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En la segunda edición de “La sociedad Transparente” (2000) Gianni Vattimo revisa su tesis sobre el poder emancipatorio de las nuevas tecnologías comunicativas atribuyendo al mercado una resistencia realista frente a tal instancia emancipatoria, en cuanto propone una imagen de la realidad edulcorada y carent e de conflictos. En el presente texto se discute críticamente esta tesis, sosteniendo que el mercado no es en absoluto una instancia realista, sino un factor desrealizante, y que precisamente esto provocó la crisis financiera del 2008. El mercado es desrea lizante por especulativo y, por tanto, porque es metafísico. Frente a la forma especulativa de la desrealización hemos de reevaluar, como Vattimo hace en otros textos en manera más próxima a Heidegger y Gadamer, su significado práctico en cuanto des - actual ización: des - actualizar significa reconducir la realidad a sus condiciones de posibilidad, y entonces de este modo a una condición crítica capaz de operar transformaciones sobre ella. In the second edition of La società trasparente (2000) Vattimo reconsiders his thesis about the emancipatory power of new communicative technologies and ascribes to the market a realistic resistance against such emancipatory claim, inasmuch it proposes a sweetened and conflict - free image of reality. In this text I dispute critically this thesis, arguing that the market is not a realistic factor, but just a de - realizing operator, which caused the financial crisis of 2008. The market i s de - realizing because it is speculative, and then metaphysical. Against this speculative form of de - realization, we have to re - evaluate, as Vattimo does in other writings, in a way that is closer to Heidegger and Gadamer, its practical meaning, in the sen se of de - actualization. De - actualizing means to bring back reality to its condition of possibility and then to put oneself in a critical position, in order to be able to change reality practically.

The text draws the lines of an education ontology, according to progressive levels of in-depth analysis of the experience. The first one is proper of the fundamental pedagogy and sets up its central category: the educative relationship is consignment of a meaning heritage to self-realization. The second one is proper of the philosophy of education, whose purpose is justifying a more original consignment, beyond its ethos, to the history and the being. As a matter of fact, both the immanence in the history and the conscience of a correlated transcendence are constitutive of the consignment. This is a further level and the task becomes foundational: what is not explained within the experience and the spontaneous and scientific knowledge is cleared, so that you can reach certainties that are founded in a profound way. If you do not justify rationally, ideas and ideals tend to deteriorate into ideologies.

Il saggio esplora la posizione di Ch. M. Wieland all'interno del dibattito filosofico-pedagogico del 700 di lingua tedesca, sia per quanto attiene alla conoscenza sia per quanto attiene alla possibilità di crescita e di formazione dell'individuo. Ci si propone di evidenziare come l'autore nel corso del tempoo rimanga sostanzialmente fedele alla convinzione che ci si debba aprire al confronto con gli altri, e che socraticamente si debba partire dalla conoscenza di sé per intraprendere qualsiasi percorso formativo

The article aims to show the critique of domination and power by means of some texts by Blaise Pascal. The topic focuses on cognitive activity and the faculty of knowledge.

The essay shows, between autobiography and theoretical reflection, the link between metaphysics and poetry in the reflection of the philosopher Leonardo Samonà. The author uses the concept of "retraction" to cross both the vision of Samonà's metaphysics and the vision of poetry.