This study aims to open a critical scenario on the current paradigm of reference for teaching sports techniques by pointing to a methodological perspective that is more in keeping with the theoretical reference framework of the ecological-dynamic approach. Currently, the Constraints-led Approach is considered very useful for teaching sports techniques; however, the transition from pure theory to practice is not so simple and consistent with the heuristic learning paradigm. The purpose is to highlight, starting from the theoretical lines, the methodological (...) applications of the different ways of applying the reference paradigm, analyzing the contrasts of the significant aspects and the uniqueness and unrepeatability of heuristic learning. For this purpose, an in-depth review of the scientific literature was conducted, highlighting the main critical points of the approach, also defined as nonlinear, with the consequent elaboration of operational proposals for the various macro-families of sports. (shrink)

This paper deals with two important English scientists of the first half of the twentieth century: Edward Arthur Milne and James Hopwood Jeans. It examines the philosophical reasons that, in 1932, induced Milne to devote himself to the newborn modern cosmology. Among those reasons, it is argued that the most important ones were some of Jeans’ philosophical statements regarding the new relativistic view of the expanding universe. In particular, Milne reacted to some confusing idealist opinions expressed by Jeans in the (...) London newspaper The Times, in May 1932, in a debate on the expansion of the universe. Actually, as it will be shown, Jeans received many criticisms about the philosophical reasonings present in all of his popularizing works. (shrink)

In the second half of the seventeenth century, philosophy teaching in the Scottish universities gradually moved from scholasticism to Cartesianism. Robert Forbes, regent at Marischal College and King's College, Aberdeen, was a strenuous opponent of Descartes. The analysis of the philosophy of Forbes and of his teacher Patrick Gordon sheds light on the relationship between Scottish Reformed scholasticism and the reception of Descartes in Scotland.

What is alike between aesthetic and linguistic? And what is basically unlike? This paper focuses on this ambiguous relation in order to point out how the aesthetic expressiveness is an original one. And it's from the point of view of the dialectical nexus between aesthetic experience and language that interesting suggestions are drawn here from different authors (Adorno, Borges and the Italian novelist Luigi Meneghello).

Conjectures for the text of three passages in Martial (5, 11, 1; 5, 20, 6-7; 5, 38, 3), with critical notes on the ‚new Gaius‘, inst. 3, 154a-b (P.S.I. XI, 1182, A14-B42).