La relación epistolar de Claudio Magris y Biagio Marin

En 2014 la editorial Garzanti publica la totalidad de las cartas existentes que durante veintisiete años intercambiaron el germanista y escritor Claudio Magris y el poeta Biagio Marin. La literatura epistolar es un género muy cercano a la psicología o incluso a la filosofía, ya que en la comunicación escrita que se establece entre los interlocutores suele aparecer el yo más profundo de cada uno de los implicados. Este es el caso de la obra que nos ocupa, Ti devo tanto di ciò che sono. Carteggio Magris-Marin. En esas cartas, los dos grandes literatos discuten de filosofía, literatura, teología, historia y política, al tiempo que intercambian noticias y anécdotas de la propia vida. Tanto el estudioso como el lector curioso encontrará en este trabajo claves de comprensión de la obra de estos dos grandes hombres de las letras italianas. In 2014, Garzanti publishes all the existing letters exchanged for 27 years by the Germanist and writer Claudio Magris and the poet Biagio Marin. The epistolary literature is a genre very close to psychology or even to philosophy, since in the written communication that is established between the interlocutors usually appears the deepest ego of each one of those involved. This is the case of the work that concerns us, Ti devo tanto di ciò che sono. Carteggio Magris-Marin. In these letters, the two great writers discuss philosophy, literature, theology, history and politics, Egeria, witness of the correspondence between women of Christian antiquitywhile exchanging news and anecdotes of their own lives. Both the scholar and the curious reader will find in this work keys of understanding of the work of these two great men of the Italian letters.

Workforce Improvement and Lifelong Learning

The author stresses the importance to the future of the US workforce of the recognition that the traditional notion of education (‘that education and adult life, especially work, are consecutive rather than concurrent’) is inappropriate to contemporary workforce preparation and skills needs. He contrasts the characteristics of the traditional paradigm with those which need to be adopted in a new model of the relationship between education and work. Against this background, Dr Ferguson describes the development and application of the Work Keys System which aims to provide a common language for education and business to participate in preparing people for the transition from full-time education to employment and from one job or job level to another.