Résumé Cet article examine la manière dont Jean Scot Érigène s’approprie et emploie de façon constructive l’anthropologie de Maxime le Confesseur. Il s’agit de montrer que la division en cinq parties de l’être, puisée dans l’ Ambiguum 41 de Maxime le Confesseur, constitue le cadre du Periphyseon. Selon l’auteur, la compréhension de l’être humain de Maxime le Confesseur comme « un atelier de création », comme la synthèse de tous les aspects de la création, comme un agent d’unification, fournit la (...) prémisse anthropologique pour la division dialectique du genre de la nature propre à Érigène. C’est dans le cadre de l’ontologie de Maxime centrée sur « l’homme comme un atelier de création » qu’Érigène a recours à la tradition des arts libéraux. Par conséquent, la division du genre de la nature comme un exercice dialectique doit être comprise dans le cadre de l’appropriation par Érigène de la division en cinq parties de l’être de Maxime le Confesseur, ainsi que de son corollaire, l’anthropologie de l’ officina omnium o. Le projet du Periphyseon est guidé par la possibilité qu’à travers l’application des arts, l’homme pourrait devenir l’ officina omnium, en dépit de la chute ; si la connaissance intellectuelle de la création peut être achevée, alors le retour de toute la création à l’unité de l’être humain intelligible et ultimement à celle de Dieu pourrait être garanti. (shrink)

The article examines the need to increase an education toward the development of complex thinking in urban areas where there is a considerable amount of social unrest. The school often fails to bridge the gap between educator/education and learner and this happens in particular when it comes to kids ‘disadvantaged’. The P4C is a pedagogical method that can heal this divide, inter alia, through its dialogic practice. The practice of philosophy can became a way to bridge the sense of fragmentation (...) that the learner feels during his school track when he is having to do with a series of parceled knowledge, because it facilitate the cognitive access to them. The risk to which the student meets with the traditional education, as Freire says, is to undermine the faculty to make aware and to problematize his learning process. To built complex thinking opens the possibility of a 360-degree access to the real and increases the development of critical, creative and caring cognitive spheres. The P4C methodology application should be widespread in many school settings possible, but not only. The article continues with a brief description of some non-formal educational services offered to minors in situations of social disadvantage in Naples, focusing in particular on the Territorial Educational Laboratories. In one of these, L’Officina dei Sogni, an organization working in the territory of the 1st Municipality of the city, I carried out from October 2010 to June 2011 a P4C laboratory with children between 8 and 12 years old, driven by the reflection that this educational methodology can improve on cognitive skills in children and adolescents who are living in situations of high social problems and difficulties at school, in order to reduce for them the risk of social exclusion. The success encountered by the laboratory has had a positive effect also on the other daily Territorial Educational Laboratories activities. The aim of this article is to demonstrate that the use of this philosophical practice is not only possible but necessary in the educational fields that attend in urban areas where there is a strong presence of social problems. (shrink)

The history of science is increasingly directing its attention to the diachronic examination of women's involvement within spaces dedicated to scientific inquiry. While this field of study boasts rich and meticulous historiography, delving into the sixteenth century leaves the impression of encountering either a noticeable absence of women in the realm of natural history or an underexplored period in this regard. Undoubtedly, within the Italian context of the time, the cultural milieu shaped by the Counter-Reformation further heightened the social challenges (...) faced by women.Notwithstanding these challenges, a noteworthy female figure emerges in the latter half of the sixteenth century – Francesca Fontana, the second wife of the natural history scholar Ulisse Aldrovandi (1522–1605). From an overall view of the sources, Fontana seems to assume a pivotal role in the realization of collections and works attributed to the eminent naturalist. This study aims to delineate the role played by Fontana within Aldrovandi's ‘officina naturale.’ By examining the available documents in a chronological order, my aim is to provide insights into the evolution of her education and her practical and technical skills, harnessed in the pursuit of her husband's enterprises and scholarly contributions. (shrink)