Paolo Scotton
University of Barcelona, Theory and History of Education, Faculty Member
- Universidad Complutense de Madrid, History of Philosophy, Graduate StudentUPNA, CIENCIAS HUMANAS, Faculty Memberadd
- History of Political Thought, Political Philosophy, Philosophy, Normative Ethics, History of Philosophy, Political History, and 31 morePhilosophy Of Law, History, Cultural History, Cultural Studies, Sociology, Philosophy of Education, Continental Philosophy, Political Theory, Hispanism, Moral Philosophy, Ortega y Gasset, Filosofía Política, History of Ideas, Filosofía, Social and Political Philosophy, Thomas Hobbes, Tolerance, Italian Studies, History of Political Ideas, TOLERANCIA, Normative Political Theory, Historia Contemporánea de España, History of Historiography, Intellectual History, Franquismo, GUERRA CIVIL ESPAÑOLA, Higher Education and History of Universties, Science Education, Educational Research, Educación, and History of Educationedit
- Lecturer in History and Theory of Education at UPNA. Phd in History of Political Thought at IMT Institute for Advance... moreLecturer in History and Theory of Education at UPNA. Phd in History of Political Thought at IMT Institute for Advanced Studies. Master in Philosophy from the University of Padova with a thesis on the pedagogical and political thinking of José Ortega y Gasset.Diploma (MPhil) at the Galileian School of Higher Education in Padova in Humanities.edit
Research Interests: Political Philosophy, History of Education, Philosophy of Education, Conceptual History, Social and Political Philosophy, and 9 moreFilosofía Política, Educación, Historia Conceptual, Filosofia Contemporanea, Filosfia Dell'Educazione, Filosofia Interculturale, Storia dell'educazione, Filosofía de la educación, Storia dei concetti, Humanidades y Filosofía de la Educación, and Filosofia dell'educazione
L’apologo che apre il libro di Van Loon già contiene in nuce l’idea di tolleranza che tutto il libro si impegna a difendere attraversando secoli di storia della cultura occidentale: nella Valle dell’Ignoranza l’umanità viveva felicemente,... more
L’apologo che apre il libro di Van Loon già contiene in nuce l’idea di tolleranza che tutto il libro si impegna a difendere attraversando secoli di storia della cultura occidentale: nella Valle dell’Ignoranza l’umanità viveva felicemente, attingendo come unica fonte di conoscenza ad un antico libro della Legge, di cui erano custodi dei vecchi sapienti (gli Uomini che Sapevano).
Ciò che lo storico olandese denuncia, pressoché in ogni pagina del suo libro, è l’atteggiamento di chi presume di avere ogni risposta, di chi ritiene di avere il possesso esclusivo della verità e combatte con violenza chiunque professi un’opinione contraria. E fin dal prologo dimostra di concepire la tolleranza non tanto, come veniva ancora principalmente letta ai suoi tempi, una tolleranza religiosa, ma una tolleranza intellettuale. Il suo libro passa in rassegna una storia piena di uomini che hanno provato a fare breccia nei muri dell’ignoranza, lottando contro ogni sorta di pregiudizio culturale e intellettuale, e di gruppi di potere che li hanno osteggiati proprio perché la loro apertura mentale metteva in crisi quello status quo che essi dovevano difendere per continuare a stare in una posizione di privilegio.
Ciò che lo storico olandese denuncia, pressoché in ogni pagina del suo libro, è l’atteggiamento di chi presume di avere ogni risposta, di chi ritiene di avere il possesso esclusivo della verità e combatte con violenza chiunque professi un’opinione contraria. E fin dal prologo dimostra di concepire la tolleranza non tanto, come veniva ancora principalmente letta ai suoi tempi, una tolleranza religiosa, ma una tolleranza intellettuale. Il suo libro passa in rassegna una storia piena di uomini che hanno provato a fare breccia nei muri dell’ignoranza, lottando contro ogni sorta di pregiudizio culturale e intellettuale, e di gruppi di potere che li hanno osteggiati proprio perché la loro apertura mentale metteva in crisi quello status quo che essi dovevano difendere per continuare a stare in una posizione di privilegio.
Research Interests:
In the globalized, postmodern world, the production of encounters and crashes between dissimilar cultures, ways of life, and systems of values has drastically increased in number. More and more frequently, they originate harsh conflicts,... more
In the globalized, postmodern world, the production of encounters and crashes between dissimilar cultures, ways of life, and systems of values has drastically increased in number. More and more frequently, they originate harsh conflicts, exhibiting the existence of alternative and apparently incompatible ways of living and thinking – culturally, religiously, economically and politically speaking. In this context, words as tolerance and intolerance have been put at the heart of the political debate. However, what is the real meaning of these political concepts? Why did they originate and how did the developed over time? Do they still represent a valid resource for comprehending our current societies and dealing with them? Through the different voices of several scholars in the humanities, this book traces the history of tolerance since the wars of religion to the contemporary age, combining the historical reconstruction with a theoretical and critical analysis of the idea and practice of tolerance in different epochs and places. The obstacle course depicted here reveals the constitutive fragility of this concept that, however, cannot be totally dismissed from our political vocabulary.
Contributors: José Luis Villacañas Berlanga (Universidad Complutense de Madrid) ; Judith Vega (University of Groningen) ; Miguel Giusti (Pontificia Universidad Católica de Perù) ; Fabrizio Lomonaco (University of Napoli « Federico II»); Alberto Carrara (University of Brescia); Enrico Zucchi (University of Padova); Angelo Monaco (University of Pisa); Vincent Tiberj (Sciences Po – Paris); Vincenzo Pace (University of Padova); Paolo Scotton (IMT Institute for Advanced Studies, Lucca); Adone Brandalise (University of Padova).
Contributors: José Luis Villacañas Berlanga (Universidad Complutense de Madrid) ; Judith Vega (University of Groningen) ; Miguel Giusti (Pontificia Universidad Católica de Perù) ; Fabrizio Lomonaco (University of Napoli « Federico II»); Alberto Carrara (University of Brescia); Enrico Zucchi (University of Padova); Angelo Monaco (University of Pisa); Vincent Tiberj (Sciences Po – Paris); Vincenzo Pace (University of Padova); Paolo Scotton (IMT Institute for Advanced Studies, Lucca); Adone Brandalise (University of Padova).
Research Interests: Political Sociology, Political Philosophy, Multiculturalism, European integration, Race and Racism, and 14 morePolitical Science, History of Social Sciences, Law and Literature, Intellectual History of Enlightenment, Liberalism and Toleration, Tolerance, European Union Politics, Religious Studies, Voltaire, Multiculturalidad, TOLERANCIA, Religious Intolerance, Religious Tolerance, and Teorie e Pratiche della Tolleranza
Research Interests: Cultural Studies, Philosophy, Political Philosophy, Ethics, Education, and 32 moreHumanities, Spanish, Personality, Liberalism, Continental Philosophy, Ortega y Gasset, Spanish philosophy, Deliberative Democracy, Johann Gottlieb Fichte, John Dewey, Democracy, Personalism, Filosofía Latinoamericana, Filosofía Política, Filosofía, Contemporary Continental Philosophy, Antropología filosófica, Filosofía De La Historia, Ética, University, Filosofía del Derecho, Educazione, Democracia, Liberalismo, Humanities and Social Sciences, Universidad, Personalismo, Humanidades, Democracy and Citizenship Education, History of Philosophy, Historia Y Teoría De La Educación, and Filosofia
Quando è nata la modernità e come si può riconoscere? E se consideriamo la sfera del pensiero politico – giacché l’epoca moderna è qualcosa di politico – esiste un suo anno zero? Da differenti prospettive i saggi che compongono questo... more
Quando è nata la modernità e come si può riconoscere? E se consideriamo la sfera del pensiero politico – giacché l’epoca moderna è qualcosa di politico – esiste un suo anno zero? Da differenti prospettive i saggi che compongono questo libro s’interrogano sul ruolo che la celebre opera di Thomas Hobbes ha avuto nel creare una lingua comune, una moderna koiné con cui produrre e comprendere i concetti politici. Un’opera che segnò una frattura col passato, rivoluzionando la rappresentazione della società umana, determinando come mai prima d’allora un cambio radicale e consapevole, offrendo una rigorosa spiegazione di quanto stava avvenendo, ma allo stesso tempo prospettando un’ardita immaginazione di ogni rapporto di potere. Un testo che fin dalla sua apparizione è stato un punto di riferimento irrinunciabile per qualsiasi dibattito sul nesso che lega gli uomini in società, sia esso di sudditanza sia esso di cooperazione, uno spartiacque, ma anche un ponte tra critica e accettazione, tra influenza e rifiuto, tra incomunicabilità e dialogo. Da quel libro e da quel luogo originario della mente è nato questo libro – un libro da un libro – per esplorare a fondo la storia e il significato di concetti e paradigmi politici moderni, per illuminare le loro contraddizioni e per mostrare che il nostro rapporto con il potere e le sue emanazioni, oggi come allora, è intriso di conflitto, ma anche di ricerca di ragione.
Research Interests:
Each educative practice always rests on an explicit or implicit philosophy of education that can be aimed at promoting very different political and social scenarios. However, the comprehension and discussion about such premises of... more
Each educative practice always rests on an explicit or implicit philosophy of education that can be aimed at promoting very different political and social scenarios. However, the comprehension and discussion about such premises of educational activity are often dismissed in the education of future teachers. As a consequence, a hegemonic thought may be implicitly endorsed, which is commonly known as the hidden curriculum, when teachers and chosen content authors project what they perceive as correct political and social ideas, often unaware of such positioning as a form of ideology. In a time in which the tremendous progress of the information society demands an urgent redefinition of the teachers’ role, this chapter proves that its overall reconceptualization is needed in order to foster meaningful educational processes. Accordingly, this chapter can inform teacher education and programmes exploring education for social justice by reflecting on what is helpful for coming as close as possible to an idea of emancipatory and emancipated teachers, based on five key aspects related to the scope and aim of the educative process. These aspects take into account the content of the education process, the rational comprehension of the apprentice, her vital and emotional responses and, consequently, the definition of her intellectual and political position in the social world. In particular, this chapter proposes three principles that can constitute an emancipatory process of reflection and education during teachers’ university studies and/or for the purpose of teacher training.
Research Interests: Political Philosophy, Teaching and Learning, Democratic Education, Philosophy of Education, Emancipation, and 8 moreEmancipatory Research, Aprendizaje, Citizenship & democratic education, critical reflection & transformative learning, research methodology, Emancipatory Pedagogy, Filosofía de la educación, Democratic citizenship education, Humanidades y Filosofía de la Educación, and Learning and Teaching In Higher Educaiton
O presente artigo tem como objetivo analisar um caso particular da historiografia espanhola: como os escritos, discursos e atividades públicas de um dos maiores intelectuais do país, o filósofo José Ortega y Gasset, foram percebidos,... more
O presente artigo tem como objetivo analisar um caso particular da historiografia espanhola: como os escritos, discursos e atividades públicas de um dos maiores intelectuais do país, o filósofo José Ortega y Gasset, foram percebidos, discutidos e estudados por historiadores e estudiosos espanhóis do início do exílio desse pensador em diante. O objetivo é exclusivamente exibir, através de um caso único, mas muito significativo, a forte interdependência entre a atividade historiográfica e o ambiente sociopolítico, entre as interpretações historiográficas e os credos políticos, tanto no decorrer como por causa da longa e difundida influência da ditadura de Franco na Espanha.
Research Interests:
Democracy is usually conceived, both within public discourse and political debate, not only as a form of government but also as a positive value that deserves to be universally pursued. However, many criticisms to democratic models have... more
Democracy is usually conceived, both within public discourse and political debate, not only as a form of government but also as a positive value that deserves to be universally pursued. However, many criticisms to democratic models have contributed to question this assumption, calling into question a superficial notion of the term. Indeed, a lack of political awareness and social reflection in public opinion is evidently responsible for disruptive failures in advanced models of democracy, opening the way to populisms. Significantly, these inner pitfalls of democracy were patently evident to Ortega y Gasset who, from the end of 1920s, questioned the ways through which intellectuals could effectively contribute to forge opinions and habits of individuals and communities. To lead the beleaguered mayhem caused by an exceptional form of hyper-democracy, he unceasingly strove to define an original intellectual commitment to mass education. This paper offers a critical analysis in historic...
Research Interests: Political Philosophy, Humanities, History of Education, Philosophy of Education, Political Science, and 12 moreOrtega y Gasset, Spanish History, History of higher education, Historia Social, Filosofía Política, Filosofía, Historia política y social siglos XIX y XX, Historia de la Educación, Filosofía de la educación, Storia Contemporanea, Humanidades y Filosofía de la Educación, and Historia Y Teoría De La Educación
Education is commonly considered to be a transformational practice that contributes both to forging the personality of individuals and to promoting social entanglements. For this reason, education always has a normative character that... more
Education is commonly considered to be a transformational practice that contributes both to forging the personality of individuals and to promoting social entanglements. For this reason, education always has a normative character that rests on a particular concept of what humanity and society should be. However, educational policies and practices are frequently unaware of these theoretical presuppositions, and for this reason, they frequently appear to act in a naïve and superficial manner. This is particularly the case for citizenship education, which, if superficially implemented, risks being distorted into a form of civic education that reproduces established norms and social relations, without promoting any meaningful social change. Thus, the first part of this article aims to deepen the notion of citizenship, in particular by studying what the concept of ‘consensus’ means, conceiving of it not as a synonym of social resignation, but rather as a collective conspiracy towards a common political project. Accordingly, the article defines the basic characteristics that education should always possess to effectively promote a democratic and participative citizenship education. In particular, it identifies five constitutive contrasts in relation to the ways in which information is transmitted, reasoned, emotionally perceived, and then discussed and countered both by individuals and society. The article therefore presents an overall theory of education, seen as a momentous practice of dialogue and common action that opens the way for a democracy in progress.
Research Interests: Sociology, Philosophy, Political Philosophy, Education, Social Sciences, and 15 morePhilosophy of Education, Higher Education, Democratic Theory, Critical Pedagogy, Critical Thinking, Pedagogy, Critical Thinking and Creativity, Critical sociology and politics of education, Citizenship, Dialogic Pedagogy, Consensus, Pedagogia, Social Participation, Democracy and Citizenship Education, and Dialogical Teaching
Philosophy with children is an ambitious pedagogical project based on a structured meditation on the conditions that make it possible and the object and aims of the educational process. This article presents a systematized overview of the... more
Philosophy with children is an ambitious pedagogical project based on a structured meditation on the conditions that make it possible and the object and aims of the educational process. This article presents a systematized overview of the main features of Philosophy for Children (P4C), considering it to be a multifaceted and plural approach that, despite the different theorizations proposed, still possesses some basic common traits. Starting from a review of the academic literature on the topic, this article presents some of the main conceptual and practical limitations of P4C, in relation to its theoretical insight and its practical implementation. These are potentially damaging criticisms, which, if not given serious consideration, could invalidate this educational approach. After a critical discussion of the weak points of P4C, this article shows the need to reframe clearly the nature of educational practice in general and how philosophical reflection in particular can contribute...
This article aims at analysing a particular case within Spanish historiography: how the writings, speeches and public activities of one of the greatest intellectuals of this country, the philosopher José Ortega y Gasset,... more
This article aims at analysing a particular case within Spanish historiography: how the writings, speeches and public activities of one of the greatest intellectuals of this country, the philosopher José Ortega y Gasset, were perceived, discussed and studied by Spanish historians and scholars from the beginning of his exile onwards. Its goal is exclusively that of exhibiting, through a single but very significant case, the strong interdependence between historiographical activity and socio-political environment, between historiographical interpretations and political credos, both in the course and because of the long and pervasive influence of Franco’s dictatorship in Spain.
https://www.historiadahistoriografia.com.br/revista/article/view/1449/808
https://www.historiadahistoriografia.com.br/revista/article/view/1449/808
Research Interests:
Education is commonly considered to be a transformational practice that contributes both to forging the personality of individuals and to promoting social entanglements. For this reason, education always has a normative character that... more
Education is commonly considered to be a transformational practice that contributes both to forging the personality of individuals and to promoting social entanglements. For this reason, education always has a normative character that rests on a particular concept of what humanity and society should be. However, educational policies and practices are frequently unaware of these theoretical presuppositions, and for this reason, they frequently appear to act in a naïve and superficial manner. This is particularly the case for citizenship education, which, if superficially implemented, risks being distorted into a form of civic education that reproduces established norms and social relations, without promoting any meaningful social change. Thus, the first part of this article aims to deepen the notion of citizenship, in particular by studying what the concept of ‘consensus’ means, conceiving of it not as a synonym of social resignation, but rather as a collective conspiracy towards a common political project. Accordingly, the article defines the basic characteristics that education should always possess to effectively promote a democratic and participative citizenship education. In particular, it identifies five constitutive contrasts in relation to the ways in which information is transmitted, reasoned, emotionally perceived, and then discussed and countered both by individuals and society. The article therefore presents an overall theory of education, seen as a momentous practice of dialogue and common action that opens the way for a democracy in progress.
Research Interests: Philosophy, Political Philosophy, Education, Teacher Education, Philosophy of Education, and 15 moreHigher Education, Democratic Theory, Critical Pedagogy, Critical Thinking, Pedagogy, John Dewey, Critical Thinking and Creativity, Critical sociology and politics of education, Citizenship, Dialogic Pedagogy, Consensus, Pedagogia, Social Participation, Democracy and Citizenship Education, and Dialogical Teaching
Democracy is usually conceived, within both public discourse and political debate, not only as a form of government but also as a positive value that deserves to be universally pursued. However, many criticisms to democratic models have... more
Democracy is usually conceived, within both public discourse and political debate, not only as a form of government but also as a positive value that deserves to be universally pursued. However, many criticisms to democratic models have contributed to question this assumption, calling into question a superficial notion of the term. Indeed, a lack of political awareness and social reflection in public opinion is evidently responsible for disruptive failures in advanced models of democracy, opening the way to populisms. Significantly, these inner pitfalls of democracy were patently evident to Ortega y Gasset who, from the end of 1920s, questioned the ways through which intellectuals could effectively contribute to forge opinions and habits of individuals and communities. To lead the beleaguered mayhem caused by an exceptional form of hyper-democracy, he unceasingly strove to define an original intellectual commitment to mass education. This paper offers a critical analysis in historical context of Ortega y Gasset's political and educational project to reform humanities and promote an aware political participation.
Research Interests: Political Philosophy, Humanities, History of Education, Philosophy of Education, Ortega y Gasset, and 11 moreSpanish History, History of higher education, Historia Social, Filosofía Política, Filosofía, Historia política y social siglos XIX y XX, Historia de la Educación, Filosofía de la educación, Storia Contemporanea, Humanidades y Filosofía de la Educación, and Historia Y Teoría De La Educación
Sommario Il film di Jesús Monllaó Plan Hijo de Cain, portando sul grande schermo in forma attualizzata il problema dell'esistenza del male radicale, pone una questione fondamentale all'interno della tradizione filosofica e pedagogica.... more
Sommario Il film di Jesús Monllaó Plan Hijo de Cain, portando sul grande schermo in forma attualizzata il problema dell'esistenza del male radicale, pone una questione fondamentale all'interno della tradizione filosofica e pedagogica. Esso, infatti, mette in dubbio la capacità dell'educazio-ne di condurre in maniera inequivocabile al perfezionamento della singola personalità e, con essa, della comunità in cui l'individuo vive. Oltre al suo contenuto, ciò che appare estremamente interessante dal punto di vista della riflessione pedagogica è la capacità dell'opera di porre con estrema efficacia simili questioni. Cosa che si deve in primo luogo al mezzo utilizzato per trasmettere tale messaggio. Il presente articolo intende infatti dimostrare, attraverso un esempio estremamente significativo per la questione che solleva, come le emozioni veicolate dalle opere letterarie e cinematografiche abbiano un chiaro valore epistemico ed etico e risultino pedagogicamente efficaci per favorire la reale comprensione e successiva messa in discussione di presupposti altrimenti accettati aprioristicamente. Per queste ragioni, l'articolo sostiene l'importanza di includere nella tradizionale pratica educativa lo sviluppo di capacità emotive, le quali possono essere efficacemente promosse per mezzo di esperienze psicagogiche quali quelle offerte dalla letteratura e dal cinema. Parole chiave Male radicale, educazione, emozioni, cinema.
Research Interests:
Resumen. Uno de los vínculos más estrechos que une la filosofía española al pensamiento latinoamericano reside en la voluntad de construir un saber no exclusivamente teórico, sino también práctico, conectado con la experiencia vital del... more
Resumen. Uno de los vínculos más estrechos que une la filosofía española al pensamiento latinoamericano reside en la voluntad de construir un saber no exclusivamente teórico, sino también práctico, conectado con la experiencia vital del ser humano y orientado hacia la modificación de la sociedad. Siguiendo el desarrollo del pensamiento liberal español, en particular en relación a sus avatares durante la primera mitad del siglo XX, este artículo analiza la contribución original desarrollada por Manuel Granell a lo largo de su exilio en Venezuela. La discusión crítica de la propuesta de Granell permitirá comprender cómo su ciencia de la vida moral y su ontología del ser humano-es decir su ethología-sentaron las bases para un renovado concepto de filosofía y de educación humanista, tanto en el contexto latinoamericano como en perspectiva global. Abstract. A common trait that ties Spanish philosophy and Latin American thought is represented by the strong connection between theoretical and practical knowledge. Indeed, philosophy is conceived both as a practical activity connected to the life experience of each person, and as means for reforming society. By taking into consideration the development of the Spanish liberal thought, in particular during the first half of the 20th century, this article analyses the original contribution to this philosophical perspective offered by Manuel Granell. This critical discussion aims to point out the relevance of Granell's conception of ethology as a theoretical premise for the development of a renewed concept of humanistic philosophy and education, both in the Latin America context and in the global scenario.
Research Interests: Latin American Studies, Education, Humanities, Philosophy of Education, Ortega y Gasset, and 13 moreExile, Venezuela, Exile Literature, Humanismo, University, Spanish Republican Exile, Liberalismo, Latinoamerica, América Latina, Universidad, Humanidades, Educación Humanista, and Filosofía Iberoamericana
Research Interests:
Research Interests: Spanish Literature, Philosophy, Political Philosophy, Spanish, Ortega y Gasset, and 11 moreSpanish Civil War, Filosofía Política, Filosofía, Filosofía De La Historia, Historia política y social siglos XIX y XX, Politcal Philosophy, GUERRA CIVIL ESPAÑOLA, Historia Contemporánea de España, Gregorio Marañón, History of Philosophy, and Juan Luis Vives
Sempre più spesso nel corso dell’ultimo decennio le teorie della democrazia deliberativa hanno fatto uso di una concezione della razionalità del discorso politico più ampia rispetto a quella logico-deduttiva, ponendo in rilievo... more
Sempre più spesso nel corso dell’ultimo decennio le teorie della democrazia deliberativa hanno fatto uso di una concezione della razionalità del discorso politico più ampia rispetto a quella logico-deduttiva, ponendo in rilievo l’importanza della retorica quale strumento di formazione della pubblica opinione. Così facendo è venuta assegnandosi un’importanza crescente al modo in cui vengono trasmesse le informazioni e all’effettiva capacità di comprensione e volontà di accettazione posseduta dai cittadini. Di fronte a tale scenario si ritiene opportuna una riconsiderazione delle meditazioni del filosofo spagnolo José Ortega y Gasset circa la produzione e trasmissione dei prodotti della cultura quali mezzi privilegiati di socializzazione degli individui e costruzione del consenso, in particolare con riferimento ai suoi ultimi scritti. Si intende quindi indagare la natura dialettica del rapporto tra l’istituzione delle norme sociali e loro accettazione attiva tra i cittadini, un nesso cruciale sia dal punto di vista di chi istituisce tali norme sia da quello di chi in base ad esse è chiamato a conformare le proprie relazioni sociali. In tal modo sarà possibile comprendere come la legittimità del potere politico si fondi su un consenso tra i cittadini basato sulla credenza condivisa della correttezza del sistema di valori trasmessi dalla società.
Research Interests:
Research Interests:
Deliberative democracy represents one of the most relevant political theories and it has acquired a growing importance within political debates and practices. However it presents some crucial problems in relation to the very high... more
Deliberative democracy represents one of the most relevant political theories and it has acquired a growing importance within political debates and practices. However it presents some crucial problems in relation to the very high standards of rationality required to citizens for the deliberative process, in particular regarding the problem of public ignorance and the capabilities' deficit. Amid these problems this article argues in favour of the necessity of education to political life as an unavoidable precondition for deliberative democracy. Since the theory is mainly concerned with the participation of adults within society, the task of offering possible solutions to these questions evidently stands on the shoulders of university education. The article calls for a fundamental ethical and social role of university within society without which the gap between the abstract theory of deliberative democracy and its real practices would determine its complete rejection and any form of democratic participation would ultimately be meaningless, if not dangerous.
Research Interests: Political Sociology, Philosophy, Political Philosophy, Education, Humanities, and 28 moreRhetoric, Teacher Education, Philosophy of Education, Higher Education, Political Science, Jurgen Habermas, Transformation of University Systems, Deliberative Democracy, Capability Approach, Practical Reasoning, Democracy, Amartya Sen, Martha Nussbaum, Citizenship, Filosofía Política, Educación, Rationality, Filosofía, University, Ciencias Sociales, Educazione, Humanities and Social Sciences, Democrazia Deliberativa, Humanidades, Universitas, Democracy and Citizenship Education, Impact of Social Sciences and Humanities, and Ciencias Sociales Y Humanidades
Research Interests:
Research Interests:
Uno degli snodi più problematici dell’intero dispositivo predisposto da Hobbes all’interno del suo Leviathan è, e lo fu già agli occhi dei sui primi critici, quello concernente lo spazio che nella sua teoria politica è lasciato o meno... more
Uno degli snodi più problematici dell’intero dispositivo predisposto da Hobbes all’interno del suo Leviathan è, e lo fu già agli occhi dei sui primi critici, quello concernente lo spazio che nella sua teoria politica è lasciato o meno aperto ad un diritto di resistenza al potere costituitosi attraverso il contratto sociale e al conseguente pactum subiectionis stipulato tra i sudditi nei confronti del sovrano.
Research Interests:
Despite its large number of works devoted to education, the philosophy of Ortega y Gasset has been scarcely analysed in regard to the theme of pedagogy. In addition, this has often been treated as a secondary aspect of his multifaceted... more
Despite its large number of works devoted to education, the philosophy of Ortega y Gasset has been scarcely analysed in regard to the theme of pedagogy. In addition, this has often been treated as a secondary aspect of his multifaceted thought. Contrary to this opinion, the article argues that his theorisations on pedagogy were strictly connected with his overall philosophical account, playing a central role in it, for instance strongly interplaying with his notions of practical and vital reason. As proved, in his famous Meditaciones del Quijote he tried to merge educational and political reform, conceiving education as the unique means through which Spain and its people could have reached better material, and spiritual, conditions. Significantly, and contrary to the interpretations of other intellectuals of his age, he considered Cervantes’ book as an epitome of the possibility of creating new epistemic and social paradigms through education. Thus, defining education as a precondition for political life, in his long activity he developed an overall theory of social construction according to which only through educational practices individuals could have had the opportunity to grasp a better understanding of the structure of the society in which they lived, being in this way apt to actively intervene in it, willing to reform, rather than destroy, their habitual social relations.
Research Interests:
Since the development of mass society and despite of its quantitative enlargement public opinion has been losing its vital critical function which is deemed to constitute the very basis of political legitimacy. This paper aims at... more
Since the development of mass society and despite of its quantitative enlargement public opinion has been losing its vital critical function which is deemed to constitute the very basis of political legitimacy. This paper aims at analysing the relevance of the political theorisations of Gramsci and Ortega y Gasset – radically different in their fundamental assumptions but attentive to the same problems – concerning the role of intellectual activity as a necessary means for shaping an informed public opinion which could guarantee the effective practice of a responsible democracy. Thus, it will be proved that solely through a reconsideration of the role of education within society it could be assigned a specific leading role to intellectuals in politics.
Research Interests:
Research Interests:
"Il cammino della tolleranza. Tracing the Path of Tolerance. Storia e critica di un concetto politico dall'epoca moderna al dibattito contemporaneo", Convegno Internazionale, Padova, 26-27 Maggio 2015. Programma dettagliato ed ulteriori... more
"Il cammino della tolleranza. Tracing the Path of Tolerance. Storia e critica di un concetto politico dall'epoca moderna al dibattito contemporaneo", Convegno Internazionale, Padova, 26-27 Maggio 2015. Programma dettagliato ed ulteriori informazioni al sito: http://tolleranza2015.wordpress.com/
Research Interests: Sociology of Culture, Sociology of Religion, Political Philosophy, History of Ideas, Postcolonial Studies, and 14 moreHistory Of Political Thought (Political Science), Slavoj Žižek, History of Political Thought, Slavoj Zizek, Tolerance, Filosofía Política, Sociologia, SCIENZE POLITICHE, TOLERANCIA, Storia delle idee, Storia moderna, Massimo Cacciari, Storia Contemporanea, and Teorie e Pratiche della Tolleranza
Research Interests:
Research Interests:
In considering the question of travel narratives throughout the XVI century it is quite common to review the whole problem merely by accentuating the way in which Europe designed and built a reasonable representation of this discovery. In... more
In considering the question of travel narratives throughout the XVI century it is quite common to review the whole problem merely by accentuating the way in which Europe designed and built a reasonable representation of this discovery. In other words, historians usually emphasize the way in which Europe imposed its sovereignty on new territories; culturally, militarily and economically. Contrary to this tendency, this paper point out the relevance of the notable destabilizing extent of this encounter, and its importance in causing an authentic European self rediscovery.The discovery of the New World and the consciousness of what was happening there had a notable echo in Europe throughout the XVI century. The most evident example of this phenomenon, is given by the travel narratives influence into the writings of the French philosopher Michel de Montaigne.
Research Interests:
The Conference is organized by the Associazione Alumni della Scuola Galileiana, in collaboration with the University of Padua and the Galileian School of Higher Education. During the history of political thought the concept of tolerance... more
The Conference is organized by the Associazione Alumni della Scuola Galileiana, in collaboration with the University of Padua and the Galileian School of Higher Education.
During the history of political thought the concept of tolerance represented not merely an abstract idea, but rather a concrete political public space that rendered possible the recognition of those civil and political rights which contributed to the development of democratic societies. The concept has undergone radical changes during the centuries: from constituting a claim in favour of religious freedom within reformed communities in early modern Europe, to a representation of an institutional principle deemed to regulate social life. A concept largely accepted but, at the same time, often criticised being considered a surreptitious instrument of hegemonic political power.
The official languages of the conference are English, Italian, Spanish and French. The deadline for submission of proposals is March 1, 2015. Applications should be submitted electronically, with an abstract of the proposal (300 words) and CV as an attached document, to convegnotolleranza2015@gmail.com. Further informations, including keynote speakers and scientific board, could be found at http://tolerance2015.wordpress.com/.
During the history of political thought the concept of tolerance represented not merely an abstract idea, but rather a concrete political public space that rendered possible the recognition of those civil and political rights which contributed to the development of democratic societies. The concept has undergone radical changes during the centuries: from constituting a claim in favour of religious freedom within reformed communities in early modern Europe, to a representation of an institutional principle deemed to regulate social life. A concept largely accepted but, at the same time, often criticised being considered a surreptitious instrument of hegemonic political power.
The official languages of the conference are English, Italian, Spanish and French. The deadline for submission of proposals is March 1, 2015. Applications should be submitted electronically, with an abstract of the proposal (300 words) and CV as an attached document, to convegnotolleranza2015@gmail.com. Further informations, including keynote speakers and scientific board, could be found at http://tolerance2015.wordpress.com/.
Research Interests: Political Sociology, Sociology of Religion, Political Philosophy, Multiculturalism, Intercultural Communication, and 25 moreHistory of Ideas, Political Theory, Early Modern History, History of Religion, Human Rights Law, International Law, Human Rights, Herbert Marcuse, Political Science, International Human Rights Law, Slavoj Žižek, History of Religions, History of Political Thought, Political Theology, Social and Political Philosophy, Tolerance, InterCultural Studies, Early Modern Philosophy, International Political Theory, History of Political Ideas, Multiculturalidad, Call for Papers, Zero Tolerance Policy, TOLERANCIA, and Religious Tolerance
Convegno organizzato dall’Associazione Alumni della Scuola Galileiana con la collaborazione dell’Università di Padova e della Scuola Galileiana di Studi Superiori. Nella storia del pensiero politico occidentale l’idea di tolleranza ha... more
Convegno organizzato dall’Associazione Alumni della Scuola Galileiana con la collaborazione dell’Università di Padova e della Scuola Galileiana di Studi Superiori. Nella storia del pensiero politico occidentale l’idea di tolleranza ha costituito, ancor prima che un principio astratto, un concreto spazio pubblico di riconoscimento di diritti civili e partecipazione politica all’interno del processo di sviluppo di sistemi democratici. Nel corso della sua lunga evoluzione tale concetto ha subito però radicali mutamenti passando così dall’espressione della rivendicazione di una libertà religiosa da parte di comunità tradizionalmente protestanti, a principio istituzionale di regolazione della convivenza politica largamente accettato, seppur allo stesso tempo criticato, in quanto concepito come surrettizio strumento di dominio politico egemonico. Gli interessati possono partecipare al call for papers inviando entro il giorno 1 Marzo 2015 un abstract di circa 300 parole e un breve curriculum scientifico all'indirizzo: convegnotolleranza2015@gmail.com. Per ulteriori informazioni visitare il sito: http://tolleranza2015.wordpress.com/
Research Interests: Political Sociology, Sociology of Religion, Multiculturalism, History of Ideas, Postcolonial Studies, and 24 moreHerbert Marcuse, Politics and Literature, Slavoj Žižek, Postcolonial Theory, Baruch Spinoza, Intercultural Conflict Resolution, Tolerance, Filosofía Política, Voltaire, Storia delle Religioni, Politología, Filosofia del Diritto, Teoria Politica Y Filosofia, TOLERANCIA, Call for Papers, Cultural Studies, Voltaire's Political Ideas, Diderot and D'Alembert's Encyclopedia, Multiculturalismo, Mediazione Nei Conflitti Inter-Religiosi, Storia delle idee, Storia moderna, Antropologia delle religioni, sociologia del movimento religioso, Multiculturalismo Y Filosofia Politica, and Teorie e Pratiche della Tolleranza
Research Interests: Cultural Studies, Ethics, Education, Continental Philosophy, Deliberative Democracy, and 15 moreDemocracy, Filosofía Latinoamericana, Filosofía Política, Filosofía, Contemporary Continental Philosophy, Antropología filosófica, Filosofía De La Historia, Ética, Filosofía del Derecho, Educazione, Democracia, Democracy and Citizenship Education, History of Philosophy, Historia Y Teoría De La Educación, and Filosofia
Research Interests:
This thesis analyses the concept and practice of philosophy within the Spanish academia during the first half of the XX century, in relation to different political and institutional regimes. In particular, the research focuses on the... more
This thesis analyses the concept and practice of philosophy within the Spanish academia during the first half of the XX century, in relation to different political and institutional regimes. In particular, the research focuses on the academic career of the most prominent intellectual of that time, Jose Ortega y Gasset (1883-1955), who dominated the Spanish philosophical scene for almost fifty years. Through the analysis and study of his intellectual biography and of his theory of education, this research sheds light on the instrumental political and social function that the academic teaching of humanities did play in the case of the Spanish contemporary history. The thesis investigates the mutual relations between the philosophy of Ortega and the one purported by the Spanish academia, thought as a social and political institution, considering the period comprised since his first appointment as a professor at the University of Madrid, in 1910, until his death in 1955. In particular, ...
Research Interests:
Reseña de la obra de Armando Savignano: L’antropologia medica di Laín Entralgo. Milano-Udine: MimesisReseña del libro que Armando Savignano dedica a Pedro Laín Entralgo en el que se sintetiza, y, al mismo tiempo, se aborda desde una... more
Reseña de la obra de Armando Savignano: L’antropologia medica di Laín Entralgo. Milano-Udine: MimesisReseña del libro que Armando Savignano dedica a Pedro Laín Entralgo en el que se sintetiza, y, al mismo tiempo, se aborda desde una perspectiva muy rigurosa y original, el pensamiento de uno de los principales filósofos españoles contemporáneos
Research Interests:
Research Interests:
Il volume raccoglie gli atti del 1. convegno di Filosofiadaltaquota, Breno (Bs) 12-13 settembre 2013. A cura di I. Faiferri, S. Fumagalli, E. Ravasio, I. Resto
Research Interests:
Sommario Il film di Jesús Monllaó Plan Hijo de Cain, portando sul grande schermo in forma attualizzata il problema dell'esistenza del male radicale, pone una questione fondamentale all'interno della tradizione filosofica e... more
Sommario Il film di Jesús Monllaó Plan Hijo de Cain, portando sul grande schermo in forma attualizzata il problema dell'esistenza del male radicale, pone una questione fondamentale all'interno della tradizione filosofica e pedagogica. Esso, infatti, mette in dubbio la capacità dell'educazio-ne di condurre in maniera inequivocabile al perfezionamento della singola personalità e, con essa, della comunità in cui l'individuo vive. Oltre al suo contenuto, ciò che appare estremamente interessante dal punto di vista della riflessione pedagogica è la capacità dell'opera di porre con estrema efficacia simili questioni. Cosa che si deve in primo luogo al mezzo utilizzato per trasmettere tale messaggio. Il presente articolo intende infatti dimostrare, attraverso un esempio estremamente significativo per la questione che solleva, come le emozioni veicolate dalle opere letterarie e cinematografiche abbiano un chiaro valore epistemico ed etico e risultino pedagogicamente efficaci per favorire la reale comprensione e successiva messa in discussione di presupposti altrimenti accettati aprioristicamente. Per queste ragioni, l'articolo sostiene l'importanza di includere nella tradizionale pratica educativa lo sviluppo di capacità emotive, le quali possono essere efficacemente promosse per mezzo di esperienze psicagogiche quali quelle offerte dalla letteratura e dal cinema. Parole chiave Male radicale, educazione, emozioni, cinema.
Research Interests: Emotion, Spanish Literature, Education, Art, Spanish, and 11 morePhilosophy of Education, Literature and cinema, Cinema, Educación, Educazione, Humanidades y Filosofía de la Educación, Filosofia della conoscenza ed Epistemologia, Emozioni, Historia Y Teoría De La Educación, Razionalità Ed Emozioni, and Orientamenti Pedagogici
Sempre piu spesso nel corso dell’ultimo decennio le teorie della democrazia deliberativa hanno fatto uso di una concezione della razionalita del discorso politico piu ampia rispetto a quella logico-deduttiva, ponendo in rilievo... more
Sempre piu spesso nel corso dell’ultimo decennio le teorie della democrazia deliberativa hanno fatto uso di una concezione della razionalita del discorso politico piu ampia rispetto a quella logico-deduttiva, ponendo in rilievo l’importanza della retorica quale strumento di formazione della pubblica opinione. Cosi facendo e venuta assegnandosi un’importanza crescente al modo in cui vengono trasmesse le informazioni e all’effettiva capacita di comprensione e volonta di accettazione posseduta dai cittadini. Di fronte a tale scenario si ritiene opportuna una riconsiderazione delle meditazioni del filosofo spagnolo Jose Ortega y Gasset circa la produzione e trasmissione dei prodotti della cultura quali mezzi privilegiati di socializzazione degli individui e costruzione del consenso, in particolare con riferimento ai suoi ultimi scritti. Si intende quindi indagare la natura dialettica del rapporto tra l’istituzione delle norme sociali e loro accettazione attiva tra i cittadini, un nesso ...
Research Interests:
Research Interests: Sociology, Latin American Studies, Education, Humanities, Philosophy of Education, and 15 moreOrtega y Gasset, Exile, Exile Literature, Humanismo, University, Spanish Republican Exile, Liberalismo, Latinoamerica, América Latina, Universidad Complutense de Madrid, Universidad, Humanidades, Educación Humanista, Res Publica, and Filosofía Iberoamericana
Este artículo presenta la herramienta metodológica utilizada en una investigación sobre convivencia, inclusión y enfermedades raras realizada en la Universidad Pública de Navarra (UPNA), detallando el marco teórico del estudio y cómo se... more
Este artículo presenta la herramienta metodológica utilizada en una investigación sobre convivencia, inclusión y enfermedades raras realizada en la Universidad Pública de Navarra (UPNA), detallando el marco teórico del estudio y cómo se han diseñado e implementado algunos cuestionarios (dirigidos al alumnado de educación primaria y profesorado); para estudiar las relaciones entre iguales en las aulas en las que convive el alumnado con enfermedades raras o poco frecuentes (ER-EPF). Los cuestionarios se centran en la percepción y experiencia del buen trato y del maltrato por parte del alumnado, así como en la convivencia con su grupo de iguales y en las intervenciones del profesorado en este ámbito, desde los parámetros de la inclusión educativa y la convivencia positiva.