scholarly journals Philosophy for Communites al Liceo “Govone” di Mondovì (Italy)

2017 ◽  
Vol 8 (1) ◽  
pp. 252-262
Author(s):  
Silvia Bevilacqua ◽  
Pierpaolo Casarin

In this contribution we shall focus on the project of philosophy for communities carried out at the Liceo “Vasco-Beccaria-Govone” (Mondovì , Italy) within the IX edition (2016) of the CeSPeC Summer School on Futures, imagining the world of tomorrow. Philosophy is understood as a practice, an experience, a creation of concepts, an inquiry, as an exercise of argumentation and research. Thanks to this view, a dialogue has opened up with the pupis of this school. In this contribution we present the perspective of a post-philosophy for children and we understand it as an opportunity for philosophy in itself.

2021 ◽  
Vol 2 (4) ◽  
pp. 625-635
Author(s):  
Ellie Helen Cozens-Keeble ◽  
Rachel Arnold ◽  
Abigail Newman ◽  
Marianne Sarah Freeman

Zoological collections are rapidly changing from a place of entertainment to centers of education. Many zoological collections run holiday and weekend clubs with activities aimed at inspiring and enthusing the next generation. The COVID-19 pandemic saw zoological collections across the world closing, leading a need for alternative educational content. Edinburgh Zoo, UK converted their summer school to a virtual provision. This provided a unique opportunity to determine the effectiveness of online zoological education by investigating if engagement levels differ for family groups when education is ‘live’, ‘recorded’ or ‘activity’ based. A total of 235 participants signed up for the Virtual Summer School, which comprised of 46 separate activities. Submissions, comments and polls were coded for content level and activity type. Results show that the overall engagement was higher for the live sessions compared to the recorded content; however, the content level was higher for activities. Content level increased over the week and there was a higher reported nature appreciation at the end of the Virtual Summer School. These findings provided evidence to suggest that online holiday zoo education can engage and inspire and gives insight on how to maximize the engagement and knowledge acquisition when using these online platforms.


2010 ◽  
Vol 76 (3-4) ◽  
pp. 259-260
Author(s):  
Asoka Mendis

As the Journal of Plasma Physics so fittingly dedicates this current volume to honor Professor Padma Kant Shukla, for his extraordinary and prolific contributions to the field, over a period spanning four decades, on the occasion of his 60th birthday, it gives me great pleasure to contribute this personal tribute. Padma is without doubt one of the preeminent plasma theorists of his generation with a productivity that is phenomenal and perhaps unmatched (well in excess of 1000). What is truly impressive is not only his extraordinary productivity but also the depth and breadth of his contributions, which while being centered in plasma physics, bridge many other disciplines including condensed matter physics, particle physics, and geophysics. Although I was familiar with Padma's work, in several areas, earlier, I first met him about 20 years ago, when he began working in a field of great interest to me, namely dusty plasmas. Very quickly Padma became a leader in this very new and rapidly developing field, in particular, pioneering the fascinating area of waves in dusty plasmas; predicting the existence, among others, of the very low frequency dust acoustic mode, which was spectacularly observed subsequently in the laboratory, and has been cited about 1000 times since. During this time I got to know Padma very well while participating in numerous international meetings convened by him and also while hosting him, several times, as a visiting professor at my home institution, and observing his multifaceted talents as an outstanding scholar, inspiring mentor, tireless organizer, and committed humanitarian. While Padma's accomplishments are extraordinary, what makes them even more noteworthy is his personal history. Padma came from a family of modest means in a small Indian village. He was the first member of his extended family who went to college, mainly due to the efforts of the village schoolteacher who obviously recognized the young student's innate talent. Living up to his schoolteacher's expectations he later graduated (with honors) from Agra University at the age of 17 and then proceeded to obtain his PhD in physics from the Hindu Banaras University, at the age of 21. He then proceeded to the University of Umeå, Sweden, on scholarship, and quickly blossomed to his full potential under the caring guidance of Prof. Lennart Stenflo, while also earning his second PhD, three years later. These early experiences deeply influenced Padma; on the one hand he recognizes that raw talent exists in all corners of the world, and on the other hand he feels a deep commitment to help discover, nurture, and mentor such talent. Toward this end Padma did several things. He organized numerous international meetings in both developed and developing nations. He has also continued to organize the annual Plasma Physics Summer School at the Abdus Salam International Center for Theoretical Physics in Trieste, Italy. He has used these opportunities to discover promising young scientists from the world over, helping them to come to his host university in Bochum, with support obtained from various international organizations, and mentored them. These young scholars, haling from every continent of the world, have gone on to become active scientists in their own right and many have proceeded to become leading researchers, educators, and administrators in their home countries. It is in recognition of his “extraordinary efforts in the discovery, the nurturing and mentoring of scientific talent across the globe” that he received the highly prestigious Nicholson Medal, awarded by the American Physical Society, for human outreach by a leading scientist in 2005. In recognition of his outstanding scientific contributions Padma has received numerous international honors including several honorary doctorates, foreign membership of several national academies, fellowships of a number of international scientific organizations and prizes. Yet, I think that among all these honors, the Nicholson Medal perhaps is the most appropriate because it recognizes what Padma truly is: not just a great scientist but one who is also an outstanding humanitarian. It has been a great privilege to have known Padma for the last twenty years. I have been inspired by his life and his work. Personally, as well as on behalf of all his friends and admirers in the scientific community around the globe, I wish Padma a long, happy, healthy, and prosperous life, with continuing success in all his endeavors.


2020 ◽  
Vol 5 ◽  
pp. 86-94
Author(s):  
Nadezhda Ilyushenko ◽  

The content of the article is in the thematic field of practical philosophy, designated as “philosophy for children”. Within the framework of the article, the author considers specificity of the philosophical language. The main linguistic means are explicated and described, making it possible to expand the usual descriptions of the world, to achieve expression of non-trivial philosophical intuitions, to outline new directions of philosophical search. Particular attention is paid to such techniques as using metaphors, tautologies and a vicious circle in the definition in philosophical texts, as well as a step-by-step, gradual refinement of thought by introducing “operational concepts”. In conclusion, the author gives examples of tasks aimed at acquiring the language of philosophy by school-aged children (10–13 years old) as part of the program of additional education for children and adolescents “Green Sun” (team of authors: N. Ilyushenko, N. Kutuzova, D. Kutuzov, O. Davydik).


2019 ◽  
Vol 10 (1) ◽  
pp. 54-66
Author(s):  
Silvia Bevilacqua

The following reflections are born from some practical and theoretical trajectories undertook by the writer – already since a few years in my research scope – around philosophy for children/community and philosophical practices. The experience of some activities proposed at the Liceo Vasco/Beccaria/Govone in Mondovì during the Cespec Summer School 2017 around the issue of Humanitas in the contemporary society was recently added to these reflections. It is a theme that engaged us in several experiences of Philosophy for Community. Throughout these gatherings, we proposed a cartographic writing and philosophical approach. In particular, this contribution will explore the concept of children cartography (cartografia d’infanzia), as an occasion of translating the philosophical discourse into a map of a philosophical debate, also mutuating the concept of philosophical confluence considered by Pierpaolo Casarin. The adopted perspective is the transdisciplinary border where human geography, philosophy, and writing, as disciplinary subjects, can confound their identities and boundaries in a space of immanence in the making. Summarizing, we intend to highlight the themes, concepts, and practical propositions around some practical and theoretical research trajectories, current and future, which hold implications for all of us (and for humanity). Such practices allow again – and still – the possibility of orienting and losing oneself thanks to the Humanitas.


2019 ◽  
Vol 15 ◽  
pp. 1-20
Author(s):  
Johanna Hawken

Children develop and experience numerous thinking skills in the course of a philosophical dialogue, which is the didactic medium for the practice of philosophy with children, since its birth. One of them plays a paramount role in the possibility of true dialogue, as it relies on the meeting of minds: open-mindedness. Furthermore, this concept is omnipresent in the literature about philosophy for children (Lipman, 2003: 172-179 ; Tozzi, 2001, 2002) and thus, requires an exploration and a precis analysis, which is the aim of his article. More precisely, there are three objectives: define the nature and characteristics of open-mindedness, analyse its emergence in philosophical discussions and, moreover, studying its role in the practice of philosophy. Our research (lead in University Paris 1 Panthéon-Sorbonne) has shown that certain indicators present in the children’s discourse manifest the occurrence of open-mindedness: reformulation of one another’s words, complementarity of statements, explication of each other’s ideas, establishment of nuances, disagreement on terms and critical thinking. These cognitive acts reveal an intellectual relation between children, so much so as open-mindedness can be defined as a two-dimensional attitude, both as a cognitive disposition enabling the understanding of someone else’s idea and an ethical disposition enabling the acceptance of alterity. Moreover, it signals an ethical posture: the capacity to take embrace the words of others, without necessarily agreeing, the ability to take into account an alternative view on the world. The research hypothesis, that is the result of seven years research in the French town of Romainville (East of Paris) is, therefore, the following: philosophical discussions constitute an opportunity for children to experience open-mindedness as a crucial thinking skill and ethical posture.


2021 ◽  
pp. IX-XVIII
Author(s):  
Maxime Danesin ◽  
Marco Pellitteri

Dear readers, students, fellow scholars, welcome to this tenth instalment of Mutual Images Journal, which we have titled “Aesthetic journeys and media pilgrimages in the contexts of pop culture and the creative industries from and to East Asia”, trying to subsume in it the variety of themes the volume hosts.   Audaces fortuna iuvat The Latin adage of this introduction states: “good luck helps the daring ones”. We think this is what happened to us and Mutual Images, both the journal and the association as a whole. We had left 2020 with more than just the proverbial mixed feelings: we were all uncertain and confused about what would and could happen in 2021. We won’t give you a summary of the many facets of what 2020 has been for the world, because each of you knows that all too well. But for MIRA, at least, 2021 was a moment of rally and refocus on what we hold dear: research, publishing, and the careful organisation of workshops and similar events. We rolled up our sleeves as so many people around the world did, and, in our microcosm of transcultural research in the humanities, media, cultural sociology, and area studies — whether supported by universities or independently run — we brought home two very nice workshops and a summer school. One workshop was held in Italy and Spain in November 2020 and the other in Japan in January 2021, although, for obvious reasons, both were technically conducted mainly online; and the summer school took place on-site in China, in June 2021. The two workshops saw [...]


2021 ◽  
Vol 66 (2 supplement) ◽  
pp. 79-95
Author(s):  
Anda Fournel ◽  
Jean-Pascal Simon

"Experimenting Thinking in Image Schemas. Teenagers are Wondering “Where Do Thoughts Come From?” An intellectual view of philosophy as an activity focusing on understanding abstract concepts and their relationships deprives philosophical exercise of the participation of the body and senses. If we reject the mind-body dualism, as Dewey, Johnson, etc. did, then we are constantly engaged in interactions with the world and others, and can thus consider the act of thinking from our own experiences. Inspired by an experimentalist conception of school and life, as well as the method of inquiry developed by Dewey, the Philosophy for Children program provides an inquiry process that invites participants to conceptualize and reason philosophically in a collaborative manner. Do these practices implement an embodied cognition? To find out, we selected a discussion as a case study and analyzed it based on the observation that the issue to be discussed by the participants - “where do thoughts come from?” contains two image schemas: path (come from) and source (where). We have noted a variety and a significant number of expressions (“they come from within”, “they come from what happens outside”, etc.) whose analysis enhances a better understanding of how an experience of understanding the origins of our thoughts fits into the discourse and contributes to a collective conceptualization of “thinking”. Keywords: image schemas, perceptual experience, conceptualisation, community of philosophical inquiry, experimentalism "


Author(s):  
Michael Kay

This paper presents a new markup language called FtanML, together with an associated schema language called FtanGram, and a query/transformation language called FtanSkrit. FtanML was originally designed by a group of students taught by the author, together with Stephanie Haupt, at a summer school held in the Swiss village of Ftan in August 2012. It has since been taken forward by the author with some further involvement by the students. The idea of FtanML is to rethink markup from the ground up: to imagine what the world could be like if we didn't have to carry forward the mistakes of the past; to take what works well in current languages, and discard the features that do little more than add complexity. More mundanely, FtanML can be seen as a blend of ideas from XML and JSON: neither the union nor the intersection of the two, but a new language that combines the best features of both.


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