The 1830s and 1840s are the formative years of modern public health in Britain, when the poor law bureaucrat Edwin Chadwick conceived his vision of public health through public works and began the campaign for the construction of the kinds of water and sewerage works that ultimately became the standard components of urban infrastructure throughout the developed world. This book first explores that vision and campaign against the backdrop of the great "condition-of-England" questions of the period, of what rights and (...) expectations working people could justifiably have in regard to political participation, food, shelter and conditions of work. It examines the ways Chadwick's sanitarianism fit the political needs of the much-hated Poor Law Commission and of Whig and Tory governments, each seeking some antidote to revolutionary Charitism. It then reviews the Chadwickians' efforts to solve the host of problems they met in trying to implement the sanitary idea: of what responsibilities central and local units of government, and private contractors, were to have; of how townspeople could be persuaded to embark on untried public technologies; of where the new public health experts were to come from; and of how elegant technical designs were to be fitted to the unique social, political and geographic circumstances of individual towns. Rejecting the view that Chadwick's program was a simple response to an obvious urban problem Professor Hamlin argues that at the time a "public health" focusing narrowly on sanitary public works represented a retreat of public medicine from involvement with the great social issues of the Industrial Revolution. In exploring the views of medical men who were critical of Chadwick, Hamlin suggests the parameters of a public health that might have been, in which concern for health and well-being becomes the foundation of a public medicine that is a principal guarantor of social justice. This book offers modern public heatlh professionals elements of a forgotten professional heritage that might be useful in responding to the bewildering range of health problems we now confront. (shrink)

Individuals with Autism spectrum disorders (ASD) have difficulties in the recollection of past experiences (Episodic Memory). Accumulating evidence suggests that they might have also difficulties in the ability to imagine potential future scenarios (Episodic Future Thinking, EFT) and in narrative generation skills. This investigation aimed to determine 1) whether impairments of EFT can be identified in a large cohort of children with high functioning ASD using a task with minimal narrative demands; and 2) if such impairments are related to the (...) ability to generate a narrative's scenario. 77 children with high-functioning ASD and 77 children with typical development were recruited for the study. The two groups were balanced for age, level of formal education, and IQ. EFT was assessed by administering a task with minimal narrative demands, whereas narrative generation skills were assessed with three tasks requiring children to generate past, middle or future episodes in a narrative discourse. With respect to control participants, a subgroup of children with ASD had impaired EFT skills and also showed significant impairments in the ability to generate adequate narratives. On the contrary, participants with spared EFT had normal performance on the narrative generation task. Interestingly, EFT skills predicted narrative generation abilities in both groups. The results of this study support the hypothesis that EFT may be impaired in some but not all children with ASD and of a relation between difficulties with EFT and impairments in the process of narrative generation. The assessment of EFT should employ tasks that do not require narrative production, as children with impaired EFT may also have reduced narrative skills. (shrink)

The field of Philosophy and Education seems to be experiencing a renewed interest in the work of Aristotle. As recently reviewed by Curren (Oxf Rev Educ 36(5):543–559, 2010), most of this attention aligns with the virtue ethics movement where themes like moral development in education, and the inquiry on human flourishing as the aim of education are prevalent. For sources, this scholarship relies heavily and extensively on the Nicomachean Ethics and Politics’ Book VIII where Aristotle develops his single, clearly defined (...) account of education. Among the short list of scholars who include Poetics in their research, their work seems to return to issues of morality and education (Carr in J Aesthet Educ 44(3):1–15, 2010; Gupta in J Aesthet Educ 44(4):60–80, 2010). This paper is an attempt to rediscover Aristotle’s insights on the peculiar type of learning that the arts seem to favor. In order to carry on this investigation, I will first guide my argument towards Aristotle’s remarks on poiesis. Then, I will focus on what constitutes the heart of poiesis, that is, mimesis. I will pay special attention to Aristotle’s consideration of both poiesis and mimesis as ultimately dealing with what he calls “possibility.” I will argue that learning in the arts entails the coming together of these three qualities. This would be a way of learning characterized by seeing human likenesses emerge as such in our interactions with artworks. (shrink)

This book offers a new and original hypothesis on the origin of modal ontology, whose roots can be traced back to the mathematical debate about incommensurable magnitudes, which forms the implicit background for Plato’s later dialogues and culminates in the definition of being as dynamis in the Sophist. Incommensurable magnitudes – also called dynameis by Theaetetus – are presented as the solution to the problem of non-being and serve as the cornerstone for a philosophy of difference and becoming. This shift (...) also marks the passage to another form of rationality – one not of the measure, but of the mediation. The book argues that the ontology and the rationality which arise out of the discovery of incommensurable constitutes a thread that runs through the entire history of philosophy, one that leads to Kantian transcendentalism and to the philosophies derived from it, such as Hegelianism and philosophical hermeneutics. Readers discover an insightful exchange with some of the most important issues in philosophy, newly reconsidered from the point of view of an ontology of the incommensurable. These issues include the infinite, the continuum, existence, and difference. This text appeals to students and researchers in the fields of ancient philosophy, German idealism, philosophical hermeneutics and the history of mathematics. (shrink)

Catholic theologians after Trent saw the Protestant teaching about the remnants of original sin in the justified as one of the ‘chief ’ errors of Protestant soteriology. Martin Luther, John Calvin, Martin Chemnitz, and many Protestant theologians believed that a view of concupiscence as sinful, strictly speaking, did away with any reliance on good works. This conviction also clarified the Christian’s dependence on the imputed righteousness of Christ. Catholic theologians condemned this position as detracting from the work of Christ who (...) takes away the sins of the world. The rejection of this teaching—and the affirmation of Trent’s statement that original sin is taken away and that the justified at baptism is without stain or ‘immaculate’ before God—is essential for understanding Catholic opposition to Protestant soteriology. Two Spanish Dominican Thomists, Domingo de Soto and Bartolomé de Medina, rejected the Protestant teaching on imputation in part because of its connection with the view on the remnants of original sin in the justified. Adrian and Peter van Walenburch, brothers who served as auxiliary bishops of Cologne in the second half of the seventeenth century, argued that the Protestants of their time now agreed with the Catholic Church on a number of soteriological points. They also drew upon some of their post–Tridentine predecessors to offer a Catholic account of the imputation of Christ’s righteousness. Nonetheless, the issue of sin in the justified remained a point of serious controversy. (shrink)

The aim of this study is to analyse a passage of the pseudoepigraphic Carmen de resurrectione which relates to insipientes, interpreted as those who do not accept that the rational observation of nature proves the existence of a unique creator God. Such a refusal is believed to make them worthy of eternal damnation. The resulting concept of sapientia involves both ratio and voluntas; it is also connected with gnoseology and soteriology. A similar concept can be found in the Aquitanian poetry (...) of the fifth century and in the theology of the so-called Semipelagians. This similarity calls into question the traditional dating and the supposed area of origin of the Carmen. (shrink)

Dans la dernière phase de sa vie et de ses recherches, Michel Henry a fait dialoguer sa propre phénoménologie de la vie avec le kérygme et la pensée chrétienne, estimant que, depuis ses origines, le christianisme a vécu la révélation de Dieu non pas comme une connaissance mais comme une vie, la Vie même de Dieu dans laquelle les hommes sont invités à entrer, une vie qui configure les êtres humains à partir de la perspective trinitaire comme des fils dans (...) le Fils, relisant ainsi le christianisme en philosophe, ou comme une archi-phénoménologie. Grâce à la visée philosophique, les principes fondamentaux du christianisme peuvent avoir une nouvelle explicitation rationnelle, et la pensée chrétienne en tant que telle, agissant comme un prisme interprétatif, contribue à jeter un éclairage différent sur les principes généraux et les stratégies opérationnelles de la phénoménologie. De cette façon, on acquiert deux lieux forces, qui amènent Henry à mettre en évidence, d’une part, la connotation phénoménologique du premier et d’autre part, mais simultanément, à défendre le droit et l’importance de l’attention au phénomène chrétien par l’investigation philosophique. Parmi les nombreux thèmes pris en considération par Henry, pour cet essai, nous avons choisi d’analyser la relation Trinité-humanité et le concept de vérité du christianisme, que Henry oppose à la vérité du monde. (shrink)

The current investigation assessed linguistic and narrative abilities in a cohort of children with Autism Spectrum Disorder (ASD). The linguistic assessment was performed with both traditional tests and a multilevel procedure for discourse analysis. The results showed difficulties at different stages of message planning, organization, and microlinguistic processing (i.e., lexical selection and grammatical processing). Their macrolinguistic impairments were likely related to more general difficulties in the prelinguistic conceptual phase of message planning and mental model generation. Such weaknesses included a difficulty (...) in the non-verbal conceptualization of the story and the generation of an internal representation of the addressee’s mental model. (shrink)

Name der Zeitschrift: Byzantinische Zeitschrift Jahrgang: 108 Heft: 2 Seiten: 753-770.

Gaetano Rametta,Roberto Formisano | : Le présent essai tente de dégager les structures fondamentales de la philosophie de la religion de Fichte après 1800. Une attention particulière est accordée à l’Initiation à la vie bienheureuse et à la Doctrine de l’État. La connaissance théorique, la version johannique de la chrétienté, ainsi qu’une nouvelle conception de l’État sont interprétées ici comme autant de visages différents d’un système philosophique strictement interconnecté. Dans sa période berlinoise, Fichte n’a plus conçu le sujet comme (...) le premier principe de sa Doctrine de la science, mais plutôt comme l’« image » transcendantale au travers de laquelle s’écoule le flot d’une vie indivisée et spirituellement transfigurée. | : The present essay tries to show the fundamental structures of Fichte’s philosophy of religion after 1800. Particular attention is focused on the Introduction to a Blessed Life and the Theory of the State. Theoretical knowledge, John’s version of Christianity, and a new concept of the State are here interpreted as different faces of a strictly interconnected philosophical system. In his Berliner period, Fichte did not conceive the Subject any more as the “first principle” of his Doctrine of science, but rather as the transcendental “image” through which flows the stream of an undivided and spiritually transfigured Life. (shrink)

The purpose of this paper is to introduce everyday aesthetics in education. First, it presents everyday aesthetics as a subdiscipline within philosophical aesthetics, that revisits sensory perception as the backdrop of all experience, claims ordinary life is a proper venue for aesthetic inquiry, and problematizes the impact aesthetic preferences have on habitual decisions. Second, the paper argues that among the diverse matters students learn in school, they learn—explicitly or implicitly—what and how to perceive, as well as the pedagogical purposes of (...) daily perception. School models the relationships that students will develop between what they perceive, what they think about it, and how they act accordingly. Next, the paper elaborates on the notions of “school aesthetic matrixes” and “space and place in school”. School aesthetic matrixes refer to perceptual patterns that allow characterizing relationships between daily perception and the pedagogical project of a school. They manifest through expressions such as prison school, home school, mall school, etc. Space and place in school allude to concomitant experiences, of corporeal basis, that allow describing how we inhabit the world. What distinguishes them is the approach each one gives to the senses and the body. The paper concludes by calling attention to the comprehension and role of perception in education, urging to mind the aesthetic-pedagogical character that students develop throughout 12 years of schooling. Ultimately, the key relationships we develop with ourselves, others, and the world, entail a basic perceptual dimension that can be educated to become more purposefully and integrally present in life. (shrink)

After a brief introduction about the problem of leopardian sources, I wish to introduce here a description of the diffusion of Addison’s theories about the Imagination in Italy at the time of Leopardi, trying to highlight their influence on his thinking and his philosophy. The third chapter is dedicated to the analysis of an important excerpt of the Zibaldone where Leopardi quotes Addison and his Catone to introduce an interesting reflection about the pleasure of beauty and the role of imagination, (...) almost as a way to face Addison issues.This excerpt represents an occasion to compare the theories of Addison and Leopardi about Aesthetics and also the similarities and the differences between them. The last part of the paper is dedicated to the results of the analysis and the conclusions. (shrink)

As state-of-art technology can create artificial images that are indistinguishable from real ones, it is urgent to understand whether believing that a picture is real or not has some import over affective phenomena such as sexual arousal. Thus, in two pre-registered online studies, we tested whether 60 images depicting models in underwear elicited higher self-reported sexual arousal when believed to be (N = 57) or presented as (N = 108) real photographs as opposed to artificially generated. In both cases, Realness (...) correlated with significantly higher scores on self-reported sexual arousal. Consistently with the literature on downregulation of emotional response to fictional works, our result indicates that sexual images that are perceived to be fake are less arousing than those believed to portray real people. (shrink)

In this text, I connect the concept of existence worked out by Heidegger with the concepts of radical understanding. Under this concept I mean the idea that existence is the radical content of every understanding. The fact that according to Heidegger existence is understanding is then explained through their common structure: existence is possibility as well as understanding is directed prominently to possibility. But, as it is shown through wider references to ancient as well as to some contemporary discussions, possibility (...) introduces in the structure of existence a certain incommensurability: that is why existence can never be reduced to a positive, actual reality, but is always “something more” than actuality. (shrink)

La complessa, profonda e articolata costruzione filosofica di Michel Henry (1922-2002), sviluppata nell’arco di più di quaranta anni, è interamente dominata dalla passione per la verità e dalla fedeltà alla ricerca. Per comprenderla a fondo è necessaria una solida conoscenza della tradizione filosofica e fenomenologica a lui precedente, che tenga conto non solo del pensiero di Heidegger e Husserl ma anche — tra gli altri — di Cartesio, Kant, Hegel, Merleau-Ponty e Sartre. Sulla base di una at...

: I shall discuss the relationship between the interventionist theory of causation and free action. Interventionist accounts of causation define causation on the basis of “intervention”. These theories can be reductive, if they explain causes on the basis of free human interventions, or non-reductive, if they consider causes and interventions as two inter-defined concepts, where interventions are regarded as explicitly not human. I will show that the dilemma between reductive and non-reductive interventionist theories of causality can be overcome in favour (...) of reductive accounts, with regard to what causation is in an anthropological sense, and with regard to the causal explanation of phenomena. Non-reductive accounts, explaining causes based on interventions and defining interventions as special causes create a dangerous explanatory circularity between cause and intervention and are not able to give a general and explanatory idea of causation. Reductive interventionist theories, by contrast, do not suffer from this circularity. Keywords: Causation; Free Action; Experiment; Interventionist Theory of Causality; Anthropomorphism L’azione libera e le teorie interventiste della causalità Riassunto: Intendo discutere il rapporto tra la teoria interventista della causalità e l’azione libera. Gli approcci interventisti alla causalità definiscono la causazione sulla base dell’“intervento”. Queste teorie possono essere riduttive, se spiegano le cause in base all’intervento umano come libero intervento umano, oppure non-riduttive, se considerano cause e interventi come due concetti inter-definiti, dove gli interventi sono considerati come esplicitamente non umani. Intendo mostrare che il dilemma tra teorie interventista della causalità di tipo riduttivo e non-riduttivo può essere superato in favore degli approcci riduttivi, con riferimento a ciò che la causazione è in senso antropologico e con riferimento alla spiegazione causale dei fenomeni. Gli approcci non-riduttivi, spiegando le cause sulla base di interventi e definendo gli interventi come cause speciali, creano una perniciosa circolarità esplicativa tra cause e interventi e non sono in grado di dare un’idea generale ed esplicativa della causazione. Le teorie interventiste riduttive, al contrario, non soffrono di questa circolarità. Keywords: Causazione; Azione libera; esperimento; Teoria interventista della causalità; Antropomorfismo. (shrink)

Članek obravnava pravno teorijo, ki je prisotna v končnem delu Vebrovega spisa Etika. Prvi poizkus eksaktne logike nagonske pameti. Veber se le mimogrede ukvarja s teorijo prava, vendar njegov prispevek ni zanemarljiv. Vebrova Etika je logika nagonske pameti: Veber, gledano iz čistega predmetnoteoretičnega vidika, ne sestavlja zbirke moralnih zapovedi, ampak namerava orisati najsplošnejša formalna načela, ki določajo pravilnost nagonskega doživetja. Tega, kaj mora posameznik narediti v danem trenutku, logika nagonske pameti ne more povedati, ker je le formalna veda. »Most« med (...) formalnim in materialnim pristopom nravnemu problemu Veber najde v glasu vesti, ki svetuje posamezniku, kaj naj naredi v konkretnem delovanju. V soglasju s tem mora biti državno pravo osnovano na načelih nagonske logike, ker bi bilo drugače brez vsake veljavnosti. Pravo velja, v kolikor je utemeljeno na logiki, ki orisuje imanentna načela človeške narave; cilj prava je pospeševanje čim bolj pravilnega življenja posameznikov in družbe. Z druge strani vsebina tega prava ni enkrat za vselej določena in napisana, ampak vsakič izhaja iz hermenevtike, ki jo posamezniki in družba morajo izvršiti o sebi in o svoji naravi. Etika »zdravega razuma« in »povprečnega človeka« je po Vebru najboljši model za materialno izpopolnenje formalne nagonske logike. (shrink)

This paper aims to trace the links between Leopardi’s linguistic reflection and his theory of assuefazione, a theory that focuses on the functions of perception and the imaginative faculty within cognitive mechanisms. This theory also explains the functioning of the modalities with which human knowledge is articulated, starting from the experiential data, and therefore linguistic knowledge, in terms of a metaphorical apperception of the world. Specific attention will also be given to the notion of semantic vagueness, closely linked to the (...) general concept of indefinite: a concept that Leopardi develops in his reflections on the theory of pleasure and which is fundamental to define the peculiarities of the imaginative faculty. Furthermore, through the Garronian study of metaoperativity a more in-depth reading of the leopardian theory of assuefazione and of the link between perception and imagination too, as well as the role these two last faculties play in language will be provided. Precisely the metaoperativity allows us to explain and define with greater clarity the disposizione a poter essere, that is a precondition in order to conceive the Leopardian notion of indefinite. This conceptual clarification will also be important to highlight how the thought of Leopardi – in spite of the asystematicity that characterizes Zibaldone – is structured and deeply coherent, in line with that unitary and global approach to human knowledge of its time: an approach in which linguistic reflection and the theory of knowledge mutually imply each other, tightened by a relationship of mutual relevance. (shrink)

In the present article, the role of Gestalt concepts in clarifying the issues of perception is evaluated. Grounded in anti-atomism, Gestalt assumed organizing forces intrinsic to perception. Insofar these were identified with singularity preference, Gestalt is criticized for having failed to distinguish between perception and thought.

Il CRED, Centro di ricerca per l’estetica del diritto, ha sede presso il Dipartimento di Giurisprudenza ed Economia dell’Università Mediterranea di Reggio Calabria.

RESUMEN:Este artículo presenta el pensamiento de Michel Montaigne como camino para interpretar aspectos de la formación docente contemporánea. En primer lugar se caracterizan las nociones de ensayo y de experiencia; se analizan las relaciones entre ellas; y se las discute como ejes de una propuesta formativa basada en una exploración seria de la propia vida. Luego, se presentan dos desafíos identificados por Russell : por una parte, si bien han pasado 12 años escolarizados, al momento de comenzar con sus prácticas (...) profesionales los alumnos de carreras de pedagogía tienen dificultades en explicar de qué se trata enseñar. Por otro lado, los profesores que dictan cursos de pedagogía suelen no ser los mismos que acompañan a los alumnos en sus primeras experiencias docentes. Esto tendería a crear una ruptura entre la educación que se recibe como alumno y la que se imparte como docente de práctica profesional. El artículo concluye proponiendo la posibilidad de implementar un ensayo de posición pedagógica. Éste constituiría una estrategia formativa por sí misma que permitiría, tanto a profesores experimentados como a novicios, visibilizar, articular y discutir los argumentos fundamentales desde los cuales orientan su tarea cotidiana como educadores. ABSTRACT:This paper presents Michel Montaigne´s thought as a way of interpreting some aspects of contemporary teacher education. First, it characterizes the notions of experiment and experience, analyzes their relationship, and discusses them as guidelines for an educational project based on the serious consideration of personal life. From this point of view, the paper continues presents two challenges identified by Russell. First, the claim that when beginning their training, education students have difficulty in articulating what teaching is about. Second, the assertion that university course professors are usually not the same people that guide students through their practicum. The paper concludes by proposing the possibility of a pedagogical position experiment. This would be an educational experience as such, that would allow both experienced and novice teachers to manifest, discuss, and articulate the basic assumptions by which they guide their daily work. (shrink)