Nessuno

Socio-cultural and compensation norms put the responsibility of accidents on front-line people, rather than on those who established the conditions for the accidents. Such norms are the societal and institutional consequences of a very general cognitive bias. In assessing the causes of deleterious outcome, people are biased toward active failures. The present paper reports experimental evidence that counterfactual thinking, ie, the retrieval or construction of alternatives to experience, can counter this bias, and facilitate ...

This thesis endevours unifying contributions towards some still unsolved issues for the development of both the SEWASIE system and autonomous semantic Web services. The former is a European project (name: SEmantic Webs and AgentS in Integrated Economies, number: IST-2001-34825) involving academic and commercial partnership. The latter is a project undertaken at Carnegie Mellon University (Pittsburgh, PA) as part of the DAML program (under the US Air Force Research Laboratory, contract F30601-00-2-0592) as well as the Interoperability program (under ONR, contract N00014-02-1-0499). The premises of this thesis were born of personal research activity at Intelligent Software Trusting the Socratic teaching that original achievements cannot arise from else than critical analysis of past knowledge, the backbone of this thesis is an accurate examination of relevant papers in the fields of Intelligent Integration systems, agent technology, Description Logics, ontology languages. Furthermore,...

Abstract

The pedagogical logos between phenomenology and existentialism

This essay reconstructs the lines of the pedagogic logos of phenomenological-existentialist matrix, starting from a hermeneutic twofold sense: hermeneutic of self and hermeneutics of the other in their relationship with the world. It shows the pedagogical importance of entries as the return to things and exist as thrown project. The resumption of existing as pedagogical category, gives the opportunity to rediscover the educandus in his possibility as protagonist of his own history. The return to the things, instead, opens to the world outside the subject, without prejudice, through the epoché. The outside world and the inner world intertwine in a concept of pedagogy which claims the authenticity of the existence of man and, consequently, the autonomy of the educandus in designing his own life without the help of eteronome forces. Existing, conceived as a thrown project, do not configure as anarchist choice of life, rather as the search of that sense that we want to give to ourselves (as individual lives) and to the world (in the totality of his relationship). The authenticity of the existence becomes a pedagogical and ethics challenge.

Keywords: Existence, subjectivity, self-formation, autonomy, heteronomy.

Abstract: Hermeneutics of  languages as phenomenological opening  to the understanding of self and the world.
Starting from the theoretical approach of a philosophy as intercultural transformation (Fornet-Betancourt), the theoretical and practical lines of a phenomenological-intercultural education are developed.
The centre of our reflection is a reading in a hermeneutic-phenomenological key of the reality in its different material and symbolic contexts in which the life practices of human beings come true.
Intercultural education is, on the one hand, the critical voice which compare with the diversity of these worlds “at the plural” and, on the other hand, the reading key for organising pluralistically the future of mankind. We outline an intercultural education that prepares the ground for a coexistence of  peoples in the mutual respect of differences and cultures on the symmetric basis of dialogue free from  conditionings of power and from the epistemological monopolies.

Key words: intercultural education; diversity; life practices; symbolic forms.

The problem of the subject recalls the fact that, with increasing insistence and schools so different and distant one from another, the human being in general, and I, in particular, are defined by otherness, i.e. in relation to the other. Obviously, this report is seen and interpreted in different ways. Here we limit ourselves, in view of discourse ethics, to take a synthetic look at the settings that we consider the most relevant: those of Ricoeur, Levinas, Habermas, Apel.

The model of the politic of difference, proposed by Charles Taylor, in the wake of a conception of liberalism ‘hospitable’, unfolds in a journey aimed to comply with the ontological dimensions of the dignity of different cultures, of cultural traditions and ways of life. Being a self, constructed in terms of dialogue and dialectic of mutual recognition between cultures, refers, in the Charles Taylor’s reflection, to the safeguarding of single, intersubjective or common meanings of specific social, moral, narrative spaces.

This paper, starting from the question “Which etichs for what future?”, retraces a few streets of ethical relection, subdividing the exploration in moments of classical Greece (with Socrates, Plato and Aristotle), of modernity (with Kant, developments science, Hegel) and of the current globalized world (with Jürgen Habermas and Karl-Otto Apel). The problem of values, in particular, and of ethics, in general, arises today, as in the past, in a double sense: regards, on the one hand, their possible foundation or legitimation, on the other, their possible sharing and acceptance by all members of the community. Discourse ethics, especially in the version theorized by Karl-Otto Apel, appears more congenial in outlining the minimum basis of a common ethics shared, guaranteed by the universal consensus of ethics intrinsic to the discourse.

The pedagogical caring as aid relationship
This article examines the theoretical-pedagogical plan of the concept of “care” (self-care, care of other, care of the world) in relation to the deep and native meaning of epimeleia heautou, emphasizing its value and actuality and the inseparable nexus with the ethics. On the furrow traced by Michel Foucault, the objective is to show that the capacity of taking care, as fundamental ethical act, allows to think a subjectivity that constitutes itself, rather than being constituted.

Keywords: Person, Relationship, Ethics, Inter-subjectivity, Education

In the course of a very long period of time, the body of the different has had to contend, at the price of many sufferings, with the clichés of a stereotypical normality. The diversity has existed for a long time as a negation of normality. The conformity to standard is always a problem still open which poses challenges and dilemmas with respect to everything that is not socially ‘normalized’. There is still the risk of a dis-human discrimination that, appealing to a need for normalization and, then, graders, does not recognize at the human being, by virtue and in respect for his ontology, a diversity structurally unique and inviolable that expresses itself in infinites ways to being-in-the-world.

Learning to dwell in his poetic foundation 
The purpose of this paper is to offer a contribution to the reflection on the concept of dwelling in the Martin Heidegger's meaning. This principle finds its foundation in the poetizing spirit and is developed here starting from the reference to the “poetically man dwells” of Hölderlin. The poetic element of dwelling, an essential trait of the the ‘being there’, according to Heidegger's theory, is original experience from which it derives the invitation to a new form of thought: a “poetizing thought”. The poetic speak has its specific relevance in this direction, rising to a ‘setting-into-work’ of truth in which resounds the provenance of the difference between being and ente in the original rhythm of openness and concealment. Only man poetizing, communicator par excellence, can reach to the original dwelling and touch the divine, sacred, arranging themselves to the self-revelation of being in accordance with the image of the Quadrature (Geviert) wherein the four voices (Heaven, Earth, Divinities and Mortals) are all one shining in the sight of his say. Far from slip back into the language of metaphysics, rather with regard to renew it, Heidegger assigns to the poetic word, as a measure of our dwell, the role of ontological foundation from which pours out the event and the openness of the Being.

KEYWORDS Know; Learning; Language; Being; Poetry