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Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

L’attuale massiccia diffusione di insulti a livello sia micro che macro-sociale è purtroppo evidente a tutti ed è stata analizzata negli anni recenti all’interno di diversi settori di ricerca. Questo contributo presenta un quadro di alcuni elementi che incidono significativamente sulla caratterizzazione di un insulto come atto linguistico e sul suo gradiente di intensità come offesa/violenza o, molto più raramente, come uso scherzoso. In particolare si trattano la scelta lessicale o l’espressione idiomatica usata, le componenti rilevanti del contesto (tra cui il tipo e luogo di interazione, le caratteristiche di insultatore ed insultato e loro a/simmetria), i meccanismi di intensità attivati in una specifica situazione. Da questa rapida prospettiva pragmatica ed interazionale sugli insulti emergono la loro complessità, multidimensionalità, intensità, polifunzionalità, variabilità e l’esigenza di una configurazione pragmatica complessiva nella analisi.

L’autore illustra sinteticamente il pensiero di Edelman secondo il quale la coscienza primaria è un prodotto dell’evoluzione dei sistemi viventi in relazione ad un determinato ecosistema. Secondo la "teoria della selezione dei gruppi neurali" di Edelman, i pattern d’attività neurali sensitivi accoppiati tramite il "rientro" a risposte motorie utili alla sopravvivenza, si stabilizzano dando in tal modo forma a schemi cognitivi capaci di memoria, concettualizzazione ed apprendimento. Con lo stesso meccanismo si auto-organizzano successivamente mappe globali che correlano pattern d’attivazione poli-sensoriali, dando così origine alla coscienza primaria e, tramite un’ulteriore complessificazione, alla coscienza di ordine superiore. Secondo Edelman si riuscirebbe in tal modo a spiegare la continuità tra materia e coscienza, dando solidità scientifica alla definizione della coscienza come "coscienza incarnata". La tesi di questo lavoro è che si possa parlare di continuità tra coscienza primaria e coscienza di ordine superiore in quanto spiegabili dagli stessi meccanismi, mentre il passaggio da processi cognitivi semplici a coscienza primaria, innegabile sul piano fenomenologico, sia ancora semplicemente descritto nel suo accadere dalla teoria dei sistemi complessi - per cui possiamo definire la coscienza primaria come una funzione emergente - ma non ultimamente spiegato. Secondo l’autore la ricaduta clinica di tale posizione teorica comporta una maggiore valorizzazione della dimensione implicita della relazione terapeutica.

Se un bambino, entro l’età di 24 mesi, non ha raggiunto una corretta deambulazione, nessun riabilitatore porrà la diagnosi di dis-deambulazione. Il comportamento osservato è considerato il prezioso indicatore di altro. Fondamentale è comprendere il significato di quel com-portamento inatteso all’interno del processo di sviluppo di cui il sistema mente-corpo è mezzo ed indicatore. Curiosamente così non avviene se un bambino, entro l’età di 7/8 anni, non sviluppa le funzioni di scrittura e lettura sia con lettere (disgrafia, dislessia) che con cifre (discalculia). Come sostiene Oliver Sachs, il comportamento anomalo è la via per comprendere il modo in cui un soggetto ha risolto i problemi generati da una eventuale patologia che potrà essere compresa proprio grazie all’espressione sintomatica. Nel presente lavoro si sostiene che l’approccio ufficiale e più diffuso ai disturbi specifici dell’apprendimento (DSA) non solo non consente un valido aiuto ai bambini cui viene dia-gnosticato, ma rappresenta anche un palese "errore di prospettiva" rispetto ad un approccio scientifico rigoroso. Viene inoltre indicato un metodo coerente con le premesse delle scienze della complessità che consente un intervento preventivo e spesso risolutivo prima dell’accesso alla Scuola primaria, tra il 4° e 5° anno di vita.

In this paper I propose an alternative semantic history of nomos, linking it to sense and the nature of image, rather, of geographical chora as image. In the light of this link, I outline an idea of regional geography as chorography, whose topicality lies, first of all, in being knowledge about sense. My reading of the relationship between nomos and sense differs from both Carl Schmitt's and Gilles Deleuze's, to the same extent that my interpretation of the nature of image, based on Plato's thought, differs from the interpretation they respectively offer of Plato's legacy. Rereading the nature of image in Plato means, in my view, understanding the original nature of complexity. Consequently, a (regional) geography conceived as chorography possesses already in its name, derived from chora-image, a key conceptual tool to face today's major epistemological challenge, that is understanding the world in terms of complexity. The concept of nomos is regarded here as a fil rouge between all the concepts taken into consideration: region, image, ethics, happiness. All these concepts - I argue - are associated with one another inasmuch as they shape, and share with the concept of nomos, an idea of complexity, based on the tension between striation and mobility, which makes them tools for narrating and inchoatively rethinking, reimagining, today's world and also our identities. [ABSTRACT FROM AUTHOR]

Movement smoothness is a crucial characteristic linked to a well-known motor activity, a skill that is learnt, mastered and interiorized by the individual. Nevertheless, although the term 'smoothness' is commonly used to describe skilled athletic movements, it remains difficult to define, quantify and investigate experimentally. The existing evidence indicates that movement smoothness changes as a result of natural aging, one's general health status, practice, injury history, and muscle fatigue. Preliminary studies suggest that a smoother running movement reflects a more efficient running technique (running proficiency). [ABSTRACT FROM AUTHOR]

In the Divine Comedy, the word 'talent' equates with 'desire'. Thus, it conveys energy leading to personal, social, political, cultural and religious deviations. Its trajectory may tend downward, ending in utter failure through an existence lived "sub specie aeternitatis" (infernalization). This deviated vector in its stark tragedy takes the shape of retaliation and essence ('damnation'), when no longer stimulated by the fruits/idols of its "operari". Divine mercy provides a middle state, an expectation, a suspension, a halfway time (either cyclic or directional) to those who have accepted the burden of salvation for the "restitutio ad integrum" of freedom and original innocence (Adam). This temporal suspension is not structured "per calendi" (XVI, v. 27) but by duration. The temporary 'attachment' to the starkness of the deviated vector is the 'burden', "lo dolce assenzio" (XXIII, v. 86) of rehabilitation. The (quantic) transition to the higher plane begins when the descent is terminated. The second cantata may be seen as a reflection on current society. However, we could say that the deviations appear characteristic of a progressive section of the vector stripped of desire, where the outcome no longer offsets its tragic, overt truths. Indeed, the lack of planning and confusion within the whole of society does not foretell good hopes for positive change. [ABSTRACT FROM AUTHOR]

Copyright of Revista Brasileira de Estudos Politicos is the property of Universidade Federal de Minas Gerais (Revista Brasileira de Estudos Politicos) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Agathon: International Journal of Architecture, Art & Design is the property of DEMETRA CE.RI.MED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Agathon: International Journal of Architecture, Art & Design is the property of DEMETRA CE.RI.MED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The essay stems from an idea of plots and knots as a language allowing a secular hermeneutics of interactions among phenomena and events, to show how material cultures and anthropological/symbolical practices connect with a new theoretical space. The second idea is that a critique to the limits of modernity, with its belief in an unlimited technological progress, and postmodernity, stating the impossibility of establishing a difference between biological/cultural world and between natural/artificial, has to undertake a redefinition of the relationships among nature/living organisms/rational beings. Finally, the essay proposes a critique of the category of development, in particular related to the new digital technologies. It is essential to tackle how their spreading in each space and time has emptied the latter of their natural and anthropological differences, reducing them to a virtual unicum which has replaced the real and the forms of narration that cultures elaborated of it.

Oggi viviamo in una società complessa, dove il dinamismo sociale, etico e politico fanno emergere diverse difficoltà nella gestione delle dinamiche educative e relazionali. Il fenomeno della mondializzazione pone in essere diverse questioni relative alle dinamiche sociali, politiche, educative. Emerge prima di tutto la questione delle relazioni tra le persone e tra le istituzioni politiche, per cui gli esperti si chiedono se il processo di globalizzazione in atto sta realizzando veramente l’ideale cosmopolita sostenuto dagli intellettuali illuministi e da quelli del secondo dopoguerra. Nell’essere della mondializzazione torna con forza il tema della cittadinanza, dell’appartenenza e della partecipazione attiva, ci si chiede se realmente possiamo ritenerci a pieno titolo cittadini del mondo. Il cittadino “planetario” è tale in quanto membro di una comunità, non solo per i connotati morali ma anche per ciò che attiene ai diritti dell’essere umano; diritto al benessere, prima di tutto, e all’accesso a tutto ciò che gli consente di emanciparsi per vivere con dignità il suo essere al mondo. Oggi la mondializzazione evidenzia un’idea di cittadinanza e di persona tendenti ad assumere nuove forme all’interno dei mutevoli scenari del globo. Tutto sembra ruotare attorno un pensiero globale, è in quest’ambito che l’educazione è interpellata per raccogliere la sfida di formare cittadini di un nuovo mondo, secondo la prospettiva di una nuova mondializzazione che richiede pertanto una nuova Paideia (Salmeri 2015) per un’autentica cittadinanza planetaria.

Dans ce article nous examinons quelques thèmes importants autour desquels la littérature et la science se rencontrent de manière fructueuse. L'une des spécificités les plus intéressantes commune à la littérature et à la science, c'est que les deux sont concernés par la narration et l'invention de mondes possibles, et elles le font en développant d'une façon profonde et originale une interaction entre imagination, créativité et complexité. De ce point de vue, une notion qui nous semble particulièrement importante est celle de "niveaux de réalité" (déjà mise en évidence par Calvino). Nous étudions différents apsects et significations des concepts d'espace, de pavage, de vide, de nature, de complexité et d'infini en science et en littérature. Nous analysons quelques affinités et différences entre les mondes mathématique, naturel et narratif, en particulier chez Leopardi, Calvino et Borges. Nous nous focalisons sur quelques aspects scientifiques, philosophiques et poétiques du concept de nature, et ce en relation avec la théorie de la complexité. Enfin, nous abordons la question du rôle profond que joue l'imagination en science et en littérature.

Today we must deal with a reality the comprehension of which escapes the rules of modern science and draws on interpretive forms with a common denominator of various forms of complexity, which also condition growth processes and maturing minors. The school's task is to provide keys to reading that place value on the elements of beauty and humanity of the modern world, such as relationships with others, valuing interpersonal differences, and the role of inclusion. It thus takes on the pedagogical concern for building bridges and relational alliances that allow young people to make the dynamics of sharing and reciprocity their own. [ABSTRACT FROM AUTHOR]

Apertura dell’opera, apertura dell’insegnamento: il criterio proposto è condotto su frammenti di un discorso a più voci che lo descrive, lo apre alle diverse interpretazioni e eventualmente lo precisa grazie ad una relazione mutevole tra chi scrive e chi legge e a sua volta interpreta. Il percorso segue le tracce lasciate dagli esempi scelti che possono definire principi generali, che diverrebbero in tal caso strumenti per attivare ulteriori aperture verso altri contesti. / Opening the work, opening course: the proposed criterion is conducted on fragments of a many voices speech describing it, opening it to different interpretations and possibly precise it by the relations between writer and reader. The path follows the traces of examples that may define general principles, opening tools towards other contests.

To contribute to a more comprehensive understanding of the experiences of the visually impaired people and the challenges they encounter while navigating the architectural and urban spaces, we propose a framework that incorporates the subjects under study as active protagonists. In this regard, we present and discuss the relevant findings from a focus group meeting; this open dialogue with the visually impaired – as an effective collaborative process – becomes a window through which a rich insight into their feelings and experiences is provided. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article provides a systematic and detailed analysis of the syntax of the sentence in Porte aperte (1987) by Leonardo Sciascia (1921-89). By contributing to the critical debate on Sciascia’s style as simple/complex, this study investigates the role played by syntax in relation to the committed communication of Porte aperte. As a denunciation of the death penalty, the novel presents an example of the argumentative-narrative prose of Sciascia’s late production. The present study examines the structure, the composition of the sentence, and the procedures of cohesion within the sentence. Through a combination of qualitative analysis of selected textual samples and quantitative analysis of syntactical parameters (length and composition), the main features of Sciascia’s syntax are explored: the variety of the structure and composition of the sentence, and the principle of balance that characterizes the syntactical choices. It is argued that Sciascia presents a project of controlled complexity, which is achieved by cohesive tools, in order to rationalize his deep reflection on the death penalty. [ABSTRACT FROM AUTHOR]

Over the last five years important studies have been published in Italy concerning the turn of secularization to post-secularism. In a complex and plural society, the religious experience tends to become a matter for individual choice or small groups of people, which is no longer accepted on a traditional basis. What is being discussed by scholars (philosophers, historians and religion sociologists) regards the meaning of this process: can we speak of end of secularization? Or must we rather think of a change in religion – specially Catholicism – that breaks lose from clericalism and tends to take movements as a model? Or again, are we facing a new chapter of that process by which the world is becoming increasingly worldly and of which Christianity was historically one of the causal factors? [ABSTRACT FROM AUTHOR]

The author has constantly emphasized institutional analysis as an object of study and intervention. In this work Di Marco illustrates the use of the method of institutional observation for teaching purposes to promote knowledge of its dynamics. The exercise of institutional observation, for the author, represents a more genuine way of discovering not only dysfuncionalities, but also new spaces for planning. [ABSTRACT FROM AUTHOR]

The paper offers an epistemological and pedagogical basis for using objects in teaching at university, inspired by the experience-based research and practice of object-based learning, here reframed by complexity theory and enactive, symbolic, and reflexive pedagogy. The paper proposes a teaching method where different languages and forms of knowledge are composed in order to favor the transformation of the students’ perspectives of meaning. The paper itself is written in such a way to connect different forms of knowledge: narration of experience sustains theorization, looking for embodied and subjectivated thinking. Theoretical concepts are developed through the analysis of an object-based didactic experience and the students’ reflexive reinterpretation of their own learning. The outcome of this study is the articulation of a practical theory of transformation, as an antidote to the dominant reductionist and functionalist understanding of innovation in HE didactics.

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Project management standards are gradually moving to the direction where increasingly attention is put on cooperation and collaboration methods between different players involved in construction operation. Construction professionals and other experts i.e. in academia agree widely that this is essential. Construction business and its operations in general have not been isolated from the long term developments in different sectors such as outsourcing where core businesses is valued high and other operations are cut away. This has resulted in high number of specialized companies that on the other hand has increased the total number of partners in any kind of construction project.From the management viewpoint this is a different challenge and it has naturally provided the starting point for new kind of managerial tools and solutions. This paper provides discussion of the characteristics of modern construction and those as starting points for the development of new kind of construction management methods and tools.

Experiential Knowledge and Sustainable Leadership in Adult Education. Pedagogical Reflections This article tries to reconcile the two factors that in past decades have characterised the educational debate on adult education and on education as a whole: the traditional dimension of on-going education and the emerging concept of lifelong learning. Experiential learning, the validation of experiential acquirements and the dynamics of sustainable leadership by educators appear as the field where this discrepancy can be resolved in an antinomic relationship. In the context of sustainable management, the past professional career of citizens and labour market demands are important variables for our societies characterized by the knowledge economy. In today’s reality, the paradigms often referred to are the paradigm of complexity, which is an interpretative figure of Modernity, and the paradigm of sustainability, which emerged from Post Modernity or Late Modernity. They are, or seem to be, paradoxical terms, but their dynamic relationship leads to an essential need for educators: the sustainable management of complexity. Experiential learning and sustainable leadership undertaken by educators fit into this scenario and are an opportunity for those who have the educational tasks of creating the future, in addition to conserving and selecting the past. Finally, they are a sort of creative recombination of past, present and future projects. Thus, past environments, cultural traditions, indigenous knowledge, social and working experiences and collective memories are preserved and defended because they are valuable in themselves (the ontological dignity of human beings) and are a resource for meaningful learning and improvement of living conditions.

RiassuntoQuest’articolo sottolinea i fondamenti filosofici e pedagogici di un master in Leadership Trasformativa focalizzandosi in maniera specifica sul ruolo della creatività e dell’auto-creazione. Utilizza il progetto di laurea per esaminare alcune delle considerevoli complessità che la leadership presenta, ma anche le sfide planetarie e personali più ampie affrontate da individui impegnati nel contribuire ad un cambiamento sociale positivo. Parole Chiave: leadership, creatività, complessità, sfide planetarieTransformative leadership for the 21st century. Reflections on the design of a graduate leadership curriculumAbstract This paper outlines the philosophical and pedagogical underpinnings of a masters degree in Transformative Leadership with a specific focus on the role of creativity and self-creation. It uses the design of the degree as a way of address some of the considerable complexities of the field of leadership, but also the larger planetary and personal challenges facing individuals who are committed to contributing to positive social change. Key word: Leadership, creativity, complexity, global challenges