How does one weave the threads connecting spirituality and pedagogy to a dialogue? First of all, we want to approach the Ignatian Spiritual Experience to recollect his vision of the world and faith, which is at the foundation of his Spiritual Theology and pedagogy. The Spiritual Exercises propose a determined course and spiritual journey to promote a particular path to do Spiritual Theology, which also illumines the Ignatian pedagogy. This permits us to speak of an «Ignatian Spiritual Theology» with its (...) own particular characteristics, which is our intention to explore in this work. (shrink)

v. 1. I problemi della filosofia, di E. Agazzi et al.

From the second half of the 16th century the question about Platonis Aristotelisque Concordia is no more a merely doctrinal problem, but it involves a discussion about methodus and ordo, according to the importance given to them in the coeval philosophical debate. In many cases underscoring Plato’s scientific merits, not only about inventio but also about the transmission of knowledge, meant promoting Platonism as a philosophy suitable for University. In this context the need for Platonic handbooks is perceived as compelling, (...) due to the recognised didactic superiority of Aristotle’s writings. The Compendio and the Vere Conclusioni are the specific contribution of Francesco Verino secondo, who gave holiday lectures on Plato at the Florentine Studium from 1576 to 1579. The present study focuses on the platonism of Francesco Verino, covering nearly all his works, printed and manuscript, in a constant comparison with his noble predecessors Marsilio Ficino, Giovanni Pico della Mirandola and Francesco Cattani da Diacceto. In order to give light to Verino’s lectureship, particular attention is paid to glosses in his working and teaching copy of Platonis Opera. (shrink)

This contribution sketches the path that St. Ignatius traversed from excluding in 1541 educational work as a Jesuit ministry to his decision to found colleges and universities as apostolic woks of the Society for the formation of young lay students. Ignatius determined in 1553 that the Collegio Romano should be marked by universality in its make-up and outreach, and furthermore should exercise influence on the other colleges of the Society in Europe. From these beginnings, a comprehensive instructional program emerged in (...) the definitive Ratio studiorum of 1599. We relate the organisation of the courses in literature and in the Faculty of Philosophy, which included pure and applied mathematics. The Faculty of Theology included a course on casus conscientiae or moral theology, and in the 18th century it added chairs of Canon Law, Church History, and Liturgy. In conclusion this article describes the three public «academies» founded for the intellectual and religious formation of select groups of students. Also, we tell of the instruction given in the exact sciences, with mention of some of more famous professors. (shrink)

Truth is a key notion in Ockham’s philosophical reductionist program, a notion that has been the object of contrasting interpretations in scholarship. My interpretation is that, for Ockham, ‘being true’ expresses an epistemological relation, namely the one through which our mind reflects on a proposition of language, compares it with an extra-mental state of affairs, and thus ascertains their correspondence. Placing truth at a point of intersection of language with mind and reality, Ockham’s interpretation of Aristotle’s characterization of philosophy as (...) the science of truth comes to be innovative. For Ockham, philosophy is a meticulous training of interpretation of language in order to account correctly for the truth-value of propositions. (shrink)

L'obiettivo di questo lavoro è analizzare la percezione che gli insegnanti di scuola secondaria di secondo grado dell’area metropolitana di Bologna (Italia) hanno della storia e del suo insegnamento. Attraverso una ricerca quantitativa svolta attraverso la somministrazione di un questionario su scala Likert a novantanove insegnanti dell’area metropolitana di Bologna si sono potuti identificare risultati ambivalenti. Da una parte, gli insegnanti possiedono generalmente una ottima e spesso consapevole, ma migliorabile, concezione epistemologica nei confronti della storia e del suo (...) class='Hi'>insegnamento; tuttavia, emerge una concezione non olistica del patrimonio, degli strumenti e delle metodologie didattiche a disposizione nella pratica docente; infatti gli insegnanti affermano di utilizzare in classe prevalentemente la spiegazione frontale, lasciando alle attività laboratoriali legate alle fonti un ruolo marginale. (shrink)