Un viaggio affascinante tra alcuni dei personaggi geniali e tra le diverse epoche storiche.

This book is a companion volume to the Royal Economic Society edition of The Works and Correspondence of David Ricardo, edited by Piero Sraffa with the collaboration of Maurice Dobb. It completes the record on Ricardian value theory by showing Ricardo's reaction to Malthus's pamphlet The Measure of Value Stated and Illustrated of 1823. Ricardo's Notes are, in Sraffa's words, 'the only considerable item' not appearing in the Royal Economic Society edition of his works. In addition, the recent publication by (...) Cambridge of the variorum edition of Malthus's Principles of Political Economy, edited by J. M. Pullen, makes it possible to understand Malthus's pamphlet as an intermediate step between the 1820 and 1836 editions of the Principles. In his introduction Pier Luigi Porta highlights the place of these Notes in the development of Ricardo's thinking. When taken with Ricardo's paper on 'Absolute Value and Exchangeable Value', these Notes provide the essentials of Ricardian value theory. (shrink)

From the Proceedings of the meeting Mind and Life XII, 'What is matter, what is life?', held in Dharamsala, India, in 2002, in the presence of His Holiness the XIV Dalai Lama.

The author makes an innovative reading of human rights based on the dimensions of space, time and memory, as constituent dimensions of being. To do this, he explains new coordinates in the post-human era of the globalized world.: the profound crisis of political space revealed in the State, and its..

In lieu of an abstract, here is a brief excerpt of the content:Message to Buddhists for the Feast of Vesakh 2007:Christians and Buddhists: Educating Communities to Live in Harmony and PeacePaul Cardinal Poupard, President and Archbishop Pier Luigi Celata, SecretaryDear Buddhist Friends,1. On the occasion of the festival of Vesakh, I am writing to Buddhist communities in different parts of the world to convey my own good wishes, as well as those of the Pontifical Council for Interreligious Dialogue.2. We, (...) Catholics and Buddhists, enjoy a good relationship and our contacts, collaboration and implementation of diverse programmes have helped to deepen our understanding of each other. Dialogue is the sure path to fruitful interreligious relations. It deepens respect and nurtures the desire to live in harmony with others.3. The Second Vatican Council teaches that the entire human race shares a common origin and a common destiny: God, our Creator and the goal of our earthly pilgrimage. Similarly, Pope Benedict XVI, in his 2007 Message for the World Day of Peace, observed: "As one created in the image of God, each individual human being has the dignity of a person; he or she is not just something, but someone, capable of self-knowledge, self-possession, free self-giving and entering into communion with others" (n. 2).4. Building a community requires concrete gestures which reflect the respect for the dignity of others. Furthermore, as religious people, we are convinced that "there is a moral logic which is built into human life and which makes possible dialogue between individuals and peoples" (ibid, n. 3). Yet, there are people today who still need to learn about others and other people's beliefs in order to overcome prejudices and misunderstandings. This sad reality, if it is to be overcome, demands much effort [End Page 131] on the part of both civic and religious leaders. Even in places where people experience daily the ravages of war, fueled by sentiments of hatred and vengeance, trust can be restored. Together we can help to create the space and the opportunities for people to talk, listen, share regrets and offer forgiveness for each other's past mistakes.5. Education for peace is a responsibility which must be borne by all sectors of society. Of course, this starts in ordinary homes where the family, the fundamental pillar of society, strives to transmit traditional and sound values to children by a deliberate effort to inform their consciences. The younger generations deserve and indeed thrive upon value-based education which reinforces respect, acceptance, compassion and equality. It is important therefore that schools, both government and faith-based, do all possible to support parents in the delicate but satisfying task of raising children to appreciate all that is good and true.6. The media's power to shape minds, especially of the young, cannot be underestimated. While the irresponsible elements within it are increasingly being recognized for what they are, it is also the case that much good can be effected through quality productions and educational programmes. When people working within the media exercise their moral conscience, it is possible to dispel ignorance and impart knowledge, preserve social values, and portray the transcendental dimension of life which arises from the spiritual nature of all people. Religious believers serve society admirably by collaborating in such projects for the common good.7. Ultimately, the aim of true education is to bring the individual to encounter the ultimate purpose of life. This motivates the person to serve broken humanity. Together may we continue to contribute toward peace and harmony in our society and the world. We Catholics join you with our heartfelt greetings as you celebrate this feast and I wish you once again a happy Vesakh. [End Page 132]Paul Cardinal Poupard, President and Archbishop Pier Luigi Celata, SecretaryPontifical Council for Interreligious DialogueCopyright © 2007 The University of Hawai'i Press... (shrink)

This position is not confined to the philosophical pragmatists of yore. More recent methodologists of science have reacted to Rudolf Carnap’s thesis that science can dispense with accepting hypotheses as true by maintaining that scientists do accept hypotheses, albeit on practical rather than theoretical grounds. On the position adopted by this school of thought, "accepting a hypothesis as true" is to be reinterpreted to amount to "acting or being disposed to act in the manner which would be best relative to (...) a given objective." Accordingly, such theorists propose in effect to reconstrue acceptability-as-true in terms of successful action. (shrink)

1. Critica de capire e altri scritti. 2. Scritti kantiani. 3. L'analitica trascendentale. 4. Il problema della scienza e il giudizio storico.

Thomas C. Vinci argues that Kant's Deductions demonstrate Kant's idealist doctrines and have the structure of an inference to the best explanation for correlated domains. With the Deduction of the Categories the correlated domains are intellectual conditions and non-geometrical laws of the empirical world. With the Deduction of the Concepts of Space, the correlated domains are the geometry of pure objects of intuition and the geometry of empirical objects.

Luigi Giussani, a high school religion teacher throughout the 1950s and 1960s, grounded his teachings in the vast body of experience to be found in Christianity's two-thousand-year history. He told his students, “I'm not here to make you adopt the ideas I will give you as your own, but to teach you a method for judging the things I will say.” Throughout his life, education was one of Giussani's primary intellectual interests. He believed that effective education required an adequate (...) background in the Christian tradition, presented within a lived experience that underscored the capacity of the faith to answer universal questions. What he proposed was a process that allowed one to sift through tradition, critically examining it and comparing it against the ultimate criteria for judgment: the desires of the heart. In Giussani's view, the primary concern was to “educate the human heart as God made it.” In The Risk of Education he states that fear leads students to associate this process of criticism with negativity or doubt. Yet, without an education in criticism, students cannot develop conviction. At a time when young people are abandoning the church and questioning the value of faith, Giussani's method of judging and verifying Christianity as an experience seems a necessary intervention. In The Risk of Education he argues that, ultimately, education and the Christian message reveal themselves through human freedom. (shrink)

Bold and pioneering, this book makes a detailed historical and systematic case that Descartes's theory of knowledge is an elegant and powerful combination of a priori, naturalistic, and dialectical elements meriting serious consideration by both contemporary analytic philosophers and postmodern thinkers. In the course of making this case Thomas Vinci develops a broad reinterpretation of Cartesian thought that unlocks novel solutions to many of the most vexed questions in Cartesian scholarship.

We assess Aristotle's doctrine of the four causes in relation to current research on the development of organisms. Our goals are four-fold: first, to present and critically challenge what has become an orthodox interpretation of Aristotle among biologists; second, to present and defend a more adequate account of organismal development; third, to elaborate and justify a novel account of Aristotle's natural teleology, one at odds with the orthodox interpretation; and fourth, to illustrate how our reading of Aristotle, if right, permits (...) a more fruitful encounter between Aristotle and modern biology than that imagined by Aristotle's latter-day biological interpreters. (shrink)

A fronte di rapide trasformazioni geo-politiche globali, il tema dei diritti fondamentali - quale sia la loro struttura, quali debbano considerarsi tali, in qual modo li si possa garantire, quale il rapporto con la cittadinanza e la democrazia - acquista sempre maggiore rilevanza nella discussione pubblica. Luigi Ferraioli propone su questi problemi un'originale e innovativa riflessione, suscitando un dibattito in cui si coniugano rigore scientifico e passione civile.