This paper sketches some elements that define the pedagogical significance of play for the construction and the conservation of a democratic community. Starting from the main principles of Dewey's pedagogy, the discourse focuses on play, intended as the philosophic category of the ludic, first, in connection to doing and experience, two fundamental notions of Dewey’s thought and his philosophy of education; then, it moves towards the relationship between play and work to come, finally, to play in connection to the social (...) and political sphere. Along this path, it will be highlighted the central place occupied by the aesthetic side and affective element, concentrated especially in the definition of emotion given by Dewey, in order to show the link that connects play and democracy. (shrink)

Even though the American thinker John Dewey and the Italian Luigi Pareyson belong to two different philosophical traditions, on the aesthetic ground they show many resonances and similarities. Using Pareyson’s words, “just as it happens between people, who in particularly happy encounters […] reveal themselves to each other,” it is therefore possible to have Dewey’s aesthetics and Pareyson’s dialogue with each other, highlighting their affinities. This operation can strengthen the idea that the aesthetic experience is a way to fulfil human (...) existence. Thus, the hermeneutic character of Pareyson’s aesthetics in combination with Deweyan pragmatist aesthetic theory not only have great importance for the artistic experience, but also considerable value for human beings’ everyday lives. -/- Starting from some Deweyan resonances in Pareyson’s aesthetics, the discourse focuses on his aesthetics in its educational and hermeneutic significance within the dialogue between the two philosophers, coming, finally, to Dewey’s and Pareyson’s aesthetics in connection with so-called “everyday aesthetics.” Although a Deweyan influence on Pareyson is ascertained, and the similarities between them are not superficial at all, it is worth bearing in mind the different backgrounds of the two philosophers in order to accurately situate their reflections. (shrink)

This paper aims to analyse the notion of familiarity in Dewey’s pragmatism in order to show its important role as a tool for human beings to interpret the reality, manage it, and act within it. Starting from an examination of Deweyan transactional realism, the discourse focuses on familiarity and its related terms (such as “familiar,”“to familiarize,”but also opposites such as “unknown” or “strange”) in Dewey’s thought, to finally come to highlight its fundamental hermeneutic role. This might be useful to account (...) for a subject of Deweyan thought not so deeply highlighted by scholarship and, at the same time, to show pragmatism’s closeness to hermeneutics regarding the relation between the human being and the real. -/- Questo articolo si prefigge di analizzare la nozione di familiarità nel pragmatismo di John Dewey, per mostrare come essa sia uno strumento importante a disposizione degli esseri umani per interpretare il reale, orientarsi ed agire in esso. Partendo da un esame del realismo transazionale deweyano, il discorso passa a delineare il ruolo della familiarità ed affini (termini come “familiare”, “familiarizzare” ma anche gli opposti “estraneo”, “ignoto” ecc.) nel filosofo americano fino ad evidenziarne il fondamentale ruolo ermeneutico. In tal modo, è fornito un resoconto su un aspetto del pensiero deweyano non adeguatamente messo in luce dalla ricerca e nello stesso tempo si individua un importante punto di contatto tra pragmatismo ed ermeneutica intorno alla questione del rapporto dell’essere umano con il reale. (shrink)

This paper aims to analyse the notion of familiarity in Dewey’s pragmatism in order to show its important role as a tool for human beings to interpret the reality, manage it, and act within it. Starting from an examination of Deweyan transactional realism, the discourse focuses on familiarity and its related terms (such as “familiar,” “to familiarize,” but also opposites such as “unknown” or “strange”) in Dewey’s thought, to finally come to highlight its fundamental hermeneutic role. This might be useful (...) to account for a subject of Deweyan thought not so deeply highlighted by scholarship and, at the same time, to show pragmatism’s closeness to hermeneutics regarding the relation between the human being and the real. (shrink)

Starting from Hellenistic philosophy, this paper highlights the importance of the emotions for treatment of social evils on a path that links John Dewey to Martha Nussbaum. The main issue is how to treat those evils without excluding the individual from the society. Following the medical analogy as central idea, it is made visible that effective therapy must include, both theoretically and practically, the Deweyan notion of integration between individual and environment. Starting with this idea, both Nussbaum and Dewey claim (...) that a sound emotional development is a fundamental factor to treat social evils, and at the same time to fulfil the “human flourishing” of individuals embedded in their society. (shrink)

Il termine “eclisse” (o eclissi) rimanda al fenomeno astronomico dell’oscuramento della luna o del sole. La stessa parola nel linguaggio figurato indica l’offuscamento o la scomparsa definitiva di una personalità, di un movimento o perfino di un’intera epoca. In questo tempo pandemico assistiamo all’eclisse di molte (pseudo) certezze, a cominciare dall’inviolabilità della sfera personale. Si tratta di una definitiva scomparsa oppure di un occultamento solo temporaneo? Quando la pandemia sarà passata, tornerà tutto come prima? L’eclisse non è un fenomeno permanente: (...) il sole o la luna, dopo essere caduti nell’ombra, poi ritornano visibili e la vita prosegue normalmente. “Eclisse”, quindi, è un termine che in relazione alla pandemia lascia aperto un cospicuo spazio di riflessione giocato proprio sulla sua ambiguità, sul suo essere un tempo sospeso o l’ultimo atto di un tempo felice. (shrink)

Cosa sono le emozioni? Non è una domanda facile. I filosofi si interrogano su di esse fin dall’antichità e per rispondere al quesito hanno percorso molte strade, giungendo a spiegazioni diverse. Nonostante le ricerche fondamentali di fine Ottocento, non c’è ancora una risposta univoca né definitiva: Darwin, James e Dewey hanno posto le basi di un lavoro che oggi continua a impegnare la filosofia in stretta collaborazione con le scienze.

Nel 1884 usciva l’articolo What is an Emotion?, con il quale William James, nel clima scientifico influenzato dalle idee di Darwin, provava a dare una risposta ad un interrogativo oggi ancora aperto. Le emozioni, infatti, sono attualmente un campo di ricerca interdisciplinare dove c’è ancora molto da scoprire. Questo libro intende offrire un contributo dal punto di vista filosofico, trattando la questione delle emozioni attraverso un percorso che parte dall’empirismo associazionistico di J. S. Mill, transita per i risultati dell’opera di (...) W. James e termina con la teoria delle emozioni di J. Dewey, lasciando emergere intersezioni con istanze contemporanee, in particolare affini alla fenomenologia. (shrink)