This volume suggests a novel treatment of context in the analysis of everyday interaction. On a theoretical level, it advocates a switch of focus from 'context' as a preestablished, monolithic category which constringes co-participants' verbal and nonverbal behaviour, to an active notion of 'contextualization': in order to make oneself understood, participants have to establish and maintain those shared contextual frames which in turn are relevant to the local interpretation of their verbal and nonverbal activities. On an empirical level, the volume (...) contains exemplary analyses that show how participants employ 'contextualization cues' of prosodic (rhythm, intonation, tempo, etc.) or nonverbal (gaze, gesture, etc.) nature in order to 'achieve context'.The volume is also an appraisal of the theory of contextualization developed by John Gumperz. In their contributions, researchers from various schools of research, such as conversation analysis, micro-ethnography, phonetics/phonology and metapragmatics, relate their work to this theory. (shrink)

The history of Fuzziness in Italy is varied and scattered among a num- ber of research groups. As a matter of fact, “fuzziness” spread in Italy through a sort of spontaneous diffusion, and, also subsequently, no one felt the need to cre- ate some “national” common structure like an Association or similar things. Since a cohesive retelling would be next to impossible, a few members of the Italian fuzzy community have been asked to recount their experience and express their hopes (...) for the future. (shrink)

La ricerca qui proposta si rivolge al programma di radicale naturalizzazione della mente e, in particolare, alla posizione del monismo materialistico che esso produce. L’articolo si propone di individuare gli assunti fondamentali sui quali tale programma poggia. Un primo assunto identificato e discusso criticamente all’interno del lavoro concerne una concezione corrispondentista della verità. Un secondo assunto fa riferimento ad una concezione secondo la quale lo studio della mente si riduce all’individuazione di relazioni causali e leggi che regolano processi meccanici, mentre (...) si possono considerare scientifiche solo quelle forme di indagine fondate sul principio di chiusura del mondo fisico. L’analisi si conclude sottolineando come il presupposto più significativo si riveli essere la negazione della soggettività e della coscienza, la quale viene ridotta/ricondotta a operazioni inconsce e inintelligenti. In problema rincontrato a questo rispetto è identificato nel fatto di non fare valere la fondamentale distinzione teoretica tra condizione empirica e condizione di intelligibilità. (shrink)

Euthydemus is included neither in Die Fragmente der Vorsokratiker by Diels–Kranz nor in Sofisti. Testimonianze e frammenti by Untersteiner nor in Early Greek Philosophy by Laks and Most. Likewise, the great twentieth century works on the Sophists do not give space to him, at best mentioning him briefly. Yet Euthydemus is the author of a fragment, which was quoted by Plato in his Cratylus, and on which again there is no modern study. This paper sets out to study this fragment (...) in depth, to review and discuss the various translations, both existing and possible, to study the context of Plato’s quotation, to clarify the exact meaning and the theoretical scope of this important fragment, and lastly to place Euthydemus in the Protagorean tradition, of which he is a notable product. (shrink)

Kleene comincia la sezione §60 di Introduction to metamathematics considerando la questione se la matematica informale, e specialmente la teoria intuitiva dei numeri sia formalizzabile. Il classico teorema di G¨.

In modern studies it has been largely denied that the so-called “secret doctrine” (which would be more correct to call “private teaching”) of the Theaetetus can be traced back to Protagoras. However, reasons why this doctrine can not be his own, have never been explained. At the same time, an appropriate justification of the hypothesis that it would be considered a pure Platonic creation has never been offered, nor was explained why it would be attributed to followers of Protagoras, but (...) not to Protagoras himself. This article examines the Platonic text in an analytical way, shows how Plato repeatedly attributes to the sophist of Abdera the content of this doctrine, and, based on fragments of Protagoras and other doctrines related to him by ancient sources, it is evident that nothing in Protagorean concepts comes into conflict with Theaetetus so-called “secret doctrine”, and how actually is completely coherent with it. (shrink)

This contribution presents the salient aspects of the approach of San Miniato to the education of children during childhood. The experience presented is part of a reality characterized by positive economic development, favorable social indicators and a long tradition of investment in education that has led to making the whole community participate and being actively responsible in the development of educational services for children from birth, with diffusion rates, which are much higher than the national and international comparative averages. Starting (...) from an affirmation of the identity of children as active and constructive people and subjects within the experiences that accompany their growth and education, the approach mentioned aims at investing in the organization of the educational space, on a flexible idea of curriculum and on the endeavor to welcome the participation of families while investing in family education. All these aspects - space, curriculum and participation - together become the strength of the project and direct educators to a different role from the traditional one, no longer centered on the perspective of knowledge transfer but rather on the horizon of their construction within a dimension of dialogue and comparison between the points of view brought into play by children and educators. The protagonism recognized to children is reflected in a new protagonism of educators, who transform themselves from simple education technicians into curious researchers open to novelty and to everything that is possible. Over the past twenty years, San Miniato has invested in the development of relationships and exchange with many other companies in the world engaged in the development of quality experiences in children's and educational services, and the BOTTEGA DI GEPPETTO – International Center Gloria Tognetti continues today in this work while honoring the memory of one of the people who most supported the development of the approach as Head of Educational Services of San Miniato from the end of the last century and until her untimely death in 2017. (shrink)

The real extension of Philagathus Cerameus' classical culture has been variously discussed. The homilies of this 12th century preacher from Southern Italy show a thorough knowledge of Heliodorus' Aethiopics . In hom. 24 Rossi Taibbi, on the other side, Philagathus appears to be drawing on Procopius of Gaza's Monody on Antioch, as is suggested by some fragments preserved in the lexicon περ συντάξεωζ. This confirms that he was especially acquainted with those ancient authors who were proposed as models in the (...) rhetorical schools of the Comnenian age. (shrink)

Preface 1. What is Ethics? 1. 1. Why Study Ethics? 1. 2. Isn’t Faith Enough? 1. 3. Philosophical Methods 1. 4. Specific Characteristics of Philosophical Ethics 2. The Phenomenology of Morality 2. 1. Moral Experiences 2. 2. Essential Characteristics of Moral Experience 3.. Voluntary Behavior 3. 1. Conditions of Voluntary Behavior 3. 2. Emotions and Feelings in Human Action 3. 3. Freedom in Human Action 3. 4. Human Action as Immanent Activity 4. The Virtues in General 4. 1. Importance of (...) the Virtues in Ethical Discourse 4. 2. Virtues and Vices 4. 3. Classification of the Virtues 4. 4. Virtue, Freedom, and Happiness 5. Wisdom 5. 1. Terminology 5. 2. Primacy of Wisdom 5. 3. The Operations of Wisdom 5. 4. Wisdom’s Presuppositions and Their Opposites 6. Justice 6. 1. The Concept of Justice 6. 2. Rights 6. 3. General Justice and Particular Justice 6. 4. The Parts of Justice 6. 5. Injustice 7. Fortitude or Courage 7. 1. Terminology 7. 2. Cultural Aspects 7. 3. Fortitude and Vulnerability 7. 4. Endurance and Aggression 8. Temperance 8. 1. Terminology 8. 2. The Essence of Temperance 8. 3. Virtue of Personal Integration 9. The Foundation of Morality 9. 1. The Good: Objective or Subjective? 9. 2. The True Good 9. 3. The Basis of Human Rights 9. 4. Sources of Morality 10. The Moral Law 10. 1. Attitudes toward Law 10. 2. The Essence of Moral Law 10. 3. The Natural Law 10. 4. The Law’s Limits 11. Conscience 11. 1. Anthropological Value of the Moral Conscience 11. 2. The Judgement of Conscience 11. 3. Types or Forms of Conscience 11. 4. Law, Virtue, and Conscience -/- Epilogue Bibliography . (shrink)