Albert the Great’s theological and exegetical-biblical works often reshape naturalphilosophical doctrines derived from his earlier Aristotelian paraphrases. Accordingly, Albert’s caveats, distinguishing the treatment of topics in physicis and in theologicis, are not abstract disciplinary borderlines but point out to his Dominican students that he will return to crucial matters of the peripatetic paraphrases, recontextualizing them in later works. This article illustrates such interdisciplinary dynamics by analyzing Albert’s commentary on Gen., 1, 20-23, the fifth day of creation, as discussed in STh., (...) II, xi, 60. Albert questions the seeming asymmetry arising from a single element, water, giving rise to two different outcomes: birds for the sublunar sky and reptiles for the earth. The arguments put forth by opponents and Albert’s solution draw upon earlier natural-philosophical works of his, namely De animalibus, De vegetabilibus, and De sensu et sensatu. Notably, Albert reuses his doctrine of humiditates in living bodies and generative processes (such as humidum seminale, humidum vaporativum, humidum spirans, humidum manens). Additionally, Albert analyzes the processes of subtiliatio and digestio, which transform siccum terreum into the matter required for the formation of animate bodies. (shrink)

Today, the persistence of infantile attitudes into adulthood seems to have become a way of life associated with enjoyment and the renunciation of social obligations. Contemporary society, crossed by the emotional culture of Social Media, favors the example of parents who are friends with their children, of teachers who are enemies of their parents and of young people who are far from authority and traditional morality. Distances between parents and children and between teachers and pupils are eliminated. Today's adolescent is (...) represented with the image of Narcissus because within the affective family he grows up with the idea that success is the goal for achieving happiness and personal satisfaction. What future prospects can you imagine for young people? How to tackle adult frailty? The pedagogical debate could reflect on new educational systems that concern the affective and relational dimension of young people and the orientation skills of adults. By accepting the new needs of young people, adults could carry out that progressive process of affectivity, the acceptance of new educational, affective and relational functions. (shrink)

This essay examines the biblical discourse on animals in Job 38-41, as interpreted by Albert the Great and Thomas Aquinas in their 13th-century biblical commentaries. In God’s first reply to Job twelve species of animals are introduced and realistically described, including accurate details of their behavior. Subsequently, chapters 40 and 41 introduce two more complex animals, Behemoth and Leviathan, in which realistic and symbolic features intertwine. This peculiarity of the book of Job – long sequences dedicated to descriptions of animals (...) – allows to investigate to what extent and how the availability of Aristotelian zoology, whose study was prescribed in the Dominican program promoted and practiced by Albert himself, became an instrument for a renewed biblical exegesis, different from the allegorical and theological moralizing hitherto prevailing in the Christian tradition of commentaries on Job. (shrink)