This paper focuses on the relationship between Kant and the traditional view of dignity. I argue that some amendments to Sensen’s description of the traditional paradigm enable us to see more clearly both where Kant adheres to the latter and where his view is original. First, a consideration of Pufendorf’s use of dignity suggests (1) that, contrary to Sensen’s reconstruction, the traditional paradigm does not entail a connection between dignity and duties to oneself, and (2) that Pufendorf’s understanding of dignity (...) as a kind of esteem, as opposed to price, provides a crucial mediation between the traditional view and Kant’s view. Finally, I argue that the traditional understanding of dignity also includes a subordinate justificatory element that helps to explain Kant’s use of dignity in the Doctrine of Virtue. (shrink)

The spread and publicity given to questionable practices in the corporate world during the last two decades has fostered an increasing interest about the importance of ethical work for organizations, practitioners, scholars and, last but not least, the wider public. Relying on the Social Identity Approach, we suggest that the effects of different ethical climates on employee behaviors are driven by affective identification with the organization and, in parallel, by cognitive moral (dis)engagement. We compared the effects of two particular ethical (...) climates derived from the literature: An ethical organizational climate of self-interest, and an ethical organizational climate of friendship. Three hundred seventy-six workers completed measures of Ethical Climate, Organizational Identification, Moral Disengagement, Organizational Citizenship Behaviors, and Counterproductive Work Behaviors. Structural equation modelling confirmed that the two ethical climates considered were independently related to organizational identification and moral disengagement. These, in turn, mediated the effects of ethical climates on Organizational Citizenship Behaviors and Counterproductive Work Behaviors. We discuss results in light of the social identity approach, and present some practical implications of our findings. (shrink)

We explore relationships between phenomenology and developmental psychology through an in-depth analysis of a particular problem in social cognition: the most fundamental access to other minds. In the first part of the paper, we examine how developmental science can benefit phenomenology. We explicate the connection between cognitive psychology and developmental phenomenology as a form of constructive phenomenological psychology. Nativism in contemporary science constitutes a strong impulse to conceive of the possibility of an innate ability to perceive others’ mental states, an (...) idea which also has a transcendental implication. In the second part, we consider how phenomenology can contribute to developmental science. Phenomenology can go beyond the necessary evaluation and reinterpretation of experimental results. Some phenomenological notions and theories can be put forward on a par with alternative cognitive-psychological models and compete with them on grounds of empirical adequacy. For example, Husserl and Merleau-Ponty’s notion of pairing can constitute a viable account of how infants access other minds. We outline a number of ways in which this account can be tested and can thus contribute to generating empirical knowledge. (shrink)

In this paper, the endeavour to understand how to think of education ‘after progress’, viz. in an age in which progress has become problematic, is undertaken by focusing on the theme of time. Dovetailing Klaus Mollenhauer’s reflections on the rise of the Bildungszeit at the dawn of modernity with Thomas Popkewitz’s analyses of ‘cosmopolitan time’ presiding over pedagogical reform from the 19th century to the present, I shall, first, explore this temporal configuration of modern schooling (which goes hand in hand (...) with a specific understanding of the child). Against this backdrop, I shall, second, advance an interpretive hypothesis, that of substituting what will be called the ‘child-as-migrant’ for the ‘cosmopolitan child’, by appropriating, in an educational key, some insights of Thomas Nail’s ‘migrant cosmopolitanism’. I shall thereby suggest an alternative view of ‘progressivity’, construed not along modern-developmentalist lines but as a form of non-conservativeness, linked with a recognition of the ekstatikon (that is, destabilizing) character of time. This will require a revisiting of some Aristotelian intuitions about time as the rhythm of movement, reinterpreted as the affective experience of that ek-statikon without which there is no potential for the new. Accordingly, ‘progressive’ education (in the different interpretation investigated here) is the concern to allow all of us as ‘migrants’ to live actively in the abode of our ek-static and unpredictable condition and, therefore, to be vulnerable to the new, without merely remaining in a taken-for-granted ethos, cosmopolitan, inclusive, and progress-oriented though it may be. (Editor's note: This paper forms part of the suite entitled ‘Education After Progress’.). (shrink)

In this paper, I will establish a conversation between Rorty and the recent proposal of post-critical pedagogy. The assumption is that through this dialogue some tenets of the latter could find a Rortyan redescription that avoids the risk of ‘metaphysical’ formulations, whereas Rorty’s ideas can increase in their relevance with respect to education thanks to the post-critical perspective. In particular, the conversation will develop by focusing on the shared attitude towards the critical-negative attitude of poststructuralist thought, the significance of the (...) subject-matter in education and an interpretation of pedagogical hermeneutics (a key notion of post-critical pedagogy) through the lens of the Rortyan idea of edification. In the conclusion, by distinguishing two views of hope – an eventist and a transitionalist – it is argued that it is precisely in this theme, which seems to be a privileged meeting ground for Rorty and post-critical pedagogy, that there may lie a major fault line. (shrink)

In various official documents, the European Union has declared its goal to pursue a citizen-centric governance of digital transformation. Through a critical review of several of these documents, here we show how “citizen-centric” is more a glamouring than a driving concept. De facto, the EU is enabling a federated data system that is corporate-driven, economic-oriented, and GDPR-compliant; in other words, a Digital Single Market (DSM). This leaves out societal and collective-level dimensions of digital transformation—such as social inclusion, digital sovereignty, and (...) environmental sustainability—which are acknowledged, but not operationalized, by the EU as pillars of a citizen-centric governance. Hence, the door is open to a complementary approach to the governance of digital transformation. We argue that, while a federated data model can constitute the tech-legal backbone of the emerging DSM, a commoning of data, as an ecosystemic approach that maintains a societal and collective outlook by default, can represent a complement to enact a truly citizen-centric governance. (shrink)

After outlining the renascent interest in teaching within contemporary educational theory, the present paper engages with a reflection on teaching beyond the predominant learnification and the related emphasis on efficacy as a primary value. In this endeavour, the theme of teachers’ demoralization is introduced in a philosophical-educational key, by deploying an existential perspective. Within this horizon, a special focus is on failure construed as intimately linked with the ‘essence’ of education qua an encounter of free beings and as a possibility (...) inherent to the dignity of teaching. In conclusion, some implications of this recognition of the ‘significance’ of failure are indicated in regard to teacher education. (shrink)

In her recent much-debated manifesto for Socratic education, Martha Nussbaum (2010) makes two statements seemingly dissonant with each other: on the one hand, she recognizes in Dewey "a thinker who brought Socrates into virtually every American classroom" (p. 64); on the other hand, she points out that "Dewey, however, never addressed systematically the question of how Socratic critical reasoning might be taught to children of various ages" (p. 73). The latter remark works as a sort of springboard to the introduction (...) of Matthew Lipman's curriculum as a "source of practical guidance" for teachers "who want to teach Socratically" (p. 73).We could rephrase such a double position in the evaluation of Dewey's .. (shrink)

In this paper, I will explore Rorty’s recommendation to shift from a philosophical to a literary culture by addressing this theme through a philosophical-educational lens and in reference to the question of what kind of education we need in order to foster democratic ethos. In this perspective, I will establish a comparison/contrast between Rorty’s idea of sentimental education and Matthew Lipman’s Philosophy for Children understood as two (alternative?) ways of recontextualizing Dewey’s heritage. After discussing Rorty’s understanding of a need for (...) an end (instead of a “Deweyan” recovery) of philosophy starting from his dialogue with Castoriadis and by reconstructing his appeal to a poeticized culture, I will present Lipman’s case for education for philosophical inquiry in order to cultivate a democratic ethos in primary and secondary schools. I will contrast it with Rorty’s education as socialization and, contextually, I will illustrate their different stances towards Hirsch’s cultural literacy and his core curriculum approach to civic education. Finally, after problematizing Rorty’s views on the use of literature for a democratic culture, I will indicate the need to combine the Rortyan and Lipmanian thrusts and will claim that an aspect of the novel-driven education advocated by Rorty maintains a constitutive Socratic-inquiring dimension. (shrink)

In this paper I take my cue from what I suggest calling “the Adamitic modernity.” By this phrase I endeavor to capture a specific ‘removal’ of childhood that occurs in the Cartesian gesture of the enthroning of Reason. By drawing upon a reading of the major philosophical works of Descartes, I will argue that one of the main thrusts of his conceptual device is a deep-seated, and even anguished, mistrust of childhood and its errors. To put it in a nutshell: (...) in the Cartesian modernity philosophy/science and childhood are at odds with each other. In the second step of my argumentation, I will show in what sense Dewey rehabilitates childhood and its form of experience by, thus, healing the rift between childhood and science. This notwithstanding, Dewey was not ready to take the decisive step of thinking of a philosophy for children. Precisely by activating and developing the significance of qualitative thought, Matthew Lipman was able, instead, to progress beyond Dewey. In this perspective, I will show how Lipman and Ann Sharp, while walking in Dewey’s footsteps as far as their non-Cartesian interpretation of childhood is concerned, part company with him in their educational take on philosophy and on how this results in a revamping of the way of construing the Deweyan relationship between the child and the curriculum. (shrink)

ABSTRACTThis introduction outlines the rationale of the symposium 'Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe Education?'. In particular, it argues that, despite some early statements of Richard Rorty, he may turn out to be a particularly timely thinker in reference to debates occurring in the field of educational theory and philosophy, especially by suggesting an engagement with the latter through vocabularies of hope. Moreover, after highlighting that a valuable dialogue may be established (...) between Rorty's stance and post-critical pedagogy, the introduction describes in broad strokes along which lines this conversation will unfold in the three papers and one response composing the symposium. (shrink)

Skepticism toward the existence of neonatal differential imitation is fostered by views that assign it an excessive significance, making it foundational for social cognition. Moreover, a misleading theoretical framework may generate unwarranted expectations about the kinds of findings experimentalists are supposed to look for. Hence we propose a theoretical analysis that may help experimentalists address the empirical question of whether early differential imitation really exists. We distinguish three models of early imitation. The first posits automatic visuo-motor links evolved for sociocognitive (...) functions and we call it Genetically Programmed Direct Matching. The second is Meltzoff and Moore’s Active Intermodal Matching, which postulates a comparison between the acts of self and other. The third is the alternative we propose and we call it “Association by Similarity Theory”, as it relies on the tacit functioning of this domain-general process. AST describes early imitation merely as the differential induction or elicitation of behaviors that already tend to occur spontaneously. We focus on the contrast between AIM and AST, and argue that AST is preferable to AIM for two reasons. First, AST is more parsimonious and more plausible, especially because it does not require infants to be able to recognize self-other similarities. Second, whereas the extant findings tend to disqualify AIM, AST can account for them adequately. Furthermore, we suggest that AST has the potential to give new impulse to empirical research because it discriminates promising lines of inquiry from unproductive ones. (shrink)

In this paper, I will endeavour to revisit a central theme of Dewey’s Experience and Education and show its continuing relevance by contextualizing it within a momentous issue in education today. More specifically, I will attempt to proceed along the path of Dewey’s engagement with progressive education by marshalling some of his arguments in discussing what I will call—with a touch of irony—a techno-revolutionary tone recently adopted in education. It is appropriate to specify in advance what I mean by this (...) expression. Nobody can gainsay that we are facing major developments in technology and in the human ways of producing, organizing, and disseminating knowledge, and that we must draw important.. (shrink)

Cyberbullying is associated with the expansion of digital devices and the Internet. In Italy and other European and non-European countries, the phenomenon is growing. Young people who suffer from cyberbullying develop psychopathological symptoms of anxiety, depression, and social phobia that can lead to extreme acts, such as suicide. The pressure, the sense of isolation, and helplessness experienced by cyber-victims also affect their family and the school context. Cyberbullying is acted through digital tools, it is often anonymous, and aims to destroy (...) and psychologically humiliate the victim. There are various forms of cyberbullying that involve different reactions and consequences. However, few studies have focused on adolescents’ perception of cyberbullying. Youths often engage in aggressive behaviors, ignoring the feelings and reactions of the victims. Based on these considerations, our article aims to provide a general overview of the spread of the phenomenon and to understand the various types of cyberbullying and its consequences on victims. We will also illustrate a brief evaluation conducted in Italian schools investigating the perception of cyberbullying in a sample of 600 Italian adolescents. Our work aims to investigate the cognition and the personal perception of youths about cyberbullying and its consequences and to promote educational interventions within and outside the context of school. (shrink)

The term ‘gesture’ is often used for an action capable of conveying a meaning and, in this sense, it is related to the question of the origin of language. In this paper I rather focus on a concept of ‘gesture’ intended as the «supplement of an act», produced by an historical and cultural process and representative of a «pure mediality». Such a different notion of gesture should not to be confused with a form of expression considered as an end in (...) itself. In this perspective, I will try to think the artistic gesture not as bearer of meaning but as what is ‘beared’, i.e., as the non-communicative rest of previous acts of communication. (shrink)

This volume collects six original essays by internationally respected researchers who have devoted themselves to the study of legal obligation. It brings together works that innovatively address key dimensions of the current debates concerning legal obligation from different and, in some cases, even opposing theoretical perspectives. As a result, the collection offers a comprehensive discussion of legal obligation that promises to significantly advance our understanding of the obligatory dimension of law. What specifically connects the contributions gathered here is one common (...) thread: coming to terms with a notion – legal obligation – that is of both practical and theoretical importance. On the one hand, it is widely regarded as a fundamental legal concept by legal practitioners and laypeople alike, as not only judges, prosecutors, lawyers, and juries but also ordinary citizens make extensive use of obligation-related terms and discourses. On the other hand, the notion of legal obligation is of paramount significance for the theory of law. Indeed, even legal theorists who, quite understandably, refuse to reduce the law to a mere obligation-imposing device and opt instead for a view in which the normative dimension of the law also encompasses powers, rights, permissions, privileges and immunities, duly acknowledge the centrality of legal obligation for the understanding and conceptualisation of law. Hence the importance of the treatments presented in this volume. (shrink)

In Sophocles’ Oedipus Coloneus, after laying hands on Antigone and Ismene, Creon ridicules Oedipus by saying these words :οὔκουν ποτ’ ἐκ τούτοιν γε μὴ σκήπτροιν ἔτιὁδοιπορήσῃς.Then you shall never more walk with the aid of these two props!It is possible that Creon is here alluding to Oedipus’ actual appearance throughout the play. As far as we know, Oedipus comes on stage with no walking stick, and uses Antigone and Ismene as a crutch while walking. Creon's comparing Oedipus’ daughters to a (...) crutch, however, is also metaphorical. Such a metaphor is quite common in some modern languages, but was known by ancient Greek poetry as well. In Euripides’ Hecuba, for instance, Hecuba depicts her daughter Polyxena as her crutch. (shrink)

What are the main learning difficulties or advantages encountered by students with learning disabilities within e-environments? As a result of the Covid-19 emergency, e-learning is being increasingly used to support students’ learning processes. A number of countries closed their schools altogether, so face-to-face lessons were and have been replaced by distance lessons. A search of current literature via Scopus, Eric and Google Scholar electronic databases was conducted according to Prisma Guidelines. Other sources of literature were also considered, starting from the (...) references in the full text of the articles consulted. We used the following search keywords: “LDs” combined with the “AND/OR” Boolean operator and “e-learning platforms,” “well-being,” “psychological factors,” “emotional distress,” and “self-regulation.” One body of literature highlights the lack of inclusive accessibility standards and a lack of attention to specific tools for addressing LDs, which causes students to develop high levels of stress/anxiety and emotional distress, in addition to low levels of well-being, self-esteem and self-efficacy. Another area of literature looks at how students can develop high levels of self-regulation and emotional awareness, as well as high levels of inclusion. Results are discussed in terms of the promotion of e-learning that focuses on the psychological well-being of students and teachers use of technological tools. (shrink)

In this work we will show the role of lexical resources in machine translation processes, giving several examples after a brief overview of Machine Translation studies. Then we will advocate the need for a richer lexicon in MT processes and sketch a methodology to obtain it through a mix of corpus-based and machine learning approaches.

Antonio Signorini’s contribution to the constitutive theory of non-linear elasticity is reconstructed and analyzed. Some uninformed opinions suggesting he had a minor role, lacking of significant results, are discussed and refuted. It is shown that Signorini should be rightly credited for being among the first scholars aware of the central problem of non-linear elasticity: the determination of the general form of the elastic potential.

The paper aims at identifying similarities and differences between two different ways of using the word “true”, on the one hand when it is used to refer to a property of what we say or believe, here called “words’ truth”, on the other when it is used to refer to a feature of things in general (as when we say “he is a true friend”), here called “things’ truth”. I will point out how such similarities and differences may be usefully (...) described starting from the feature of truth called “transparency” which is often considered as exclusively pertaining to words’ truth. The upshot of the paper will be that Aquinas was right in considering the two kinds of truth as species of the unique genus “adaequatio rei et intellectus”, but that this conclusion can be reached without any commitment to the ideology (in the Quinean sense) of the correspondence theory of truth. (shrink)

Investigating the bases of inter-individual differences in risk-taking is necessary to refine our cognitive and neural models of decision-making and to ultimately counter risky behaviours in real-life policy settings. However, recent evidence suggests that behavioural tasks fare poorly compared to standard questionnaires to measure individual differences in risk-taking. Crucially, using model-based measures of risk taking does not seem to improve reliability. Here we put forward two possible - not mutually exclusive - explanations for these results and suggest future avenues of (...) research to improve the assessment of inter-individual differences in risk-taking by combining repeated online testing and mechanistic computational models. (shrink)

BackgroundThe psychological condition of university students has been the focus of research since several years. In this population, prevalence rates of depression, suicidal ideation, anxiety disorders and substance abuse are higher than those of the general population, and medical students are more likely to have mental health issues than other students.AimsThis study deals with the psychological condition of medical students, with a focus on correlations between depression, suicidal ideation and the quality of the perceived parenting style. Gender differences were also (...) considered.MethodsA cross-sectional study was conducted on a population of medical students, with an online questionnaire consisting of a personal data sheet for demographic and anamnestic data, and of three self-rating scales: the Beck Depression Inventory II, for the screening of depressive symptoms; the Beck Hopelessness Scale, to assess suicidal ideation; the Parental Bonding Instrument, to investigate the memory of the attitude of one’s parents in the first 16 years of life. Two main affective dimensions were considered by PBI: “care” and “protection”. Four different patterns of parenting styles are so evidenced: Neglectful Parenting, Affectionless Control, Optimal Parenting, and Affectionate Constraint.ResultsOverall, 671 students participated. Females, compared to males, experienced more distress and self-injurious behaviors, while males experienced more drugs or alcohol abuse. The BHS and BDI-II scores correlated positively with the PBI score for “protection” and negatively with that for “care.” Affectionless Control and Neglectful Parenting were associated with higher medians of BHS and BDI-II scores.ConclusionThe study confirms that the undergraduate medical student population has higher prevalence of depression and suicidal ideation than those detectable in the general population and that some specific parenting styles correlate with these two clinical variables. The impact of Affectionless Control and Neglectful Parenting on suicidal ideation and depressive symptomatology was more pronounced in females than in males. For males, the role of the father seemed to have less impact on the affective roots of suicidal thoughts and depression. (shrink)

Il testo analizza alcune interpretazioni fornite alla filosofia di Giordano Bruno da alcuni interpreti dell'800 e primo '900.

Il testo analizza le principali proposte interpretative dedicate alla filosofia di Giordano Bruno da parte di alcuni storiografi del '900, per proporre una propria visione dell'autore nolano.

Il volume raccoglie il lavoro di ricerca, di analisi e di commento, dedicati ai "Dialoghi Italiani" di Giordano Bruno, che è stato presentato quale tesi di dottorato in filosofia presso l'Università degli studi di Padova, nel febbraio del 2002. Il testo comprende un confronto fra la tradizione dei testi aristotelici della "Metafisica", "Fisica" e "Il cielo" ed i testi in volgare di Giordano Bruno, analizza i testi bruniani giungendo alla scoperta del principio dell'infinito creativo e doppiamente dialettico e presenta una (...) panoramica delle principali interpretazioni fornite al pensiero bruniano durante l'800 ed il '900. (shrink)

In the opening sentences of Book 2 of Posterior Analytics, Aristotle defines the four types of question that one can pose within the demonstrative science. In the edition by William D. Ross, the text reads as follows : τὰ ζητούμενά ἐστιν ἴσα τὸν ἀριθμὸν ὅσαπερ ἐπιστάμεθα. ζητοῦμεν δὲ τέτταρα, τὸ ὅτι, τὸ διότι, εἰ ἔστι, τί ἐστιν. ὅταν μὲν γὰρ πότερον τόδε ἢ τόδε ζητῶμεν, εἰς ἀριθμὸν θέντες, οἷον πότερον ἐκλείπει ὁ ἥλιος ἢ οὔ, τὸ ὅτι ζητοῦμεν. σημεῖον δὲ τούτου· (...) εὑρόντες γὰρ ὅτι ἐκλείπει πεπαύμεθα· καὶ ἐὰν ἐξ ἀρχῆς εἰδῶμεν ὅτι ἐκλείπει, οὐ ζητοῦμεν πότερον. ὅταν δὲ εἰδῶμεν τὸ ὅτι, τὸ διότι ζητοῦμεν, οἷον εἰδότες ὅτι ἐκλείπει καὶ ὅτι κινεῖται ἡ γῆ, τὸ διότι ἐκλείπει ἢ διότι κινεῖται ζητοῦμεν.The things we seek are equal in number to those we understand. We seek four things: the fact, the reason why, if it is, what it is. For when we seek whether it is this or this, putting it into a number, we seek the fact. Evidence for this: on finding that it is eclipsed we stop; and if from the start we know that it is eclipsed, we do not seek whether it is. When we know the fact we seek the reason why. (shrink)

Die Epitome physica des Nikephoros Blemmydes (1197 – nach 1269) gilt als eines der meistverbreiteten Lehrbücher aristotelischer Naturphilosophie in der byzantinischen und nachbyzantinischen Welt. Dennoch blieb die handschriftliche Überlieferung bisher gänzlich unerforscht und der Text wurde nie in Form einer kritischen Edition zugänglich gemacht. Die Epitome physica stellt das zweite Buch der Εἰσαγωγικὴ ἐπιτομή (Einführendes Kompendium) dar, deren erstes Buch der Logik gewidmet ist. Als Grundlage dienten Blemmydes im Wesentlichen Aristoteles und seine Kommentatoren (sowie für den astronomischen Teil den Stoiker (...) Kleomedes), wobei er versuchte, eine Synthese der antiken Naturphilosophie mit der christlichen Weltanschauung zu erreichen. Von den über 120 erhaltenen Manuskripten der Epitome, die vom 13. bis ins 19 Jh. datieren, werden im vorliegenden Buch die Handschriften aus der Palaiologenzeit sowie die Mehrheit derjenigen aus der Renaissance manuskriptologisch und philologisch untersucht sowie ihre textgeschichtlichen Beziehungen rekonstruiert. Daneben kommen auch die Verbreitung und der kulturelle Stellenwert der Epitome physica in der byzantinischen Welt und in der europäischen Renaissance zur Darstellung. (shrink)

Realist ontologies about history stress that entities such as documents, their sources, and events whom they are talking about are objectively given in the ontological reality of social history, beyond our skills to recognize them. Thus, how is it possible to understand the extension of the ontological independence of historical findings and where does our (mis)interpretations of those findings begin? As every realist ontological commitment must provide us with a suitable tool to solve the age-old problem of findings’ reliability, in (...) this paper we analyze how such realist views, like Searle’s Collective Intentionality, cannot be a solution, meanwhile, on the other hand, other realist purposes could represent valid alternatives. In fact, Searle’s theory surely accounts for the constitution of such social objects as false historical acts, but its definition of function of status (FS) as “X count as Y in C” permits, even only in principle, that the same entity X, which has counted as Y, in the far-off times historical context C0, could “re-count” as Y  Y in a more recent context Ct  C0, after an involuntary forgery too. Being by definition iterative, FS could iterate clamorous twists, also ad libitum, making future historians’ shared intentionality lose the contact with the reality of original status’ functions. On the contrary, Ferraris’ Documentality satisfies this historical reliability test, because its definition of a social object as inscription of an act distinguishes between what a fact/event/object X of the past has been, and what characteristics this same X must possess to become a document, discerning, this way, voluntary from unintentional effects of the creation of an object/event/fact, to instantiate a social fact, or to cause an historical event, and their different taxa of historicity. (shrink)

The topic of this article is to develop an alternative, ontologically settled, problematic intuition about how to establish theoretical criteria of (non) conceptuality of an intentional content which kind of properties must an object possess to be able to furnish a full formal satisfaction to a conceptualization process? Are there any objects upon which our concepts can only go in vain in a sort of non conceptual short circuit’s breakdown in the very same act, in order to be caught in (...) a perceptual process? To give one or more answers to these questions, the article analyzes some examples of thing which are very difficult to conceive immediate y by means of predicative concept, the so -called Odradek object (O/o),taking inspiration by the case of a Kafka’ s famous tale character.It is possible to show the existence of almost a odd phenomenon of optical illusion in which the behaviour of perceptual structure of certain objects is very clear y similar to an O/o s one (Frisby’s effect in the Waterfall illusion, for example). Nevertheless, conclusions of the article will show how the reasons to believe in the plausibility of this hypothesis are more a priori and conceptually based than psychologically and experimentally inspired. (shrink)