Paolo Bonafede
University of Trento, Humanities, Adjunct
- Institut Catholique de Paris, Faculté de Philosophie, Department MemberUniversity of Trento, Dipartimento di Lettere e Filosofia, Department Member, and 2 moreadd
- Paolo Bonafede currently works as adjust professor at University of Udine. He is a PhD researcher (PhD degree at Univ... morePaolo Bonafede currently works as adjust professor at University of Udine. He is a PhD researcher (PhD degree at University of Trento, 2019). Paolo does research in History of education, philosophy of education and pedagogical interaction between media and education. His most recent publication is an essay in 'Manuale di storia della scuola italiana', but he wrote several articles on Antonio Rosmini's pedagogy, comparing it with educational theories of other philosophers (Maritain, Ricœur).
Paolo Bonafede’s research is concerned with Italian philosophy of education in XIX° century. He is currently working on pedagogical theory developed by Antonio Rosmini. His expertyse is in education, from an historical and philosophical point of view. He also works on Italian currents of philosophy of education in XX° century (Bertin, Bertolini, Morando, Stefanini), and on Ricœur’s pedagogical theory. Having grown up in Bologna, he receveid his Master degree from University of Bologna, where he discussed a thesys about political philosophy in Rosmini. He had obtained the license for teaching philosophy, history and as assistant teacher in the high schools.edit
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La dissertazione si apre con la ricerca della definizione degli strumenti e dei metodi necessari per effettuare l’operazione di comprensione e ri-significazione attualizzante della pedagogia rosminiana. Il primo capitolo ha quindi per... more
La dissertazione si apre con la ricerca della definizione degli strumenti e dei metodi necessari per effettuare l’operazione di comprensione e ri-significazione attualizzante della pedagogia rosminiana. Il primo capitolo ha quindi per oggetto proprio quest’indagine strumentale: partendo da un’analisi storica delle diverse linee di filosofia dell’educazione, s'inquadra il modello di filosofia dell’educazione attuale che fornisce il metodo della ricerca filosofico-educativa piu efficace per l’analisi della teoria pedagogica rosminiana. Una volta portata a termine quest’operazione preliminare, si avvia la disamina dei testi rosminiani. Nel secondo capitolo la tematica educativa viene globalmente inquadrata all'interno dell’indagine antropologica: discostandomi dall’interpretazione spiritualista, propongo una lettura dell’antropologia rosminiana che prende in considerazione l’altro elemento fondamentale dell’uomo, il sentimento fondamentale nella specificita corporea, che spesso...
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Making use also of the gnoseological achievements of the Nuovo Saggio , in the work Del Principio supremo della metodica Rosmini develops a real phenomenology of language, presenting it in a pedagogical perspective and in close relation... more
Making use also of the gnoseological achievements of the Nuovo Saggio , in the work Del Principio supremo della metodica Rosmini develops a real phenomenology of language, presenting it in a pedagogical perspective and in close relation with the intellectual development of man. Starting from a reflection on the evolution of language, this approach focuses on the corresponding practical-pedagogical activity. The goal is to show how, by the means of language, the human being develops in his different stages of growth; afterwards, the way is highlighted in which language itself becomes the vehicle by which we can teach the art of reflection, through which man’s cognitive development and intellectual awareness are made possible. Moreover, we want to show the ‘bending’ and intentionality that the pedagogical action must have with regard to the language itself, in order to achieve the goal of human development.
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The paper presents some reflections on the pedagogical lines designed by Francesco Paoli for the Rovereto infant school. On the basis of the unpublished essay Il Cono Pedagogico dell’Asilo d’Infanzia di Rovereto , we make a comparison... more
The paper presents some reflections on the pedagogical lines designed by Francesco Paoli for the Rovereto infant school. On the basis of the unpublished essay Il Cono Pedagogico dell’Asilo d’Infanzia di Rovereto , we make a comparison between Paoli’s proposals and the philosophical-educational reflections of his teacher, Antonio Rosmini. It emerges a framework of continuity and new insights; the basis offered by Rosmin’s pedagogy is integrated by Paoli with reflections on educational stimuli, on the role of architecture and on the importance of the aesthetic sense and game in childhood growth.
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Starting from a theoretical recognition of the classical positions on identity, we propose an integrated concept of human identity. It assumes the relationship between man and technology as an unavoidable feature. This hypothesis-based on... more
Starting from a theoretical recognition of the classical positions on identity, we propose an integrated concept of human identity. It assumes the relationship between man and technology as an unavoidable feature. This hypothesis-based on the paradigm of the informa-tional society-focuses on the consequences of the constant interaction between human beings and information and communication technologies (ICT), showing several effects on habits and on formation of human identity determined by digital technologies. According to an axiological point of view, we intend to identify potentialities and risks of this interaction , recovering a humanistic orientation at the basis of education. I. L'IDENTITÀ UMANA ALLA RICERCA DI UNA DEFINIZIONE La questione dell'identità umana ha radici filosofiche profonde e diretta attinenza con di-lemmi dell'antropologia e della filosofia della mente, che rimandano agli orizzonti metafisico, etico ed epistemologico, solo sfiorati in questo intervento. Tali interrogativi possono essere sin-tetizzati nelle seguenti domande: chi sono e che cosa sono? 1 Quesiti centrali all'interno della filo-sofia occidentale, 2 specie a partire dalla modernità. A mio avviso, si può rintracciare un'evolu-zione delle risposte in merito a tali questioni, che riflette sempre più un'apertura di sguardo e di 1 Ovviamente si possono rintracciare ulteriori livelli d'indagine sottesi ad ulteriori do-mande: a titolo esemplificativo, la questione de lla persistenza, ovvero della 'durata' dell'identità, e la questione inerente la personalità, ovvero la determinazione d elle caratteristiche che rendono un soggetto 'persona'. 2 Ma non solo. Si veda T. J INPA, Self, Reality and Reason in Tibetan Philosophy, Routledge, Lon-don 2002.
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FRANCESCO PAOLI'S CONO PEDAGOGICO: LEGACIES AND INNOVATIONS INSIDE THE ROSMINIAN PEDAGOGY IL CONO DI FRANCESCO PAOLI: EREDITÀ E INNOVAZIONI NELLA PEDAGOGIA ROSMINIANA The paper presents some reflections on the pedagogical lines designed... more
FRANCESCO PAOLI'S CONO PEDAGOGICO: LEGACIES AND INNOVATIONS INSIDE THE ROSMINIAN PEDAGOGY IL CONO DI FRANCESCO PAOLI: EREDITÀ E INNOVAZIONI NELLA PEDAGOGIA ROSMINIANA The paper presents some reflections on the pedagogical lines designed by Francesco Paoli for the Rovereto infant school. On the basis of the unpublished essay Il Cono Pedagogico dell'Asilo d'Infanzia di Rovereto, we make a comparison between Paoli's proposals and the philosophical-educational reflections of his teacher, Antonio Rosmini. It emerges a framework of continuity and new insights; the basis offered by Rosmin's pedagogy is integrated by Paoli with reflections on educational stimuli, on the role of architecture and on the importance of the aesthetic sense and game in childhood growth. I. UNA VITA PER L'EDUCAZIONE Francesco Paoli (Pergine, 18 luglio 1808-Domodossola, 14 gennaio 1891) è stato nella seconda metà del diciannovesimo secolo uno dei riferimenti principali del rosminianesimo e tra le figure di spicco della pedagogia cattolica. 1 Ordinato sacerdote il 25 luglio 1831, ben presto si 1 Tra le presentazioni biografiche del Paoli, si consigliano: L.M. BILLIA, Francesco Paoli , in «Il Nuovo Risorgimento», febbraio 1891, pp. 321-334; M.P. BIAGINI TRANSERICI, Un saggio di Francesco Paoli sulle condizioni intellettuali e morali dei sordomuti, non educati mediante speciale insegnamento (Manoscritto inedito del 1860) , in «I problemi della pedagogia», luglio-agosto 1980, pp. 565-590; EAD., Antonio Rosmini e la scuola elementare (con una appendice di inediti), in «Rivista Rosminiana», gennaio-marzo 1973, pp. 11-26; gennaio-marzo 1974, pp. 28-58; H. CAVALLERA, Rosmini nella pedagogia dell 'Ot
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In this study, the two authors focus on the analysis of Gianfranco Rosi's documentary film Fire At Sea in which a child, just as a contemporary Virgil, becomes the narrator of an emblematic historical context and peculiar socio-cultural... more
In this study, the two authors focus on the analysis of Gianfranco Rosi's documentary film Fire At Sea in which a child, just as a contemporary Virgil, becomes the narrator of an emblematic historical context and peculiar socio-cultural dynamics. The setting of the island of Lampedusa and Rosi's characters are symbolically used to reflect on the human tragedy in the Mediterranean Sea and question its relational outcomes on an exis-tential level: meetings, clashes, rejection, indifference, recognition, care. This research aims to provide a double reading of this filmic narration by taking into account the dialogical relation between representation and ethics. The film is interpreted through the lens of chil-dren's literature and of collective imagery analysis, thus exploring its narrative dimension from the point of view of philosophy of education and its axiological reflections.
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Fallibility and sin, grace and forgiveness; these are some of the anthropological and theological components that emerge from the comparison on the theme of will in two philosophers so distant temporally and culturally as Antonio Rosmini... more
Fallibility and sin, grace and forgiveness; these are some of the anthropological and theological components that emerge from the comparison on the theme of will in two philosophers so distant temporally and culturally as Antonio Rosmini and Paul Ricoeur. In an attempt to mirror each other, between modernity and contemporaneity, we will verify the results of their philosophical analyzes, delineating points of convergence between the theological and spiritualistic perspective of the former and the phenomenological reflection of the latter on the concept of will, and defining the consequences in the pedagogical horizon.
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Analisi del pensiero rosminiano sulla filosofia dell'economia, nel confronto con l'utilitarismo di Romagnosi, il socialismo di Saint-Simon ed il comunismo di Marx.
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Sintetica presentazione dell'analisi della "Filosofia della Politica" di Antonio Rosmini, che a distanza di oltre centosettant'anni propone elementi di attualizzazione nella prospettiva di un ripensamento politico in chiave liberale ed... more
Sintetica presentazione dell'analisi della "Filosofia della Politica" di Antonio Rosmini, che a distanza di oltre centosettant'anni propone elementi di attualizzazione nella prospettiva di un ripensamento politico in chiave liberale ed equilibrata.
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In this seminar, I will investigate the relationship between the margins and the centre in the immigration politics issue, and the consequent educational implications. First, I will focus on the specific analysis of the Italian situation,... more
In this seminar, I will investigate the relationship between the margins and the centre in the immigration politics issue, and the consequent educational implications. First, I will focus on the specific analysis of the Italian situation, which I consider a privileged observation space. The interpretative paradigms used are liquid modernity, by Zygmunt Baumann and narcissism, by Cristopher Lasch. Based on this analysis, philosophical educational reflection will be introduced, providing a response based on narrative identity. The theoretical references of this second part are Jerome Bruner and Paul Ricoeur. Starting from the assumption that inclusion stems from mutual understanding and interaction and destroys the borders between centre and margins, I will discuss the key-role played by education in creating contact zones between different cultures, and advocates the compelling need for adequate educational policies. In particular, I will focus on Gianfranco Rosi’s documentary film Fire at Sea (2016) to show how the migrant situation may be tackled by adopting a narrative approach as an alternative to the so-called narcissistic pedagogy, to rebuild a common identity.