The new phenomenological and aesthetic paradigm of atmospheres, conceived as feelings spread out in the external space and not as private moods, is tested here from different points of view and different disciplines in the context of a full valorization of the so-called "affective turn" in Humanities.

This paper aims to offer an innovative reading of Mary Shelley’s Frankenstein by reflecting on the cultural horizon that influenced the composition of the novel, namely the Naturphilosophie of the Romantic period, characterized by the interpenetration of matter and spirit, visible and invisible. Its major development occurred in German aesthetics of the 18th century, where the union of sensibility and imagination was harmonically realized through a special fusion of philosophy and literature. Thanks to this encounter, philosophy regained its link with (...) the universal and literature became capable of “telling” the invisible without falling into arbitrariness. From this theoretical perspective, the monster created by Shelley is not a creative failure, but something enormous that terrifies because it transcends both our sensitive faculty and our imaginative capacity. Monster is described here as the place of interaction between visible and invisible, which only the artist – by placing himself in the middle of this relationship – is able to narrate. (shrink)

In this paper the author reconstructs the Klagesian positions that, according to him, have possibly inspired Walter Benjamin in his reflection on “aura”. Ludwig Klages’ thought, in fact, and especially the notion of “Nimbus-Aura”, had an interesting resonance in the work of Walter Benjamin. The author shows that Benjamin has probably shared with Klages the idea that human history is indeed rooted in what we might call “myth”, differently from Theodor Adorno, who intends to criticize Klages’ influence in Benjamin’s notion (...) of “aura”, dialectilizing the mythical “origin” and characterizing it as fiction. In the author’s view, moreover, if in Klages this root receives nourishment from the universal symbolism of matter, that Klages intends as originally “auratic”, in Benjamin this root becomes the starting point through which, by means of artistic reproducibility, the human pattern moves away from the myth. (shrink)

In this paper the author reconstructs the Klagesian positions that, according to him, have possibly inspired Walter Benjamin in his reflection on “aura”. Ludwig Klages’ thought, in fact, and especially the notion of “Nimbus-Aura”, had an interesting resonance in the work of Walter Benjamin. The author shows that Benjamin has probably shared with Klages the idea that human history is indeed rooted in what we might call “myth”, differently from Theodor Adorno, who intends to criticize Klages’ influence in Benjamin’s notion (...) of “aura”, dialectilizing the mythical “origin” and characterizing it as fiction. In the author’s view, moreover, if in Klages this root receives nourishment from the universal symbolism of matter, that Klages intends as originally “auratic”, in Benjamin this root becomes the starting point through which, by means of artistic reproducibility, the human pattern moves away from the myth. (shrink)

The concept of extent of reaction was discussed many times in physical chemistry journals and books. This contribution strongly suggests the use of the extent of reaction as standard basic tool in teaching stoichiometry. The same idea was suggested several times in the past without success because the concept of extent of reaction is still not presented in the first-year general chemistry textbooks. It is also remarked that the concept of extent of reaction represents a simple example of the way (...) of attaining a mathematization of chemistry, that is chemistry thought and made with the mathematical way of thinking, i.e. using variables, symbols and functions. Presenting the concept of the extent of reaction within the general chemistry curriculum will support successive physical chemistry courses, as these courses make extensive use of this powerful concept when teaching thermodynamics and kinetics of chemical reactions. (shrink)