The resolution of the celebrated θ-τ enigma of elementary particle physics through the introduction of the parity violation law by T.D. Lee and C.N. Yang in 1956, may be epistemologically considered as a possible historical instance mostly explainable by means of that particular aspect of Kuhnian theory of scientific revolutions invoking the Gestalt switches as possible psychological patterns whose paradigm’s change is puts into analogy with those inherent the natural sciences (paradigm switches). From what said, then, it will be possible (...) to outline further elementary epistemological considerations. (shrink)

This research project analyzes a strategy for teaching philosophy in secondary school inspired by Socratic dialogue, which aims at the creation and effective management of cognitive dissonance as a tool for promoting critical thinking, called Socratic Challenge (SC). The research originates from workshops held in the years 2016/2019 in a technical and vocational institute in the province of Varese, in which I participated as the creator and conductor, involving the voluntary participation of about 150 students. The research questions are: What (...) are the characteristics of the Socratic Challenge? Can it constitute a teaching methodology to be proposed? Under what conditions? Within what project framework? The empirical research is qualitative, naturalistic, and exploratory (Lumbelli, 1984), specifically a self-study (Hamilton & Pinnegar 2009), divided into two phases. In the first phase, data regarding motivation and perceptions of training impact were collected through in-depth interviews of students (16) and analyzed using the criteria of reflective thematic analysis (Braun & Clarke 2019). In the second phase, the workshops were repeated remotely in technical and vocational institutes in Milan and the province, involving 113 students who were surveyed with a qualitative questionnaire. The workshops were recorded and the discussion interactions were analyzed according to a qualitative inductive approach that refers to Constructivist Grounded Theory (Charmaz, 2006). Results show how this dialogical instructional strategy in philosophy teaching can be considered an effective alternative to the historical-philosophical approach predominant in the Italian tradition (Illetterati 2007). (shrink)

In this paper I set out to read Hägerström through his own eyes, adhering to the terminology he uses in his own original work and attempting to make sense of the variance and uniformity alike that one finds in his linguistic usage. The translations we have of Hägerström's works are quite liberal, using the same word in English where the original uses different ones, and, vice versa, using different words in English where the original uses a single one in different (...) contexts. These misleading translations of Hägerström have contributed in some measure to Hägerström's reputation for obscurity. Further, and most importantly, I will take seriously what Hägerström says about his own thought, namely, that it is dependent on that of Kant and independent of the currents of thought contemporary with Hägerström. In Section 1, I will briefly take up the problem of consciousness that Hägerström proceeds from, and will recall something that Bertrand Russell once said, in 1928, in regard to the revolt staged in the early 20th century in Europe against German idealism. In Sections 2 and 4.1, I will instead take up Kant for the purpose of clarifying Hägerström's theory of judgment as treated in Section 3. In Section 4.2, I will illustrate the difference between the notions of nothing, R-reality, and W-reality in Hägerström. In Sections 5 and 6, I will examine the analysis that Hägerström offers of the principle of contradiction, and will summarize the three types of judgment he singled out, including the type he called impossible judgment. In Section 7, I will consider Hägerström views as grounding, in a transcendental way, the presupposition of the primacy of the external spatio-temporal world, a world independent of our representations: I will consider in particular the W-real complexes that are merely represented, as well as the spatio-temporal world as the only W-real complex that is not merely represented. Finally, in Section 8, I will briefly consider some of those who have commented and translated Hägerström, this to conclude that R-reality and W-reality are coextensive but not synonymous. (shrink)

This paper is focused on the concept of finality in the bio-philosophical study of life and organisms. After some methodological remarks, the definition of biological finality is addressed. There are, in fact, wide variations regarding the concept of finality in biology, alt-hough the notions of finality as function or terminus are the most widespread. Given the vast and independent literature on functions, this paper mainly focuses on finality as a terminus, that is, a state or condition a biological entity reaches, (...) or has the possibility of reaching. For what concerns the content of this concept, biologists have stressed above all the importance of self-maintenance and reproduction. Then, various types of finality are classified. Finally, as to the ontological and epistemological value of the concept, it seems that in general biology there is a slight tendency in favour of its use. (shrink)

It is common to experience hostile emotions like frustration, anger and hate in our everyday life. It could be sufficient a mere hindrance obstructing the pursuit of our goals to lead us thinking and justifying alternative actions to our original aim, in a manner that can redirect us to obtaining a disvalue, instead of realising the purpose of good will of our initial intention. Normally, we are unaware of this shift because the emotional process is the only perceived phenomenon. This (...) situation often contributes in a negative way to the escalation of frustration to anger, and even beyond that, to hate. Implying the phenomenological concept of will to power that is described by Edmund Husserl in his manuscript A VI 8 I, this article philosophically analyses the process of escalation. In addition to the psychological perspective, which shows the personal motivations of hostile emotions, philosophy helps to discover the structural reasons for such irrational uprising. The article presents this topic from the following steps the psychological description of frustration, anger and hate; providing contemporary instances as a showcase for these hostile emotions; discussing Husserl’s argument on the will to power; describing the notion of power and its motivation and showing its connection to realpolitik, where we can easily trace some extreme examples of power and negative emotions in narcissistic behaviors. Significantly, the overarching purpose of this investigation is to delineate the will to power as the underlying principle of experiencing hostile emotions like frustration, anger and hate. Then, the article discusses how the escalation of these hostile emotions alters our goals and values from something that we freely wanted, to something that the blind power unreasonably desired. (shrink)