for their clection-campaign. As for all political parties all over the world, radio and even more television air-time, is seen as an indispensable instrument for diffusing party-coloured information.

Although in Radio and TV-programmes the dutchspeaking radio and television gives much attention to the election campaign, reporters and journalists manage to stick to the status of non agens, conforming the BRT-constitution.There is no difficulty to interview political leaders or ask them for collaboration in one or another programme, during the election campaign. The nearer election-day comes, the more difficult it is to stay neutral.In the radio-programmes one simply avoided to interview political leaders the last weeks before election-day. As for (...) the TV-programmes, one managed to give the campaign with all pro's and con's, the typical detail and the striking events in puredocumentary style. (shrink)

The author analyses how debate over the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders has tended to privilege certain conceptions of psychiatric diagnosis over others, as well as to polarise positions regarding psychiatric diagnosis. The article aims to muddy the black and white tenor of many discussions regarding psychiatric diagnosis by moving away from the preoccupation with diagnosis as classification and refocusing attention on diagnosis as a temporally and spatially complex, as well as highly mediated process. (...) The article draws on historical, sociological and first-person perspectives regarding psychiatric diagnosis in order to emphasise the conceptual—and potentially ethical—benefits of ambivalence vis-à-vis the achievements and problems of psychiatric diagnosis. (shrink)

A friend of mine recently lent me a little book entitled What a Young Wife Ought to Know, by Mrs. Emma F. Angell Drake, M.D., of Denver, Colorado. It was published in 1902 and is one of the Self and Sex series of “pure books on avoided subjects.” Its premise is that “Woman [is] fitted by the creator for wifehood and motherhood,” and it has chapters entitled “Home and Dress,” “Marital Relations,” “The Mother the Teacher,” and so on. My friend (...) had come across it in, of all places, the library of a mental hospital where his wife was being treated for postpartum depression. He stole it as a matter of principle. What a Young Wife Ought to Know has its late-medieval equivalent in a poem of around two hundred lines known as “What the Goodwife Taught Her Daughter,” which has been used quite often by medieval historians as evidence for aspects of female behavior in the fourteenth and fifteenth centuries. There are problems with this, though, as a comparison with Mrs. Emma F. Angell Drake's book shows. Historians of the early twentieth century would not, I assume, use What a Young Wife Ought to Know as evidence of social practice; rather, its interest is ideological. The same is true of “What the Goodwife Taught Her Daughter”: it is a poem that speaks for the special interests that have shaped its form and content. (shrink)

Starting from the Italian results of the PISA 2015 surveys as regards the competence of young students in collaborative problem-solving, in this paper we conduct a critical analysis of the concept of competence, as seen through the lens of the Capability Approach. The Philosophy for Children curriculum is presented as a pedagogical and didactic proposal capable of re-conceptualizing the constructs of ‘problem-solving’ and ‘collaboration’. In the light of ‘Complex Thinking’ theory and the ‘community of inquiry’ classroom methodology, the general theoretical (...) frame of the PISA and DeSeCo approach to problem-solving has been criticized for its focus on what has been defined in terms of “internal mental structures in the sense of abilities, dispositions or resources embedded in the individual”. The proposal of Philosophy for Children and its ‘community of inquiry’ methodology are considered and discussed. This educational curriculum provides a real opportunity to rethink citizenship education by concentrating on the value and power of collective agency and the ability to wonder about our world. The pedagogical implications are significant because this means that we should be aiming to align academic education not with what society is, but with what it could or should be. To achieve this, education policies and planning actions need to focus on values and principles, on matters such as freedom, social equity and participation. These matters are not exclusive to the realms of individual endowment and performance. They have fundamental ethical and cultural components. Philosophy for Children can be considered as an opportunity to work towards the educational and political goal of creating “flourishing communities”. (shrink)

In the following paper we will attempt to analyze and reconstruct Edith Stein’s interpretation of Husserl’s “transcendental idealism,” notably, the reason why, in her opinion, the latter ended up embracing that specific philosophical position. As will soon become apparent, according to Stein, Husserl misunderstands the peculiar ontological structure of individual essences and, in particular, the specific connection with reality that they carry within themselves. Without raising the question of whether Stein’s own understanding of transcendental idealism perfectly corresponds with Husserl’s, we (...) will confine ourselves to discussing, first, the wider context within which she tackles it and, second, the relation between Husserl’s idealism and the formal-ontological issue of how to characterize the internal content of individual essences. No matter what we think of Stein’s critical assessment, her approach has the great and undeniable merit of forcing the “interpreter” to face the problem of the tight connection between the transcendental dimension and the eidetic dimension of Husserl’s thought. (shrink)

In times of crisis, connections among people, cultures, and societies seem to be the main antidotes available against the risks of individualism, auto-referentiality, and a revenge culture. Connectivity offers opportunities to nurture human generativity (Santi, 2021) in the service of better futures and cosmopolitan scenarios, contrasting the delusion of autarchical economies, the rhetoric of political nationalism, and the reinforcement of social polarization by way of competition/marginalization, which applies to education as well. The pandemia that occurred in 2020 brought both (...) risks of isolation and opportunities for connection: it has been a paradoxical and even paroxysmal situation that has challenged us to think about forms of dependence, especially in instructional contexts. The stimulus for an inquiry that was carried out with 817 students at the University of Padova was the provocative title of an album by well-known musicians: “Declaration of Dependence.” The aim was to think about dependencies in the form of regular roles such as “study/student” that are important for our human existence, and which were profoundly upset by the “sindemia” (Singer, 2009). Our aspiration was to explore what it means to belong to a thriving university whose over-arching goal is to serve the dependencies of people in a generative community of future horizons. Our efforts led to the drafting of the “Declaration of Dependence,” a shared manifesto by the research group that enumerated a thorough list of the students' self-declared dependencies, and which was later shared with the university community in multiple languages. This led, in turn, to the use of the Declaration to launch multiple focus groups, which discussed these dependencies in a setting devoted to dialogue and the practice of complex thinking. Subsequently, in a workshop carried out in 2020 at the 20th Biennial Conference of the International Council of Philosophical Inquiry with Children (ICPIC) in Tokyo, we opened an international dimension on the reflections that had preoccupied us in the Padova University context. Here, the aim was to reflect on the personal, collective and educational dependencies of the present historical moment through the practice of community of philosophical inquiry, which offers a paradigmatic time and space for sharing, listening, questioning, and gaining perspective. The conference workshop offered an international group of scholars and practitioners from various socio-political contexts the opportunity to deliberate on how the pandemic has impacted both their local and the global community. Considering the new educational and philosophical challenges presented by the pandemic, the group expressed an urgent need to deconstruct established boundaries and return to “origins.” Invoking metaphors taken from the natural world (Roversi et al, 2022), an inquiry into the nature and scope of our fundamental dependencies reminds us that we are part of a socio-cultural ecology that is grounded and nurtured in our relationship with others. A community that understands its dependencies as gifts that call us to the design of a better future could in fact represent a foreshadowing of a better tomorrow. (shrink)

The present essay offers a first, systematic reconstruction of Husserl’s understanding of Socrates’ philosophical position in the Ideengeschichte with a special focus on the Socratic method. Our goal is twofold. On the one hand, we aim to provide a clear presentation of the way in which Husserl himself conceives of the “beginning” of Western philosophy by tackling the specifically Socratic contribution to it. On the other hand, we will clarify in what sense, and to what extent, the assessment of Husserl’s (...) Socrates helps shed some light upon the properly Husserlian conception of philosophy, notably, his twofold notion of “rationality.”. (shrink)

The recent global outspread of the COVID-19 pandemic has influenced the lives of people across multiple countries including athletes, coaches, and supporting staff. Along with everybody else, coaches found themselves constrained to an at-home self-isolation, which limited their ability to normally engage with their profession and to interact with their athletes. This situation may also have impacted their own psychological well-being. With this study, we explored coaches’ perceptions of stress in relation to their emotion regulation strategies depending upon their gender (...) and competitive level. A sample of 2272 Italian coaches were surveyed during the period of lockdown. Mean values for perceived stress and emotion regulation strategies were compared to normative data of the two instruments as reported in the original studies. Furthermore, two Multivariate analyses of variance were completed to observe the potential differences in the coaches’ emotion regulation strategies and perception of stress. Finally, a blockwise regression analysis was run to assess how coaches’ emotion regulation strategies impacted upon their perception of stress. Both women and men reported higher levels of perceived stress than those reported in the normative data. Similarly, average scores for emotion regulation strategies were significantly different from those reported for normative data, in particular, coaches reported slightly higher use of emotion regulation strategies than participants in the original study. Significant gender-based differences emerged in terms of emotional regulations, with men adopting more suppression than women. No differences by competitive level were found. In terms of perceived stress, male coaches and elite coaches showed to be more in control of the situation than female coaches and non-elite coaches, respectively, while women experienced more negative stress than men. The blockwise regression evidenced how reappraisal resulted to be predictive in helping coaches to reduce their perception of stress, while suppression predicted higher stress perceptions. (shrink)

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 (refused by the Arabs and only partially shared with the Jews), 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 (which will widespread the Ars combinatoria) 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)

Réflexions sur la façon de dire et de montrer le paysage au XXIe siècle. Aborde la question en s'appuyant sur de nombreuses disciplines comme l'art, l'esthétique, le théâtre ou les sciences et techniques.

This paper presents a systematic discussion of Edith Stein’s critical understanding of Husserl’s transcendental-phenomenological idealism. After a brief explanation of the way in which, according to Stein, Husserl’s idealism should be framed, this paper offers an evaluation of her criticism with a special focus on her Introduction to Philosophy lectures of 1920. I argue that if, ultimately, Stein’s rejection of Husserl’s idealism in the text in question is deemed unsuccessful, we must examine the premises on which her own per-spective on (...) the eidetics of nature is based. (shrink)

This collection offers the first systematic, comparative analysis of Wilfrid Sellars's Pittsburgh school of thought and Husserlian phenomenology. Beginning with an introduction to contemporary philosophical debates about the mind and pragmatism, the essays examine and clarify the discursive divide between analytic and Continental philosophy.

The book offers a systematic reconstruction of the disagreement between Husserl and Heidegger from the former's perspective, but without falling into any form of Husserlian apologetics. The main thesis is that Husserl's critique of Heidegger's existential analytics as a form of philosophical anthropology entails a deeper fundamental thesis, namely that Heidegger confuses the object of first philosophy (the transcendental determination of the subject) with metaphysics (in the Husserlian sense of the expression). Addressing the Husserl-Heidegger confrontation, this text provides the first (...) systematic reconstruction of Husserl's conception of the system of philosophy from the perspective of his later works, with a special focus on the Cartesian Meditations. At stake in Husserl's critique of Heidegger's philosophy in Being and Time is the refusal to transcendentalize the irrational aspects and nature of our human existence. This first volume addresses Husserl's doctrine of transcendental idealism with the aim of elucidating the distinction between first philosophy, second philosophies and what Husserl calls last philosophy. This volume appeals to students and researchers. (shrink)

The book offers a systematic reconstruction of the disagreement between Husserl and Heidegger from the former's point of view, but without falling into any form of Husserlian apologetics. The main thesis is that Husserl's critique of Heidegger's existential analytics as a form of philosophical anthropology entails a deeper fundamental thesis, namely, that Heidegger confuses the subject matter of first philosophy (the transcendental subject) with metaphysics (in the Husserlian sense of the expression). At stake in Husserl's critique of Heidegger's philosophy in (...) Being and Time is the refusal to transcendentalize the irrational aspects of our human existence. This second volume focuses on the question of being, clarifying the distinction between ontology and metaphysics in Husserl's thought. In fact, contrary to a long-standing and established interpretive tradition, according to which Husserl's phenomenology is metaphysically neutral, the book shows to what extent Husserl always understood as the ultimate goal of his philosophizing the positive foundation of a metaphysics. This volume appeals to students and researchers. (shrink)

El ordenamiento jurídico de Santi Romano es, sin duda alguna, una obra fundamental. Y no es la circunstancia concreta de presentar ahora la obra al lector español la que dicta estas palabras, sino que las recojo conociendo plenamente el valor objetivo que ellas tienen; sobradamente tendremos ocasión de ver la consideración que la obra de Romano recibe por parte de la doctrina, como de un auténtico y verdadero hito en el desarrollo del pensamiento jurídico contemporáneo. De ahí precisamente que (...) no trate de llevar a cabo ni un análisis crítico de la misma, ni menos aún de la obra de Romano en general; tal pretensión de enjuiciamiento limitaría casi con lo grotesco, por carecer de toda autoridad en el campo de la dogmática general del Derecho, que es en el que, en concreto, se mueve Santi Romano en la obra que presentamos. Estas páginas, por el contrario, pretenden tener una finalidad mucho más modesta: simplemente presentar la obra al lector español, formulando al mismo tiempo algunas aplicaciones concretas de la tesis ordinamental en el campo específico del Derecho administrativo. Sebastián Martín Retortillo. (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)

The present paper provides the first presentation of Jean Hering’s dissertation Lotzes Lehre vom Apriori in light of Husserl’s assessment of Lotze’s theory of knowledge in the Logik. After a preliminary discussion of some of the main aspects of Husserl’s dismissal of both the metaphysical presuppositions and the absurd consequence of Lotze’s stance on knowledge, the case will be made for considering Hering’s critical approach to Lotze’s view on the a priori as a further development of Husserl’s position. In the (...) conclusion, some remarks will be offered on how Hering elaborates on what he calls the “philosophical concept of the a priori.”. (shrink)

The present paper provides the first reconstruction of the discussion between Martin Heidegger and Maximilian Beck, a former member of the Munich Circle of Phenomenology—a discussion that revolved around Beck’s interpretation of the “fundamental ontology” of Being and Time. Based upon the still unpublished correspondence between Heidegger and Beck, the essay first reconstructs their relation and then offers a meticulous discussion of Beck’s major criticism of Heidegger, i.e., “correlativism,” and the latter’s response to it in his courses of 1928.