Saturday, June 26, 2010

Denise Milani Wikipediea

An important recognition for Leo Leo Peninsula

The Leo Club Sorrento, philanthropic youth organization of Lions International, officially became part of the table
Concertation
for social inclusion within the Plan Area Social Setting Napoli 13 (Towns of the Peninsula, Capri and Anacapri).

The table of dialogue and the body, as provided by law, that unites all stakeholders in the sector of social services and the person: institutions, public and private entities, cooperatives and charities and voluntary organizations.
The primary task of the body, having its own representation and autonomy, is the planning and promotion of projects and initiatives related to social policies, the table is also an advisory body, with the mandatory opinion of the Social Plan
Naples Area 13, that the institution sovraccomunale management and service delivery.

Admission was formalized in the afternoon of Tuesday June 22 following a plenary session of the Board and with the unanimous opinion of all the delegates present.

The president, Gianluigi Cioffi, said: "Leo Club of the fiscal year ending June 30 and have had this news just now proud of me and my partners. We take it as a great little recognition of the hard work done this year. We as an association we are definitely not a direct provider of services but has always supported the idea that unity of purpose and sincere cooperation with other external entities can improve the quality and quantity of projects, especially in an area as sensitive as that of social policies. I am aware that the economic situation does not make it easier for municipalities and not only be able to program with ease social interventions in our country but that is precisely why we are "social workers" must be set to spur and support for institutions abandoning ideological barriers or prejudice of any kind. " The President also thanked

the Presidency and the Secretary of the Board of Conciliation for their support and willingness came from the Coordinator of the Office of the Plan.

Friday, June 25, 2010

Ikusa Otome Suvia Vol.04

of small businesses, not just about money ...

Movement in Defense of the self-employed workers initiative

SOS small businesses, not just about money ...

at the Council Chamber of the Province of Macerata in Corso della Repubblica n. 28 in Macerata. For more

to print the invitation information and click on the image below.

Thursday, June 17, 2010

Hdd Dvd Recorder 2009

Le radici del pensiero giapponese

Retrieved ch. 2 of the thesis of Christian Martorella.

Christian Martorella, the concept of the Japanese economy from the epistemological point of view, Faculty of Humanities, University of Genoa, AA 1999-2000.

Chapter 2. The roots of Japanese thought

2.1 The anthropological approach to Eastern religions as moral

2.2 Aesthetics 2.3 Identity of the imaginary and real
2.4 Shinto and national unity
2.5 The coupling of Confucianism
2.6 The contribution of Buddhism
philosophical implications 2.7 economic the influence of religious beliefs

2.8 Revisiting the Weberian concept of "disenchantment of the world
"



The Japanese concept of economy in terms of epistemological

Chapter 2. The roots of Japanese thought


2.1 The anthropological approach to Eastern religions

Following the example of the work of Weber (1), we will begin analyzing the rationality of the Japanese study the influence of religious beliefs and doctrines thinking. In that regard, we now highlight a delicate question. We believe it is fundamentally wrong bogged down in dealing with detailed and specious religious doctrines without explaining their ultimate function, namely the influence on individual behavior and social organization.
The charge is paid to some Orientalists who have proliferated in recent years thanks to a trend prevalent in Western society, in the wake of an amateur interest in Eastern religions. Many of these scholars have hidden errors and methodological shortcomings of their research behind the excuse of a supposed "mystery of the Orient". Or worse, in slavish mention of names without any contact with a coherent thought or an explanatory theory.
No one should accept this approach. When you are not able to explain something, this is an indication that not only understands your subject matter (2). The work must be to clarify the intellectual thought. And when he realizes that failed to make it understandable to start over, tirelessly (3). The fact that we deal with Eastern culture does not mean you have a particular immunity. Recognizing the different rationality of Eastern thought does not imply an unconditional surrender of understanding. Able to explain the rationality Japanese is a huge effort, but you can not ever escape that this is a task of the intellectual (4).
So we do not accept the mysteries of any kind, otherwise we would not be in science, and we aim to stay there instead. Infine ricordiamo che l'idea prevalente dell'Oriente è soprattutto un'immagine falsa che ci siamo creati noi occidentali.
Un'altra osservazione riguarda il tipo di indagine esclusivamente basata sullo studio critico di testi, senza alcuna verifica sul campo. Invece l'approccio più utile allo studio della religione è quello di tipo antropologico. Crediamo che sia molto più interessante il comportamento umano rispetto alle dispute dottrinarie (5). Quindi ci avvarremo anche di nostre considerazioni che provengono da una conoscenza diretta, dalla visita in più occasioni di templi e luoghi sacri del Giappone, dalle lunghe conversazioni con i giapponesi. Ciò detto considereremo con la massima stima gli studi degli orientalisti, ma senza they influence our approach to the question which we have described above.
Shinto, Buddhism and Confucianism are the three religions that have had the greatest influence in the history of Japan.
To be fair, it is inaccurate to use the term in relation to religion of Buddhism and Confucianism, as it occurs in a totally unique, and often with characteristics very different religions, especially monotheistic. Many authors, correctly, and then avoid calling them religions. We for the sake of clarity and simplicity will continue to use the term "religion", but after it is clear that this premise is to be understood in a very elastic.

2.2 Aesthetics as moral

The oldest and most primitive religion of Japan was Shinto. The word Shinto means "the way of the gods." The Japanese term to refer to is the kami. In spoken language, however, is used kamisama which is a more respectful (sonkeigo). The word Shinto did not exist and was coined only after the arrival of Buddhism in order to allow a distinction between the two religions.
Buddhism was introduced into Japan in the sixth century, while Shinto existed since time immemorial. The tradition dates back to the cult creation of the Japanese archipelago. The sun god Amaterasu Omikami would send his nephew Ninigi from which it descended Jinmu Tenno, the first emperor Japan. In 660 BC he would ascend to the throne. Even if this date is legendary (Bramsen thought that was the correct date of 130 BC) is still indicative of the time perspective that is interwoven traced by Shintoism, actually or imaginatively, with the political history of Japan.
Shinto is a religion devoid of moral teaching. It is also entirely absent "approach to the afterlife. There is an eschatology or soteriology. So it is not even placed the issue of good and evil. This in the eyes of Westerners would be a weakness of this worship, in our opinion is rather an element that makes it lighter and more flexible, penetrating into the mentality Japanese inadvertently. Shinto is rather important in the presence of purification rites to remove impurities (kegare) contracts. They Hara (exorcism), misogi (ablution) and IMI (abstinence). The concept of purification is deeply penetrated into the Japanese culture. Not only in terms of the ritual, but as psycho-social concept. Often the relationships between people are influenced by this idea of \u200b\u200bpurity and behavior in Japan is full of expressions of respect.
It is not difficult for a Westerner to see in the formalism of the Japanese performance and a continuous search for dignity. The writer Yoshida Kenko described with such specificity the attitude acuity Japanese (6). And he did not fail to point out that the Japanese themselves what constituted a difficulty in relationships and mutual understanding. The Japanese mentality of purification is also detectable in the circulation of the bath (ofuro), which primarily intended to relax at the end of the day, but also a psychological value of purification from the impurities contracted during daily activities. Essentially
Shintoism was practiced through offerings to the kami of rice, sake and other foods (Shinsen). The deals could also be fabric and paper (Gohei). This occurred mainly in the temple (jinja), but also existed in the Japanese house a small altar on a shelf (tana), which was used for this purpose.
The most interesting point for our discussion about this conception of the world where the gods were immanent in the real world. Kami pervade reality and many objects have in themselves a spirit. In Shintoism is common practice to indicate the presence of the deity through a shimenawa, a banner with strips of paper that is related to the object sacred. Even the torii, a kind of portal, signaling the presence of the divine in the natural sites at the Shinto temples. So nature is seen as the essence of the divine spirit.
In this sense, the miracle is not conceived in the West, the deity can not arise because of the nature in Shinto la divinità è parte integrante della natura stessa. Così il tifone che distrusse nel 1281 la flotta dell'invasore Kublai Khan, poi chiamato kamikaze (vento sacro), sarebbe stato un atto divino realizzato tramite un semplice fenomeno naturale.
Importante è capire questo punto per comprendere come il pensiero giapponese sia ben poco caratterizzato da elementi sovrannaturali o di superstizione che vengono comunemente attribuiti al pensiero orientale. Il misticismo esiste, ma in modo differente da come immaginato dagli occidentali. Il giapponese vede e sente la magia, ma una magia che è nella realtà. Ogni oggetto e ogni azione pur minima è caricata di un valore che noi occidentali ignoriamo. L'incantesimo del giapponese è scoprire una sorta di magia nella realtà quotidiana.
Soltanto così si può apprezzare il sofisticato chado (oppure sado ), la cerimonia del tè, il quale non ha in sé nulla di particolarmente strano. Si tratta esclusivamente di preparare e servire il tè in una atmosfera di armonia seguendo un rituale di gesti che sono funzionali a una operazione pratica. La cerimonia del tè è la dimostrazione del senso della realtà giapponese. Un'azione comune diventa straordinaria. Ciò accade perché nel reale è compresente l'immaginario.
Questo ci riporta all'importante concetto di aware a cui abbiamo accennato alla fine del precedente capitolo. Secondo la definizione di Piero Corradini l'aware è la "compenetrazione dell'animo with the surrounding world "(7). It is realized in daily life." This share in the life of things around us is also expressed in the feeling of love for the little things that nature bestows, such as flowers and grass ". Corradini also acknowledged that the aware is" one of the important features that form the moral conscience of Japan. "
We believe that the aware is not fully understood without the identity of the imaginary and real that we discuss shortly. The Japanese give a value completely different objects, invested with emotional meanings unknown to us.
Corradini recognizes that the base is aware of the "moral conscience Japanese, but it seems to forget that this is a well- moral diversity that is based on aesthetic criteria. It is not particularly relevant.
The central idea of \u200b\u200bour study is that to understand economic phenomena and developed a complex society such as Japan it is necessary to use a suitable concept of rationality. Then locate the foundations of rationality that is the essential step and imprescindibile.Ciò which appears as a gradient can be rather critical. In the long term and on a macroscopic scale the sum of the small difference creates a gulf between the Japanese thought irretrievably from the West. In conclusion, we can interpret
Shintoism as something more than just a cult. If it is missing in Shintoism But we have a doctrine, as we have seen, a look at the role of high morale. Choices regarding the conduct are guided by aesthetic rather than ethical standards. The concept of beauty is very important for Japanese. According to the Japanese beauty is more than one characteristic, it is an absolute value.
The Japanese language is full of expressions that indicate the emotional involvement caused by beauty. For example, Kanashii Hodo utsukushii (nice to sadness). Perhaps a poem by Saigyo among the best known and loved by the Japanese, is clearer than any other explanation:

Negawakuwa
hana no shita nite haru
shinamu
are no
Kisaragi Mochizuki no koro


want to die in the spring under the cherry trees in bloom, the full moon of March


You can see the tragic theme of death is transcended by a superior aesthetic perception of beauty that reassembles it into a detached view and aesthetic life.

2.3 Identity of the imaginary and real

If we were to translate into Japanese the title of this section, "Identity of the imaginary and real," we would be somewhat in difficulty. In fact, the Japanese idea of \u200b\u200breality is so distant from us that even at the linguistic level words that translate this concept does not seem to make the Western idea. The term most similar to "reality" is genjitsu. In fact, choose to translate genjitsu "reality" would be grammatically correct. But it would also philosophically? A Japanese dictionary lookup can clarify our ideas. Let us see some definitions:

Ima ni manoatari arukoto.
The things you see with your own eyes.

Ima ni aru jissai jijitsu ya jota.
The facts and circumstances at the time really exist.

Ima, Jan jijitsu Toshie sonzai ni shite iru kotogara.
these things exist and are true. (8)

Apparently, at least from a linguistic comparison, would be wrong. The estimated difference between the concept of reality and reality Japanese Western not exist. At this superficial level differences are not distinguished, nor problems of any kind. But the situation is really so? We see in particular how the Western concept of reality has evolved and as it does not match the Japanese concept of reality. We have already mentioned how the separation of spirit and matter is non-existent in the Japanese way of thinking. In ancient times it was believed that the kami were present in the objects and the very nature was regarded as sacred. In the West
clearer separation between the spirit world and the world of matter was made by René Descartes through the distinction of res cogitans (thought) and res extensa (matter). Historically, the Cartesian method had so successful that end up being incorporated into modern science. This distinction was strong enough to address all the philosophy of science, and especially the philosophy of language, on a number of issues and problems that arise solely because Westerners have acquired these categories of thought. The latest development of this subdivision was proposed by Karl Popper who distinguished: the physical world, the psychic world and the world of ideas (9).
Incidentally we would like to point out that Western thought to proceed through separations and distinctions, selectively, while Eastern thought considers things in their totality, in a holistic manner. If this was already in Shintoism a unifying principle of reality linking kami and objects in the same world, with the contribution of Buddhism we further dematerialization of objects. Buddhism denies the reality asserts its concreteness and the impermanence of all things. So it is very difficult to say that there is a distinct reality from the spirit. One of the most famous expressions of Japanese ukiyo is a term that originated in a Buddhist environment. Ukiyo literally means "floating world", and indicates the material world perceived by the senses. But this world is just short-lived, evanescent and fleeting, illusory, and therefore less certain of the teachings of Buddha which is the only acceptable certainty. It is known as an abstract concept, and the Buddha his teaching, to become more "real" world of material being de-legitimized (10).
The crucial point is that the material world is not opposed to the spiritual world, it is simply denied its existence. There is only one world, that manifests itself in a plurality of worlds because of the misleading meaning. The plurality is thus only an effect of the senses. The Buddhist doctrine considers the universe unit, so it would be inconceivable distinction of spirit and matter. The influence of Buddhism is inserted into the existing concept of immanent Shintoism providing further reinforcement to a unified conception of reality. Buddhism can be said that the world is impermanent ed effimero perché crede che esista una sola sostanza: res extensa (materia) e res cogitans (pensiero) coincidono.
Così far coincidere l'immaginario, il mondo psichico e del pensiero, con il reale, il mondo fisico, ci sembra il passo più naturale per avvicinarci al pensiero giapponese. La sovrapposizione di immaginario e reale non implica soltanto una visione mitica e magica, ciò che Weber chiamava "incanto" (Zauber), anzi al contrario. Credo che questo punto saliente sia stato risolto con efficacia da un "teorico della fantasia". Gianni Rodari, nel saggio la Grammatica della fantasia, esprime un'idea non comune (11). La fantasia non erode il pensiero scientifico ma collabora alla sua elaborazione. Pensiero scientifico and creative thinking are not in opposition. According Rodari the knowledge comes from playing with reality. The moment when you mess around and pretend with reality (and imaginative play) and when you try to know (information) alternate net without a fracture. These considerations apparently read, call into question the Western concept of rationality from the roots. Even
Alberto Moravia had noticed in his travels to Japan to differing perceptions of reality by the Japanese. He describes the lightness of Japan in an article for the Corriere della Sera (6 October 1957) by comparing the country to the lightness of a sheet of paper (12). It is no coincidence that they were of fiction writers to perceive this difference and to show best of sociologists and psychologists. When the anthropologist Ruth Benedict analyzed the Japanese cultural traits, she remade in large part to Japanese fiction, citing especially Natsume Soseki.
But the identity of real and imaginary has both advantages and disadvantages. A difficulty exists in developing abstract concepts as well as in Western thought. The situation is this: the Japanese have never had a distinction in the two substances, one material and one spiritual. So they end up dealing in abstract ideas very concrete and real objects in an abstract manner. As the Japanese transformed through abstraction, concrete objects in opere simboliche è dimostrato da tutta l'arte giapponese sia tradizionale che contemporanea. Viceversa molti pensatori giapponesi hanno mostrato più volte la difficoltà di rendere nella lingua giapponese i concetti astratti delle lingue occidentali. E spesso la soluzione è stata trovata inventando parole o adattando vocaboli stranieri.
Il pensiero giapponese è molto concreto e legato a metafore che si rifanno a oggetti materiali caricati di significati simbolici, ma pur sempre cose concrete. Una costruzione per concetti è difficile e la stessa lingua ostacola questa elaborazione.
Gli studenti universitari giapponesi studiano concetti astratti formulati da pensatori occidentali, ma a volte hanno enormi problemi di comprensione. Ad esempio, Saussure's distinction in meaning (the making of the Phonic word, its sound) and signified (the concept of the word), translated into Japanese with the terms and shoki noki, is a good illustration of these linguistic problems that arise from conceptual apparatus structurally different. The Japanese did not surrender to these terms helps students because the kanji (Chinese characters) used recall the concepts in question, but not immediately. The first uses the word not (ability), while the second sho (site), with ki (description). A careful analysis reveals that the construction of these words is correct, but the fact remains that this is not intuitive. This is because the value concept in the Japanese language is less predominant than expressive, descriptive, and conventional. The difficulty of translation is therefore not attributable to the ability of authors, but the basics of reasoning that are structurally different and are thus in the language of a fee (13).
Even Weber was aware of this gap and to allocate responsibility for the development in China and Japan of the primacy of writing than to verbal communication and dialectic: "[...]

thought was confined to a much higher in the visual and the power of the logos, the definition of the argument and not parted [...]"( 14)

Weber believed have also identified the socio-historical causes: "[...]

not talking, but the writing and reading as receiving artistic products of the writing activities were considered the true artistic value and worthy of a gentleman. The talk was essentially a vulgar thing. "

And the comparison with the West was served:

"In complete contrast to Hellenism, for which the conversation was all over and transposition in the style of dialogue was the appropriate representation of every experience and every discovery [ ...]"( 15)

Indeed, the difference between spoken language (hanashikotoba) and written language (kakikotoba) is very pronounced in Japanese moderno, e lo era ancora di più nel giapponese antico. Se poi si pensa all'importanza della calligrafia (shodo) che è ritenuta un'arte superiore alla pittura, allora si deve considerare con molta attenzione l'osservazione di Weber.
Comunque, qualunque siano state le cause di questa diversa evoluzione del linguaggio, è indubbio che esse hanno segnato lo sviluppo del pensiero giapponese. Probabilmente non esiste una sola causa, ma un insieme di fattori concomitanti. Difficilmente un solo motivo avrebbe potuto segnare così radicalmente tale evoluzione. Infatti, come ci insegna Max Weber, ma anche sociologi contemporanei come Niklas Luhmann, è solo nel sistema complessivo che le diverse variabili possono avere valore.
Qui abbiamo shown some factors that directed the development of unique Japanese thought, but later on it will look for still others.
But back to religion. The religious attitude of the Japanese is therefore very pragmatic. The deity has a kind of very practical function, and the individual has little or no duty towards him. So the Japanese, with regard to religion, has no problems of any kind of moral conduct. This attitude leads to the well-known Japanese phenomenon of religious syncretism, or borrow from other religions in its most comfortable right now. An anecdote says that the Japanese choose according to the ritual of ceremonial beauty: born Shinto, marry with the Christian wedding ceremony, celebrate the Buddhist funeral rite.
The indifference of the Japanese toward religion is a fact. The idea of \u200b\u200ba Japanese mystic is thus a Western stereotype. And so it was also in the past. This refute those who believe that modernization has led to a destruction of the philosophical and religious tradition. In truth there has never been anything like as has been imagined by Westerners.
But if it is true that the conduct of religious life is so free, it is equally true that in terms of what Durkheim called the collective consciousness of the influence is strong. As you can see, does not exist in Japanese culture a core set of doctrines that provide us directly sistema di credenze, ma dobbiamo ricavarlo volta per volta da elementi diversi e disparati con uno sforzo enorme di concentrazione. E così dobbiamo procedere seguendo un tracciato finissimo e quasi inconsistente.
Ciò giustifica la difficoltà degli studiosi occidentali nell'affrontare l'argomento e il fatto che essi siano rimasti sbaragliati da tante e tali complessità. Perciò abbiamo insistito, e continuiamo a insistere, sulla necessità del metodo. Non esiste una strada già spianata che ci porti direttamente al concetto giapponese di razionalità e alle implicazioni economiche e sociali che ne derivano.

2.4 Shintoismo e unità nazionale

La mitologia shintoista si intreccia con la storia giapponese legitimizing the imperial power and national unity. So the relationship between social structure and beliefs is very narrow and deserves greater attention. Japan has based its political unity based on a symbolic immmaginaria which is a strong psychological identity. Instead, the Western states are inspired by the Enlightenment model of the social contract and the free association of individuals around a unity of purpose.
In the West the political dialectic has taken shape, where the clash of ideas and political programs is necessary for the free exercise of power. In Japan, the idea of \u200b\u200bthe state was influenced by Confucian philosophy and its principle of respect for the rules (in Japanese rei them in Chinese).
This conception of politics can be summed up with what we define as the concept of harmony. So we have an immediate idea of \u200b\u200bthe two different political views: the dialectic of Western and Japanese harmony. We can summarize them in their characteristics in a pattern of dichotomies.

Dialectic / Harmony
Confllittuale and discursive / combining and silent
Enlightenment philosophical matrix / array Confucian philosophical

But before reaching the Confucian conception of the state, Japan has had to create a unique culture and politics that was not immediate and easy . Shintoism played a central role in this story. The popular Japanese the current coming from the South Sea islands (Polynesia and Malaysia). They clashed with the indigenous population, the Ainu, Caucasians. The Shinto mythology recalls these events in the text of Kojiki (712) and Nihongi (720).
symbols of national unity are the mirror (Yata no kagami), necklace (Yasaka no magatama ni), and the sword (Ame no Murakumo no Tsurugi) that the goddess Amaterasu Omikami Ninigi gave to his nephew. The mirror image of the solar disk draws the sword the expedition against the Ainu, and the necklace is a traditional symbol of power of the people of the South Seas.
Shinto also represents the first form of social gathering. The tutelary deity (ujigami) of the place was the equivalent of the totemic symbol around which the family was the uji, that in ethnological terms is defined as a clan. Another particular relevance is the matriarchal organization of ancient Japan. This is not only indicated by the mythology that sees a sun goddess as the founder, but the Chinese texts (in particular, the Wei Chih of the third century AD) who report a queen Pimiku (Himiko in modern Japanese) at the head of the country of Yamata (the Yamato region of central Japan). As we have seen
Shinto is essentially an ancestral religion that has its roots in ancient past of the Japanese. But it does not exhaust its strength even with the impact of modernity. In times and various other reasons, Shinto was revived and reworked along with the concepts that have seen so far.
One of those many apparent contradictions in Japan, was the vigorous return of Shintoism in the nineteenth century, during the period of modernization. The restoration of imperial power, with the passage of effective government by the shogun to the emperor, also signaled the need for a strong legitimacy of that power. The ruling class of Japan was so engaged in an extensive process of reform of the state. Even religion was subject to strict scrutiny. Shinto became the state religion (Kokka Shinto).
With the edict of 1882, he distinguished two types of Shinto: Shinto temple (Jinja shinto) and Shinto sects (Kyoho shinto). The first had an institutional role, the second was that of popular worship. Shinto temple was under the control of the Ministry of Interior, while Shinto cult was entrusted to the Ministry of Education.
It also tried to purify Shinto by mingling with Buddhism, particularly the ryobu Shinto developed from monaco Kobo Daishi (774-835). The ryobu Shinto syncretic form of Buddhism and Shintoism, was declared illegal. The emperors, and special characters, they were kami proclaimed, and they were shooting some theories and studies Motoori Norinaga (1730-1801), Atsutane Hirata (1776-1843), Kada no Azumamaro (1669-1736), Kitabatake Chikafusa (1293-1354).
If you pause to reflect on these historical events, you can see the originality of acting rationally in Japan. While in the West in the nineteenth century positivist spirit clashed with the religious feeling of a final breakthrough in the attempt of science over religion in Japan was around the obstacle. Instead of trying to remove the religious sentiment, it is channeled in a controlled manner and if they used the power of charisma. Those who had organized this institutional structure had a clear idea of \u200b\u200bwhat he was doing. This type of rationality that takes into account the imaginary factors and beliefs are unusual in the West. We are dealing with an act aimed at a purpose that makes use of a traditional attitude. Probably the Japanese rationality acting simultaneously on different floors in the West would be that instead of conflict.
The European history has known ideologies that have taken advantage of the collective imagination, but they had to invent and build a mythology that legitimized. In fact, those formulations were based on theories that have ended with the political experience of the respective regimes. Instead, the Japanese government of the Meiji period (1868-1912) used a pre-existing mythology that was already rooted in the Japanese mentality and was independent of the regime. In addition, it was so strong that it can not be eliminated by the end of that political power.
This is a fact that has important historical significance. After the defeat of World War II, Japan was occupied by U.S. military, only regaining independence in 1952. Considering the communist threat and the situation in Korea, was American interest that Japan would return to a normal state. It was therefore a reasonable choice and considered not to deprive the Emperor despite what he had represented during the war. The American occupation forces do not even think of processing the Emperor to judge its responsibilities in the conflict, even if they had power. And in the drafting of the Japanese Constitution (May 3, 1947), the first articles were devoted to the figure of the Emperor, still recognizing the symbolic value and institutional. Probably the work of Ruth Benedict, anthropologist who was commissioned by the U.S. government a detailed study on Japan, had been read carefully. She stressed the symbolic importance of the Emperor, and Japanese politics since the unit depended on cultural factors, and the system of beliefs from the collective.

2.5 The coupling of Confucianism

Many authors tend to define the Japanese company neoconfuciana. We too have used the adjective "Confucian," but we believe that this is a somewhat confusing terminology and obsolete. As we are seeing many and those elements that make up the original Japanese rationality. Japan also is dangerous to associate only a Chinese philosophy that has had only one part, albeit an important one in its history. It is clear that Japan is very different from China. China is a traditional society whose economic units are still families. Japan is a society built-adaptive (ie, able to adapt and integrate scientific and technological innovations of other civilizations to their social structure). And his economic units are the working groups and businesses. The authors compare Chinese
China to a pile of sand and Japan to a granite boulder. According to the Chinese Japanese social structure is more rigid than that of China. In fact, the process of rationalization of Japanese society is so advanced that the Chinese point of view is too rigid.
not forget that Weber had called the rationalization of society as a "steel cage". It is interesting comparison which are then passed on to the Japanese in their society and that using the image of the western wall.
First you have to remember how they are made behind the walls of Japanese castles and their particular construction technique. They were built with irregular stones of various sizes and shapes stuck to art. The walls are made of rocks western instead perfectly squadrati e uguali. Questo è forse il segreto delle due diverse forme di razionalità? L'Occidente ha bisogno di omologare e rendere conformi le componenti prima che entrino a far parte di uno schema. Il Giappone non cambia le diversità, ma le adatta in modo congeniale. L'Occidente opera una modificazione che precede il processo, mentre il Giappone non modifica la natura delle cose ma interviene durante il processo di assemblaggio. Si vede in che maniera sia radicalmente diversa la razionalità giapponese. Quindi è bene analizzare come e in quale misura il confucianesimo è stato adottato in Giappone per capire meglio queste differenze.
Il confucianesimo arrivò in Giappone insieme al sistema di scrittura cinese (VI secolo circa). Come si has seen the first Japanese community organizations, the uji were very primitive. The Chinese culture was then initially inspired by the model of the emerging Japanese state. Obviously, this affects only hit the educated classes and the aristocracy. The first capital of Japan, Nara (710) and Kyoto (794), mimicked the topography of the Chinese capital. In particular, the model was Ch'ang-an, the capital of the T'ang Dynasty of China. Even today, visiting Kyoto, we realize immediately of the urban and the particular stretch of road is very different from other Japanese cities.
In the Tokugawa period there was a further flowering of Confucianism with the work of Ito Jinsai (1627-1705) and Ogyu Sorai (1666-1728), scholars known for their scientific and rational attitude. The use of Confucianism was thus instrumental and limited to political and institutional aspects. Anyone who has studied Confucius becomes immediately aware of what is so limited that perspective.
The principle of the philosophy of Confucius, which was more developed and adopted by the Japanese is that of the guilty (in Chinese there), or respect the rules. As Ruth Benedict also pointed out, was rather neglected the principle of jin (Chinese jen), translated as benevolence or humanity (16). Japanese scholars had knowledge but did not know how to make it appropriate to Japanese society. Ruth Benedict did not explain the reasons for this absence. But those who have adequate knowledge of Confucius knows that the principle of jin is the most important and fundamental part of his philosophy. The housekeeper and a good citizen can not ignore this principle. Because the concept of benevolence was alien to Japanese culture, while respecting the rules was considered essential? The explanations are psycho-social. As we have seen the individual Japanese have a very strong emotional relationship with the objects of reality (see the concept of aware). If the Japanese had the same transport, even against people, their behavior would be uncontrollable and socially destructive. Imagine a community where the emotional excesses reigned as the overwhelming passion, exasperated jealousy, envy, harmful, furious anger, hatred, implacable, etc.. We're not talking about a guess. Reading the news stories of the court, we realize that this was a real danger. As for the irrationality of the feelings threaten the social and psychic balance in Japanese you can read Genji Monogatari, the masterpiece of Japanese literature, history of the loves of the court of Prince Genji. Even Diaries (Nikki) of the author, Murasaki Shikibu, are useful for the understanding of this situation.
The principle of benevolence was therefore incompatible with the Japanese character. There could be no goodness without the risk that this be turned into an uncontrollable weave feelings. Much better to follow the formal rules and seek a separation that preserves the individual from the office of destructive emotions.
If you want to understand how serious this issue even in modern times, simply read Kokoro, Natsume Soseki's masterpiece (1867-1916). Perhaps the West have found a different way to avoid the destructive power of emotions, as well as Sigmund Freud teaches us, through sublimation. Or Westerners, have simply accepted their emotional excesses without being too afraid.
In Japanese culture's emotional excesses are seen as totally negative in the context of social life. Also available in Japan through the art of sublimation. It certainly has an important value. The magnificent development of the arts in Japan is not so casual, but even this explanation. The fact remains that repress their feelings (or kanjou osaeru) is according to a Japanese virtue. In this sense, Confucianism was understood primarily as an organizational model that allowed civil society to achieve a controllable.

2.6 The contribution of philosophy of Buddhism

According to Buddhism, evil is attachment to things of this world. This attachment is produced by desire. The origin of desires is mainly psychological in nature, so the human suffering is caused by his thoughts.
The state of satori (enlightenment) è quindi la condizione perfetta in cui l'uomo raggiunge il distacco dal mondo e il vuoto mentale. Eliminare il pensiero è la strategia del buddhismo per togliere la sofferenza. Ma lo stato di satori non è solo una condizione di privazione in cui si è eliminata la sofferenza.
Accanto a ciò c'è la convinzione che lo stato di satori permetta una conoscenza immediata e perfetta dell'universo. Possiamo spiegare ciò in maniera da non essere criptici. Se la mente non è concentrata sul pensiero, essa è in grado di cogliere tutte le percezioni sensoriali in maniera immediata e perfetta. Dogen spiegava tale idea in questo modo: "Tenete le mani aperte, e tutta la sabbia del deserto passerà tra le vostre dita. Chiudete le mani, cling only a few grains of sand. "
The devaluation of thought as a means of knowledge is a central philosophy of the Japanese even today. Obviously, the positions are different and can go from a total disregard of thought at a moderate power distance and scale of value of thought. But the Japanese philosophy is not limited to a simple yet critical, as shown briefly, it rests on a conception of being totally different. The first Western philosophers (Martin Heidegger and Karl Löwith) who dealt with the matter noticed Such a difference immediately. It could not be otherwise, since the Japanese philosophy was very clear on this point.
According la filosofia giapponese è il nulla (mu) a costituire l'essenza dell'universo. Nello sforzo di rendere comprensibile tale concetto i filosofi giapponesi diedero diverse definizioni del nulla: "niente assoluto" (Nishida Kitaro), "vuoto" (Nishitani Keiji), "sé senza forma" (Hisamatsu Shin'ichi), "mediazione assoluta" (Tanabe Hajime). L'argomento è talmente vasto che merita una discussione approfondita e più ampia in un capitolo a parte. Qui l'accenno è funzionale a una spiegazione dei tratti essenziali della razionalità giapponese e alle cosiddette radici del pensiero giapponese.
Si è visto come la filosofia giapponese derivi dal buddhismo, in particolare lo zen, una svalutazione dell'elaborazione conceptual. So it's a bit 'funny when you talk of Japanese thought the most important doctrine of this philosophy denies any value just at the thought.
Yet this contradiction does not exist because the concept of contradiction is quite Western. You must accept the embarrassment of Western scholars, including our own, as natural and inevitable. Often the description in Western languages \u200b\u200bof Japanese words or concepts becomes ridiculous. The Japanese language has evolved along with the remarkable sensitivity of the Japanese people, and the transition from Japan to a foreign language always involves an immeasurable loss. What the student needs in this case is a good dose of humility and a lot of courage. Despite the fact that the errors-horrors shown so far, are not afraid to clash with the apparent contradictions and unclear points. On the contrary, we find all points inconsistent and obscure to show that the solution depends on the adoption of a different logic.
The lower value is attributed to the thinking in Japan is also among the reasons that created the situation where we lack a theoretical mentioned from the outset. While Western scholars were not equipped with adequate tools to study the rationality of Japanese, Japanese across the philosophers had no interest in dealing with a subject seemingly foreign to their way of seeing.
Today the situation is radicalmente cambiando grazie a una maggiore collaborazione internazionale. Ma ci sembra che si stiano muovendo solo i primi timidi passi. Se siamo i primi ad affermare l'esistenza di un diverso concetto di razionalità alla base dell'agire giapponese, ciò è assai indicativo della situazione degli studi in questo ambito.
Ma cosa pensano i giapponesi di se stessi? Davvero esiste una differenza tanto marcata fra pensiero giapponese e pensiero occidentale? Possiamo continuare a usare il termine "pensiero giapponese" e che senso avrebbe ciò? Per fortuna la sociologia giapponese ci è di aiuto fornendoci un vocabolo che risponde a queste domande: nihonjinron (giapponesità). La parola nihonjinron viene spesso tradotta, per ragioni di semplicità, con "giapponesità". In effetti il significato completo di questo termine è "teoria della specificità della cultura giapponese". Questa parola è composta da nihonjin (individuo giapponese) e ron (teoria) (17). L'esistenza di questo vocabolo nell'ambito della scienza ci è di conforto e sostegno. Esso indica che esiste il problema che stiamo affrontando, una diversità del modo di pensare giapponese, anche nell'ambito della scienza giapponese. Inoltre il termine nihonjinron è molto vicino all'idea e all'uso che noi facciamo dell'espressione "pensiero giapponese".

2.7 Implicazioni economiche per l’influenza delle credenze religiose

Weber aveva mostrato che l'etica protestante was essential as a driving force of capitalism. But in Buddhism there are also factors that contribute to economic development. Buddhism cheapens and degrades the material goods, and to the detriment of the accumulation of property and capital. But that does not mean a drying up of the economy, on the contrary. Non-attachment to the property encourages the conversion of capital assets. This extraordinary impetus to the production is not found in other ideological systems. Even the much praised "the spirit of capitalism" described by Weber comes to that. These forms of capitalism are the inverse operations. The goal of Western capitalism is profit. Production is a means to profit. The goal is the production of Japanese capitalism. The capital is a means to boost production.
The economic policy of the United States and Japan are evidence of these two lines of thought. In times of crisis, the Japanese government invests in public expenditure (Keynesian economic policy), while the U.S. government cuts and layoffs. In March 1998 the Japanese government launched an operation against the crisis with a budget of 100 trillion lira in favor of troubled banks and a decrease in taxes of 130,000 billion lire. The ethic is an ethic of Japanese production. It was not what you have, it's what you do. But Buddhism
e il confucianesimo aggiungono un elemento assente nel capitalismo occidentale: il riconoscimento nel gruppo. Mentre l'etica protestante è un etica individualista (è sufficiente ricordare l'importanza del rapporto singolo-Dio descritto da Kierkegaard), l'etica buddhista e confuciana sono etiche del gruppo. Il buddhismo mortifica l'individualismo come vanità umana. Il confucianesimo esalta la collettività. In questa differenza c'è la natura totalmente diversa delle due forme di capitalismo. Il capitalismo occidentale sostiene la libera concorrenza ed esalta l'individualismo, il capitalismo giapponese favorisce la coesione sociale e incoraggia il gruppo.

2.8 Rivisitazione del concetto weberiano di "disincanto del mondo"

In light of the above, we believe our duty to review Weber's ideas about the Eastern religions, particularly in the case of Japan. First we saw the substantial indifference of the Japanese towards religion and this is as it penetrated to a deeper cultural level and less showy. This makes us understand that it is in the theory of religious doctrine that we can understand the relationship between thought and behavior, but only deeper. Weber was right to see in Japanese culture still irrational thinking. But this is far from being an obstacle to the process of organizing society. There are two reasons that explain the power of rationalization of Japanese thought:

1) The wonder and magic meets Japanese pragmatism, in the union of real and imaginary on which we insisted. Japanese The magic is not supernatural, it's all earthly and sensual.

2) The imagination is not the enemy of scientific thought. This contradiction does not arise.

So the word "irrational" should be replaced "different rationality." E "irrational thinking" should be corrected to "thinking of a different rationality." These are the ideas of Weber fruitful if they are further processed.
In Japan there was a modernization and industrialization without the "disenchantment of the world." Weber called "disenchantment" (Entzauberung) the process of rationalization in society that caused the elimination of mythical beliefs, magic and religion in favor of logical and instrumental.
In Japan, there could be no disappointment because there was nothing from which disenchanted. There has never been a conception of God as in the West, has never believed in a spirit detached from the subject, has never given the nature versus human. The sacred, spiritual, thought they were very close to material things. So
imagination has never been affected by the scientific thought because it has always lived among concrete objects. The Japanese are still able di sognare a occhi aperti e contemporaneamente d'essere di una concretezza disarmante. Avremo occasione di parlare di Morita Akio, il fondatore della Sony, un personaggio che raffigura in sé questi aspetti della mentalità giapponese. Se usiamo il termine "sogno americano" per descrivere la capacità d'impresa e lo spirito d'iniziativa del capitalismo occidentale nordamericano, dovremmo trovare un equivalente per l'idealismo, l'ambizione e l'intraprendenza giapponese.
Ma prima di andare oltre fermiamoci ad analizzare una apparente contraddizione: il comportamento pragmatico guidato da una visione idealista della vita. Spesso le azioni dei giapponesi ci appaiono incoerenti e irrazionali. A volte sembrano spiegabili come una sorta di idealismo fino agli estremi del fanatismo, altre volte come concrete fino al limite dello strumentalismo.
Entrambi questi elementi sono presenti e inscindibili. L'individuo giapponese è essenzialmente un idealista, crede nel progresso, nell'armonia della società, nei valori della bellezza, ma il suo comportamento è concreto e pragmatico.
Questa difficoltà di comprensione è un problema tutto occidentale. Finché si useranno le categorie del pensiero occidentale, e soprattutto il sistema di divisioni e distinzioni, tutto del mondo giapponese ci apparirà bizzarro come il "paese delle meraviglie". Ma al suo interno è del tutto coerente, spesso più delle società occidentali.
Bisogna decidere se penetrare in questo or remain in our world. It is not only a scientific problem, but an act of courage. You will notice that we are entering in the structure of Japanese thought their rationality using the Japanese, eliminating the distinctions and dichotomies of Western thought. We're dismantling the world as it was built by the West and rebuild the Japanese way.
We believe that so far the uncertainty has slowed Western scholars who have attempted to explain the Japanese company. That fear that anyone would take before the unknown and the feeling of losing all the points of reference. So these were analyzed by Western Japanese society with the categories of Western thought, and no wonder, therefore, if the result was a total misunderstanding.



Notes 1. See Weber, Max, The sociology of religion, UTET, Torino, 1997.
2. Plato is the most prominent accuser of this malpractice: "[...] are not able to distinguish the aspects of the subject matter and investigate it thoroughly, but try to contradict the argument opposing the issue by reducing it to pure terminology [. ..]". Plato, The Republic, Laterza, Bari, 1997, p. 309, vv. 445th.
3. See Weber, Max, The intellectual work as a profession, Einaudi, Torino, 1948.
4. Lafcadio Hearn (1850-1904) spoke of the enormous difficulty in perceiving and "[...] comprendere ciò che è sotto la superficie della vita giapponese". Egli riteneva che fosse impossibile "[...] prima di almeno cinquant'anni, scrivere un testo che raffiguri il Giappone dall'interno, storicamente e socialmente, psicologicamente ed eticamente". Hearn, Lafcadio, Japan: an attempt at interpretation, Tuttle, Tokyo, 1959, p. 1.
5. Si leggano, per esempio, i lavori di Emile Durkheim, Marcel Mauss, Lévy-Bruhl, Bronislaw Malinowski, Claude Lévi-Strauss e Franz Boas. La religione viene considerata dagli antropologi all'interno del sistema sociale ed economico, e sempre in relazione al sistema complessivo di credenze.
6. Yoshida, Kenko, Tsurezuregusa, Koten Bunko, Tokyo, 1959.
7. Corradini, Piero, Japan and its history, Bulzoni, Rome, 1999, pp. 442-443.
8. The dictionaries consulted were: Daiyamondo kokugojiten (Dictionary of Japanese Diamond), Shubun, Tokyo, 1997; Gakushuukanjijiten (Dictionary of kanji), Shogakukan, Tokyo, 1972; Denshijiten Canon IDX-9500 (electronic dictionary compiled in collaboration with the publisher Gakken ).
9. See Popper, Karl and Eccles, John, The Self and Its Brain, Armando, Rome, 1981
10. In an interesting essay (in Japanese), the sociologist Hashizume discusses the philosophical differences between Western and Buddhist thought. Hashizume believes that Western thought is profoundly different from the Japanese, and look at the philosophy Wittgenstein's an alternative by comparing the language-game exercises Kouan of Buddhist monks. This bold attempt to highlight the difficulties and differences between Western thought and the thought of Japan. So much so that in its own way Hashizume interprets Wittgenstein, to say, so contrived, that the thought of Wittgenstein was rejected by the West as opposed to the Judeo-Christian tradition. See Hashizume, Daisaburo, no Bukkyo gensetsu senryaku, in "Gendaishiso," special issue vols. 13-14, Seidosha, Tokyo, 1985, pp. 272-291.
11. Rodari, Gianni, The Grammar of Fantasy, Einaudi, Torino, 1973. pp. 102-106. The mention of Rodari is not arbitrary. Japanese scholars italianistica considerano con la massima stima il lavoro di Rodari. A tale proposito è interessante leggere l'edizione giapponese della Grammatica della fantasia: Kubota, Tomio (a cura di), Fantajii no bunpo, Chikuma Shobo, Tokyo, 1978.
12. Moravia, Alberto,Viaggi. Articoli 1930-1990, Bompiani, Milano, 1994. Importanti anche le osservazioni di Italo Calvino nel suo viaggio in Giappone: Calvino, Italo, Collezione di sabbia, Mondadori, Milano,1994, pp. 167-201.
13. L'esempio ci è stato suggerito da una allieva del linguista giapponese Kori Shiro.
14. Weber, Max, La sociologia delle religioni, op. cit., p. 541.
15. Ibidem, p. 540.
16. Benedict, Ruth, Il crisantemo e la spada, Rizzoli, Milan, 1991, p. 131-132.
17. The importance of nihonjinron there was signaled by Kosaku Yoshino sociologist at the conference "Japanese Culture" held in Tokyo at the Ministry of Foreign Affairs (September 4, 1998).

Wednesday, June 2, 2010

Ovulation Calendar Unlock 101369

5AL - PROGRAMMA 2010 S

SCHOOL YEAR 2009/2010
INSTITUTE STATE MASTER EMILIO Lussier
San Gavino Monreale (VS)
EXPERIMENTAL HIGH SCHOOL PITCHER
LANGUAGE CLASS A

FIFTH COURSE OF THE PROGRAM OF TEACHING HISTORY
PROF. PIERGIOVANNI Morittu

The content of the lessons conducted in accordance with this program was posted on my blog SCHOOL ON LINE http://ilprofonline.blogspot.com the url where you can consult it in detail. This content has been made available to students as a reference for individual study.

Subject: History
Text: Guarracino - De Bernardi, Eastern Time, time in the world. Addison
Hours per week: 3

specialized courses
Social dimensions of historical knowledge: the Story of the twentieth century.

program history was divided according to the type form is divided into macro areas of historical, social, political and economic. The modularization of content scanning followed the proposal from the textbook adoption with some digressions into times of expanding share of interdisciplinary interest.


FIRST FORM 1 YEARS OF THE TWENTIETH CENTURY AND THE GREAT WAR

THE GREAT WAR - The historical reasons, political and social conflict - The Triple Alliance - The Triple Entente - From the brief war in the war of attrition - Italy in the war between neutralist and interventionists - The Entente victory.
THE CONSEQUENCES OF THE FIRST WORLD WAR - The turning point in history. The ground war - The mobilization of the masses - the social conflict - the new world order.
THE RUSSIAN REVOLUTION - The roots of the Russian Revolution - The two revolutions of 1917 - The Civil War - The War Communism and the New Economic Policy.


MODULE 2 THE FIRST POST-WAR POST-WAR OF THE DEFEATED

- The dissolution of empires - The separation of Austria and Hungary - The Weimar Republic.
THE POST-WAR OF WINNERS - Twenty Years in the U.S. - France and Britain - The birth of the Soviet Union - Conferences and peace treaties - The League of Nations.
the rise of Mussolini - The economic and social crisis in postwar Italy - the red biennium - The Rise of tow Fighting - The squads - The crisis of liberal arrangements in Italy and in Europe - the transition to the dictatorship (1922 / 25). MODULE 3


ETA 'totalitarianism

the Great Depression - The economic and social post-war - The 1929 crisis and its impact on European economies - the response to the crisis and the New Deal - The economic model of JM Keynes.
The fascist regime - General Characteristics of Fascism - Mussolini's policy - The war in Ethiopia - Anti-fascism.
the Nazi regime - the rise of Hitler and the end of the Weimar Republic - Politics and Hitler's Mein Kampf - The defense of the race - the expansion and rearmament - The economy tedesca.r
Stalin's USSR - The advent of Stalin after Lenin - The forced industrialization and the transformation of the country - The Peasants' Revolt - The repression of the revolts.
The European fascism - The English Civil War - Franco's rise - The nationalist regimes emerged in Europe and the Balkan Danube.

FORM 4
THE SECOND WORLD WAR TO THE NEW CONFLICT

- The roots of the conflict - the German blitzkrieg - The expansion of the Axis - The turning point of the 1941 U.S. intervention - The defeat of the Axis.
Nazism COMMITTEE - Dissemination of Nazism in Europe - The Holocaust - The European Resistance - The Italian Resistance - September 8, 1943.
THE END OF THE WAR - The atomic bomb - the peace treaties. Dividing the world into two spheres of influence. MODULE 5


the Second World War

the years of reconstruction - The Cold War - The Italian reconstruction - Mao's China - The Rise of the Middle East question.
YEARS OF RECOVERY - The de-Stalinization - The revolution in Cuba - The Asian crisis - The war in Vietnam - The Middle East crisis - the Pacific - Sixty-eight.

San Gavino Monreale, June 1, 2010

TEACHING THE OWNER
PROF. PIERGIOVANNI Morittu

__________________________


PUPILS PPV



__________________________ __________________________ __________________________

Completion Of Community Service Letter

5AL - PROGRAMMA 2010 F

SCHOOL YEAR 2009/2010 MASTER STATE INSTITUTE
EMILIO Lussier
San Gavino Monreale (VS)
EXPERIMENTAL HIGH SCHOOL PITCHER
LANGUAGE CLASS FIFTH A

DEVELOPMENT PROGRAM PHILOSOPHY PROFESSOR
PROF. PIERGIOVANNI Morittu

The content of the lessons conducted in accordance with this program has been posted on my blog SCHOOL ON LINE http://ilprofonline.blogspot.com the url where you can consult it in detail. This content has been made available to students as a reference for individual study.

Subject: Philosophy
Text: Abbagnano - Forneo, routes philosophy, Pearson.
Hours per week: 3

specialized courses
criticism of society in the nineteenth and twentieth centuries.

MODULE 1
MARX

Practice -
materialism Historical materialism Dialectical materialism

Capital - Economic theory
capitalists and workers

MODULE 2
Positivism

Features
Evolution Darwin

Spencer
The Utilitarrismo
Bentham
Malthus Ricardo

Stuart Mill

FORM 3
COMTE

philosophy and science
The Law of three stages
Sociology as social physics
Religion
positive
UNIT 4
NIETZSCHE

Greek tragedy
Dionysian and Apollonian
The decline of civilization
The critique of morality and religion
Death Nihilism

of God's will The power
superman
The eternal return of the

MODULO 5
WEBER

L’idealtipo
La società del conflitto
La politica
Il parlamento

MODULO 6
IL POSITIVISMO LOGICO

Caratteristiche
Il concetto di verificabilità
Il Circolo di Vienna
Schlich - Neurath

San Gavino Monreale, 1 giugno 2010

IL DOCENTE TITOLARE
PROF. PIERGIOVANNI MORITTU

__________________________


GLI ALUNNI P.P.V.

__________________________

__________________________

__________________________

Brazillian Wax Shapes

3AL - PROGRAMMA 2010 S

ANNO SCOLASTICO 2009/2010
ISTITUTO MAGISTRALE STATALE EMILIO LUSSU
SAN GAVINO Monreale (VS)
EXPERIMENTAL HIGH SCHOOL PITCHER
LANGUAGE CLASS A

THIRD COURSE PROGRAM HISTORY TEACHER
PROF. PIERGIOVANNI Morittu

The content of the lessons conducted in accordance with this program has been posted on my blog SCHOOL ON LINE http://ilprofonline.blogspot.com the url where you can consult it in detail. This content has been made available to students as a reference for individual study.

Subject: History
Text: Guarracino - De Bernardi, Eastern Time, time in the world. Addison
Hours per week: 3


Company was specialized courses in the history of modern Europe
History
program was divided according to the type form is divided into macro areas of historical, social, political and economic. The modularization of content scanning followed the proposal from the textbook adoption with some digressions into times of expanding share of interdisciplinary interest.

MODULE 1 THE FIFTEENTH


Economics, politics, society
Europe regional states
The Hundred Years' War
The descent of Charles VIII in Italy

MODULE 2 THE FIVE


economics, politics, society
The crisis of the papacy and the Reformation
The work of the Inquisition
Crisis Member of Regional Italian
The Peace of Augsburg

UNIT 3 THE SEVENTEENTH


Economics, politics, society
The religious wars in Europe between Catholics and Protestants
The Thirty Years War and the Peace of Westphalia
The new models Institutional and Policy in Europe


BIRTH UNIT 4 MODERN EUROPE
Birth of modern states
absolutist France

England Revolution English constitutional

San Gavino Monreale, June 1, 2010

THE OWNER
TEACHER PROF. PIERGIOVANNI Morittu

__________________________


PUPILS PPV

__________________________



__________________________ __________________________

How To Display The License Plate

3AL - PROGRAMMA 2010 F

SCHOOL YEAR 2009/2010 MASTER STATE INSTITUTE
EMILIO Lussier
San Gavino Monreale (VS)
EXPERIMENTAL HIGH SCHOOL PITCHER
LANGUAGE CLASS A

THIRD COURSE PROGRAM PHILOSOPHY PROFESSOR
PROF. PIERGIOVANNI Morittu

The content of the lessons conducted in accordance with this program has been posted on my blog SCHOOL ON LINE http://ilprofonline.blogspot.com the url where you can consult it in detail. This content has been made available to students as a reference for individual study.

Subject: Philosophy
Text: Abbagnano - Forneo, Itinerari di filosofia, Paravia.
Ore settimanali: 2

CORSO MONOGRAFICO
Genesi del pensiero occidentale - Filosofie di Grecia e di Roma

MODULO 1
LA FILOSOFIA DEI PRESOFISTI

Le origini del pensiero
Il monismo
La Scuola Ionica
Talete - Anassimandro - Anassimene
La Scuola Pitagorica e Pitagora
Eraclito
La Scuola Eleatica
Senofane - Parmenide - Zenone
Il Pluralismo
Empedocle - Anassagora
L’Atomismo
Democrito

MODULO 2
SOFISTI E SOCRATE

La Sofistica
Protagora - Gorgia
Socrate

MODULO 3
PLATONE

Il mito . L’uomo - Il dialogo
Idee e cose
I due mondi
I rapporti tra i due mondi
La conoscenza
L’anima
Lo Stato
La condanna dell’arte imitativa

MODULO 4
ARISTOTELE

Aristotele e Platone
La Metafisica
La Fisica
La Logica
La Psicologia
La Politica
La Poetica

MODULO 5
LE FILOSOFIE ELLENISTICHE

Epicureismo
Stoicismo
Scetticismo

San Gavino Monreale, 1 giugno 2010

IL DOCENTE TITOLARE
PROF. PIERGIOVANNI MORITTU

__________________________


GLI ALUNNI P.P.V.

__________________________

__________________________ __________________________

Period Due, Cervix High And Hard

5BP - PROGRAMMA 2010

SCHOOL YEAR 2009/2010 MASTER STATE INSTITUTE
EMILIO Lussier
San Gavino Monreale (VS)
HIGH SCHOOL SOCIO-PSYCHO-EDUCATIONAL EXPERIMENTAL PITCHER
CLASS B

FIFTH COURSE OF THE PROGRAM OF TEACHING HISTORY
PROF. PIERGIOVANNI Morittu

The content of the lessons conducted in accordance with this program has been posted on my blog SCHOOL ON LINE http://ilprofonline.blogspot.com the url where you can consult it in detail. This content has been made available to students as a reference for individual study.

Subject: History
Text: Guarracino - De Bernardi, Eastern Time, time in the world. Addison
Hours per week: 3

specialized courses
Tensions and conflicts in Republican.

program history was divided according to the type form is divided into macro areas of historical, social, political and economic. The modularization of content scanning followed the proposal from the textbook adoption with some digressions into times of expanding share of interdisciplinary interest.


MODULE 1 THE TWENTIETH CENTURY AND THE FIRST WORLD WAR

EUROPE AND THE WORLD AT THE BEGINNING OF THE TWENTIETH CENTURY - The internal tensions - The international tensions - The Rise of Nationalism - The Balkan question. Giolitti
ITALY - take-off industries - social struggles - The crisis of the century - Social policy of Giolitti - Reformism - The crisis of balance and the end of the Giolitti government.
THE GREAT WAR - The historical reasons, political and social conflict - The Triple Alliance - The Triple Entente - From the brief war in the war of attrition - Italy in the war between neutralist and interventionists - The victory of the Entente.
THE CONSEQUENCES OF THE FIRST WORLD WAR - The turning point in history. The ground war - The mobilization of the masses - the social conflict - the new world order.
THE RUSSIAN REVOLUTION - The roots of the Russian Revolution - The two revolutions of 1917 - War civile - Il comunismo di guerra e la Nuova Politica Economica.

MODULO 2
IL PRIMO DOPOGUERRA

IL DOPOGUERRA DEGLI SCONFITTI - La dissoluzione degli imperi - La separazione di Austria e Ungheria - La repubblica di Weimar.
IL DOPOGUERRA DEI VINCITORI - Gli anni Venti in USA - La Francia e la Gran Bretagna - La nascita dell’Unione Sovietica - Le conferenze e i trattati di pace - La Società delle Nazioni.
L’ASCESA DI MUSSOLINI - La crisi economica e sociale del dopoguerra in Italia - il biennio rosso - La nascita dei Fasci di Combattimento - Lo squadrismo - La crisi degli assetti liberali in Italia e in Europa - La transizione verso la dittatura (1922/25).

MODULO 3
ETA’ DEI TOTALITARISMI

LA GRANDE CRISI ECONOMICA - Il quadro economico e sociale del dopoguerra - La crisi del 1929 e le sue ripercussioni sulle economie europee - La risposta alla crisi e il New Deal - Il modello economico di J. M. Keynes.
IL REGIME FASCISTA - Caratteristiche generali del Fascismo - La politica di Mussolini - La guerra d’Etiopia - L’antifascismo.
IL REGIME NAZISTA - L’ascesa di Hitler e la fine della Repubblica di Weimar - La politica hitleriana e il Mein Kampf - La difesa della razza - L’espansionismo e il riarmo - L’economia tedesca.r
L’URSS DI STALIN - Il dopo Lenin e l’avvento di Stalin - L’industrializzazione forzata e la trasformazione del paese - Le rivolte dei contadini - La repressione riots.
The European fascism - The English Civil War - Franco's rise - The nationalist regimes emerged in Europe and the Balkan Danube.

UNIT 4
THE SECOND WORLD WAR TO THE NEW CONFLICT

- The roots of the conflict - the German blitzkrieg - The expansion of the Axis - The turning point of 1941 U.S. intervention - The defeat of the Axis.
Nazism COMMITTEE - Dissemination of Nazism in Europe - The Holocaust - The European Resistance - The Italian Resistance - September 8, 1943.
THE END OF THE WAR - The atomic bomb - the peace treaties. Dividing the world into two spheres of influence. MODULE 5


the Second World War

the years of reconstruction - The Cold War - The Italian reconstruction - Mao's China - The Rise of the Middle East question.
YEARS OF RECOVERY - The de-Stalinization - The revolution in Cuba - The Asian crisis - The war in Vietnam - The Middle East crisis - the Pacific - Sixty-eight.

San Gavino Monreale, June 1, 2010

TEACHING THE OWNER
PROF. PIERGIOVANNI Morittu

__________________________


PUPILS PPV



__________________________ __________________________ __________________________

What Are Pearl Earrings Worth

4BP - PROGRAMMA 2010

SCHOOL YEAR 2009/2010 MASTER STATE INSTITUTE
EMILIO Lussier
San Gavino Monreale (VS)
HIGH SCHOOL SOCIO-PSYCHO-EDUCATIONAL EXPERIMENTAL PITCHER
FOURTH CLASS B

DEVELOPMENT PROGRAM HISTORY TEACHER
PROF. PIERGIOVANNI Morittu

The content of the lessons conducted in accordance with this program has been posted on my blog SCHOOL ON LINE http://ilprofonline.blogspot.com the url where you can consult it in detail. This content has been made available to students as a reference for individual study.

Subject: History
Text: Guarracino - De Bernardi, Eastern Time, time in the world. Addison
Hours per week: 2

specialized courses
Birth and crisis of modern states in Europe.

program history was divided according to the type form is divided into macro areas of historical, social, political and economic. The modularization of content scanning followed the proposal from the textbook adoption with some digressions into times of expanding share of interdisciplinary interest.

MODULE 1
EUROPE ANCIENT REGIME

BIRTH OF ANCIENT REGIME - The demographic recovery - The recovery in the economy and trade - Mercantilism - The new company - The commercial competition - Colonialism.
SOCIETY 'Ancien Régime - The three states - social classes.
the France of Louis XIV - Politics absolutism of the Sun King - The centralism - Relations with the Church and the Articles Gallicani - The Colbert under Louis XIV and the economy.
the monarchies of Europe the late seventeenth century - The Rise of Prussia Hohenzollern - take-off of the Hapsburg Empire - The Russia of Peter the Great - the elective monarchy of Poland - The Scandinavian monarchies - Spain and Britain in the late seventeenth century.


MODULE 2
SAMS ANCIENT REGIME CRISIS AND THE WAR OF SUCCESSION

- War of English Succession - The new European balance - the War of Polish Succession - The apogee and the French peace treaties of Utrecht and Rstadt - The Pragmatic Sanction and the advent of Maria Theresa of Austria on the throne - War of Austrian Succession and the Peace of Aachen - The situation in Italy - The Kingdom of Sardinia
lighting - General characteristics of the Enlightenment - The figures of the Enlightenment: Montesquieu and Voltaire - Absolutism and the separation of powers - The Birth of Freemasonry - Geography of the European Enlightenment - The enlightened despotism and reforms - reforms in Europe - Reforms in Italy. MODULE 3


ETA 'REVOLUTION

THE AMERICAN REVOLUTION - The thirteen English colonies and their relationship with the homeland - The Boston Tea Party - The revolt of the colonies - the Declaration of Independence - War with England - the birth U.S. - The Constitution e gli Emendamenti - I poteri federali.
LA RIVOLUZIONE FRANCESE - Una rivoluzione atlantica - Le origini - Le classi sociali - Le fasi - La fase borghese e la rivoluzione del 1789 - La fase monarchico-costituzionale - La fase repubblicana - La fase giacobina - la fase termidoriana - La nascita del Direttorio e l’ascesa di Napoleone.

MODULO 4
ETA’ NAPOLEONICA

L’EUROPA NAPOLEONICA
Ascesa di Napoleone Bonaparte - Dal biennio consolare all’Impero - Le riforme napoleoniche - Lo stato napoleonico - La fine dell’Impero.

MODULO 5
ETA’ DELLA RESTAURAZIONE

LA RESTAURAZIONE - La fine del blocco continentale - Tendenze e protagonisti della Restaurazione - Il Congress of Vienna. THE EUROPEAN
great liberal revolution - the liberal movements of the 1820/21 - 1830/31 of the liberal movements - Mazzini and Young Italy - The Springtime of Peoples.

San Gavino Monreale, June 1, 2010

TEACHING THE OWNER
PROF. PIERGIOVANNI Morittu

__________________________


PUPILS PPV



__________________________ __________________________ __________________________

Ip 109 Hydrocodone 325mg

3BP - PROGRAMMA 2010

SCHOOL YEAR 2009/2010 MASTER STATE INSTITUTE
EMILIO Lussier
San Gavino Monreale (VS)
HIGH SCHOOL SOCIO-PSYCHO-EDUCATIONAL EXPERIMENTAL PITCHER
THIRD CLASS B

DEVELOPMENT PROGRAM
PROFESSOR OF HISTORY PROF. PIERGIOVANNI Morittu

The content of the lessons conducted in accordance with this program has been posted on my blog SCHOOL ON LINE http://ilprofonline.blogspot.com the url where you can consult it in detail. This content has been made available to students as a reference for individual study.

Subject: History
Text: Guarracino - De Bernardi, Eastern Time, time in the world. Addison
Hours per week: 2


Company was specialized courses in the history of modern Europe

The History program has been organized according to the type form is divided into macro areas of historical, social, political and economic. The modularization of content scanning followed the proposal from the textbook adoption with some digressions into times of expanding share of interdisciplinary interest.

MODULE 1 THE FIFTEENTH


Economics, politics, society
Europe regional states
The Hundred Years' War
The descent of Charles VIII in Italy

MODULE 2 THE FIVE


economics, politics, society
The crisis of the papacy and the Reformation
The work of the Inquisition
The crisis of the Italian Regional States
The Peace of Augsburg

UNIT 3 THE SEVENTEENTH


Economics politics, society
The religious wars in Europe between Catholics and Protestants
The Thirty Years War and the Peace of Westphalia
The new political and institutional models in Europe


BIRTH UNIT 4 MODERN EUROPE
Birth of modern states
absolutist France

England Revolution English constitutional

San Gavino Monreale, June 1, 2010

THE OWNER
TEACHER PROF. PIERGIOVANNI Morittu

__________________________


PUPILS PPV



__________________________ __________________________ __________________________

What's The Difference Between Black Ice And Ice

5AL - RELAZIONE 2010

School Year 2009/10
Istituto Magistrale Statale Emilio Lussu
San Gavino Monreale (VS) A fifth class


Language High School Pitcher

Experimental Subjects: History and Philosophy
Hours per week: 6
Prof. Piergiovanni Morittu

FINAL REPORT ON THE ACTIVITIES 'OUT OF THE SITUATION ANALYSIS



The class consists of 16 students all from the same institution. Some items come from other school and were inserted at the beginning of the third school year. This is a very small classes lively but not unruly, the behavior quite correct and respectful, which revealed a participative and motivated attitude towards curricular activities. One of the students participated last year in a program of Intercultural attending a school year in the United States. One student of Ukrainian origin but very well integrated into the classroom context. These experiences have been very educational for a class of a terminal Language High School.

CONTENT OF THE PROGRAM
(It is considered appropriate to have read the final program attached)

the content of lessons conducted in accordance with this program has been posted on my blog at the url http://ilprofonline.blogspot.com SCHOOL ON LINE, where You can see it in detail. This content has been made available degli studenti come riferimento per lo studio individuale.

Il curricolo è stato opportunamente inglobato in un vero e proprio corso monografico, sul modello dei corsi universitari, allo scopo di offrire agli studenti una visione delle discipline aggregata e unitaria, anche nel caso di eventuali tagli o selezioni del programma.

I programmi di Filosofia e Storia hanno, per esplicita scelta del Docente, carattere interdisciplinare e modulare secondo i dettami del Progetto Sperimentale Brocca,ed è articolato in diverse unità didattiche. Il programma dei due corsi hanno lo scopo di creare un percorso aperto a quello del programma ministeriale, promuovendo una conoscenza più completa delle tematiche di indirizzo e la promozione di competenze elaborative autonome, unitamente alle capacità critiche e cognitive dei singoli studenti.

Il corso di Filosofia è stato impostato su un taglio volutamente sociologico, allo scopo di fornire un supporto allo studio delle materie caratterizzanti il corso di studi. Si è cercato di offrire agli studenti una visione della disciplina orientata più ai problemi che ai singoli concetti, implementando una forte connotazione organica dell’insieme. Ho scelto due unità tematiche, il Positivismo e il Positivismo Logico, e quattro Autori, Marx, Weber, Comte e Nietzsche, ideali rappresentanti di quella crisi sociale e intellettuale che caratterizzava l?Europa tra 800 e 900.

Il corso di Storia prevede la scansione cultural history of the major events, problems and issues of history of the twentieth century, with particular attention to the contexts of the philosophical and literary object. Pupils were presented three types of trail: a historical overview of the period, a political-social and economic framework.

In agreement with their colleagues from the Department has sought to give students a tool often overlooked in the study of historical sciences, namely the so-called "windows" on local history and territory, with particular attention to events in the province but also the Middle Campidano especially regarding the aspects and problems of the history of Sardinia.

INTERVENTIONS Integrated educational

To ensure greater continuity and integration with the program of the preceding class, the lessons were carried out to recover the fourth class of arguments is not performed. These arguments, indicated below, are not part of the program of the current school year, being only intended for recovery.

Philosophy: Kant, Hegel, Idealism and Romanticism.
History: Unification, Unification of Italy, Giolitti era.

GOALS SCORED

In the experimental program Pitcher filsofica historical discipline plays a vital supportive role in the matters of address areas. The aim of the course was therefore to present students with a concise, comprehensive overview of the main areas of human history and thought of the centuries covered by this program as the completion and integration of the curriculum in core subject in place. Depending on the purpose of this course has a modular structure, divided into thematic units of monographs, and interdisciplinary and multidisciplinary, and then open to the participation of teachers from other disciplines. This is to include the extraterritorial dimension of Philosophy and History, emptied of its contents and inserting it in a monadic epistemological open, multidisciplinary, in which its theoretical constructs may provide an effective basis to the study of the various curricula Lo .. performance of the route has not yet been optimal, as the trial Pitcher, like any educational project, needs an effective text support, which was absent, and a real work of teaching team who for various reasons could not be done. This has made the programs less blended together.

CHOOSING A TEXTBOOK

In agreement with their colleagues from the Department has given preference to two texts whose use fell within the free loan program implemented by the Institute. The texts in question, although very good, are not quite adapted to the needs of an experimental high school pitcher, and we have made some necessary changes to the way use of the texts in question, to model the characteristics of the annual plan of activities proposed by me at the beginning of school year. He always recalls the need to specify that the arguments are and must be the result of choices targeted by teachers and should not obey inveterate habits. The large number of subjects in the curriculum makes it impossible to hold in fact a program similar to that of a High School or Science, where the needs are also geared towards training standards are completely different.

working methods

tool for communication excellence in the humanities is the lecture. The analysis of the text, together with the verbalization content are elements of an effective dialogue imprenscindibili theoretical. Nevertheless the educational requirements have necessitated the use of instruments parallel and no less effective, such as multimedia and summaries to be used as a frame of reference for audits and for individual work. Great importance was given to work on the Internet, on sites like Wikipedia or Filosofico.net url both in absolute autonomy sought by the student. The Minutes of the individual lectures was made available on my blog online school, because every student could see it from home or on your smartphone or iPhone. The material produced in perfect keeping with the wiki philosophy, it is obviously freely downloadable stampabile e condivisibile con altri utenti, e ha lo stesso valore e le stesse funzionalità del libro di testo, da cui viene estratto.

STRUMENTI DI VERIFICA UTILIZZATI

La verifica dell’apprendimento dei contenuti è stata attuata mediante la forma scritta e orale. La forma scritta mediante test di diverse tipologie, al fine di abituare gli studenti alla terza prova degli Esami di Stato, quella orale mediante la classica interrogazione, e mediante la partecipazione diretta dello studente alle attività svolte in classe. Ogni studente è stato informato puntualmente dell’esito di ogni verifica e dei criteri adottati per la valutazione delle competenze acquisite, evidenziate nel Piano delle Attività Curricolari presented in September.

POLICIES IN PLACE

Assessing the content knowledge of the humanities is not easy because they often blend with the social and existential experience of the individual who receives them within himself. Respecting the autonomy of the educational work and the ministerial program, have identified four areas of evaluation:

knowledge of the structural elements of the framework
activation and use of vocabulary specific to the discipline
maturation of autonomous computing skills
capacity interdisciplinary

These elements are complex to measure, but in principle I consider the indicative classical evaluation grid in scalability from 1 to 10: extremely poor or non-assessable (1-2), poor or inadequate (3-4), almost enough or poor (5), sufficient (6), discrete (7), good (8), very good or excellent (9), excellent (10).

In this case the ratings are broken down as follows:

1-2: no knowledge of the contents
3-4: lack of knowledge of the contents
5: insufficient knowledge of the contents
6: 7
sufficient content knowledge: knowledge of safe content
8: proper properties of language, construction of interdisciplinary courses
9-10: autonomous computing skills

FINAL CONSIDERATIONS

This is a very heterogeneous group, class, and sometimes quite lively but successful participation, relevant to the themes presented and ordered in terms of discipline. Pupils have achieved satisfactory results, the program has been successfully completed before mid-May in order to focus more on audits and investigations. Many students have shown a high degree of maturity, working independently from the regular scan of the program, integrating with personal contributions and the interesting content of the lectures. Although the new guidelines implemented by the Ministry, the pitcher is still an experimental very good training: sorry but stressed that it is difficult - if not impossible - to implement a true experiment Pitcher, both for the lack of textbooks suitable for the lack of a common design phase.

San Gavino Monreale, June 2010


TEACHING THE OWNER
Prof. Piergiovanni Morittu

What Body Systems Does Tendonitis Affect?

3AL - RELAZIONE 2010

School Year 2009/10
Istituto Magistrale Statale Emilio Lussu
San Gavino Monreale (VS) A Third Class


Experimental Language School Pitcher

Subjects: History and Philosophy
Hours per week: 6
Prof. Piergiovanni Morittu

FINAL REPORT ON THE ACTIVITIES 'OUT

ANALISI DELLA SITUAZIONE

La classe è composta da 20 studenti non tutti provenienti da questo stesso istituto. Uno studente proviene da altra istituzione scolastica e si è inserito all’inizio del terzo anno scolastico. Si tratta di una classe poco numerosa molto vivace ma non indisciplinata, dal comportamento abbastanza corretto e rispettoso, che ha palesato un atteggiamento non molto partecipativo ma comunque discretamente motivato nei confronti delle attività curricolari. Una delle alunne non ha mai frequentato, ritirandosi già a inizio anno. La classe è molto educata e non ha mai dato luogo a problemi di tipo disciplinare.

CONTENUTI DEL PROGRAMMA
(Si ritiene opportuna la presa visione del Programma Finale allegato)

l contenuto delle lezioni svolte secondo questo programma è stato pubblicato sul mio blog SCUOLA ON LINE alla url http://ilprofonline.blogspot.com, dove è possibile consultarlo nei dettagli. Tale contenuto è stato messo a disposizione degli studenti come riferimento per lo studio individuale.

Il curricolo è stato opportunamente inglobato in un vero e proprio corso monografico, sul modello dei corsi universitari, allo scopo di offrire agli studenti una visione delle discipline aggregata e unitaria, anche nel caso di eventuali tagli o selezioni del programma.

I programmi di Filosofia e Storia hanno, per esplicita scelta del Docente, carattere interdisciplinare e modulare secondo i dettami Pitcher of the experimental project, and is divided into different units of instruction. The program of the two courses are designed to create an open path to that of the ministerial program, promoting a more complete understanding of the issues to address and the promotion of autonomous computing skills, together with the cognitive and critical abilities of individual students. The Master of Philosophy

was typically set to a cutting application, aiming to the acquisition of the language of philosophy, and mechanisms that characterize the method and the role of the discipline. In respect of the programs I have given preference to pitcher two key authors such as Plato and Aristotle, with three drives aimed at presenting issues più o meno esaustiva delle tendenze filosofiche della grecità.

Il corso di Storia prevedeva la scansione storico-culturale dei principali eventi, problemi e tematiche della Storia dei secoli XV, XVI e XVII,, con particolare attenzione ai contesti all’oggetto della parte filosofica e letteraria. Agli alunni sono state presentate tre tipologie di percorso: un quadro storico del periodo, un quadro politico-sociale e un quadro economico.

In accordo coi Colleghi di Dipartimento si è cercato di offrire agli studenti uno strumento spesso sottovalutato nello studio delle scienze storiche ossia le cosiddette “finestre” sulla storia locale e del territorio, con particolare attenzione agli eventi della provincia del Middle Campidano but also on the aspects and problems of the history of Sardinia.

INTERVENTIONS integrated educational

Some inevitable difficulties with the lexicon and thinking of the main perpetrators have been filled with the help of curricular revision, and self-study, in many cases have given positive results, without the use of courses recovery of external. Some have accused elements of the main difficulties in verbalizing their own and this has prompted the recall of specific tests, just to help students express properly philosophical thought. Unfortunately, it notes the unusual propensity to study a mnemonic which is not appropriate to the discipline.

GOALS SCORED

In the experimental program Pitcher filsofica historical discipline plays a vital supportive role in the matters of address areas. The aim of the course was therefore to provide students with a concise, comprehensive overview of the main areas of human history and thought of the centuries under the program, such as completion and integration of the curriculum took place in the core subject. Depending on the purpose of this course has a modular structure, divided into thematic units of monographs, and interdisciplinary and multidisciplinary, and then open to the participation of teachers from other disciplines. It is to understand the extraterritorial dimension of Philosophy and History, emptied of its contents and inserting it in a monadic epistemological open, multidisciplinary, in which its theoretical constructs may provide an effective basis to the study of the various curricula .. The course of the path But it was optimal, as the trial Pitcher, like any educational project, needs an effective text support, which was absent, and a real work of teaching team who for various reasons could not be done. This has made the programs less blended together.

CHOOSING A TEXTBOOK

In agreement with their colleagues from the Department has given preference to two texts whose use fell within the program loan for use implemented by the Institute. The texts in question, although very good, are not quite adapted to the needs of an experimental high school pitcher, and we have made some necessary changes to mode of use of the texts in question, to model the characteristics of the annual plan of activities that I proposed at the beginning of school year. He always recalls the need to specify that the arguments are and must be the result of choices targeted by teachers and should not obey inveterate habits. The large number of subjects in the curriculum makes it impossible to hold in fact a program similar to that of a High School or Science, dove le esigenze sono peraltro tarate su standard formativi completamente differenti.

METODI DI LAVORO UTILIZZATI

Lo strumento per eccellenza della comunicazione nelle discipline umanistiche è la lezione frontale. L’analisi del testo, unitamente alla verbalizzazione dei contenuti sono elementi imprenscindibili di un efficace dialogo teoretico. Purtuttavia le esigenze didattiche hanno reso necessario il ricorso a strumenti paralleli e di non minore efficacia, quali il multimedia e le schede riepilogative da usare come schema di riferimento per verifiche e per i lavori individuali. Grande importanza è stata data al lavoro su internet, sia su siti come Wikipedia o Filosofico.net sia su url ricercate in assoluta autonomia dallo studente. The Minutes of the individual lectures was made available on my blog online school, because every student could see it from home or on your smartphone or iPhone. The material produced in perfect keeping with the wiki philosophy, it is obviously freely downloadable, printable and sharable with others, and has the same value and the same features of the textbook, which is extracted.

VERIFICATION TOOLS USED

The Assessment of the content has been implemented through the written and oral form. The written form by testing different types in order to accustom students to the third round of state exams, the oral by classical question, and through the direct involvement of the student to classroom activities. Each student has been informed promptly of the outcome of each test and criteria for the assessment of skills acquired, curricular activities highlighted in the Plan presented in September.

POLICIES IN PLACE

Assessing the content knowledge of the humanities is not easy because they often blend with the social and existential experience of the individual who receives them within himself. Respecting the autonomy of the educational work and the ministerial program, have identified four areas of evaluation:

knowledge of the structural elements discipline
activation and use of vocabulary specific to the discipline
maturation of autonomous computing skills
capacity interdisciplinary

These elements are complex to measure, but in principle I consider the classic grid indicative evaluation mode scale of 1 to 10: extremely low or not measurable (1-2), poor or inadequate (3-4), almost enough or poor (5), sufficient (6), discrete (7), good (8), very good or excellent (9) , excellent (10).

In this case the ratings are broken down as follows:

1-2: no knowledge of the contents
3-4: lack of knowledge of content
5: insufficient knowledge of the contents
6: 7
sufficient content knowledge: knowledge secure content
8: proper properties of language, construction of interdisciplinary courses
9-10: autonomous computing skills

FINAL CONSIDERATIONS

It a very heterogeneous group class and sometimes reluctant to work, not very participatory, but still interested in the topics raised and commanded from the perspective of the discipline. Pupils have achieved satisfactory results on average, the program has been successfully completed before mid-May in order to focus more on examination and investigation. Many students have shown a high degree of maturity, working independently from the regular scan of the program, integrating with personal contributions and the interesting content of the lectures. Although the new guidelines implemented by the Ministry, the pitcher is still testing very good learning experience: regret, however, point out how difficult - if not impossible - to implement a true experiment Pitcher, both for the lack of textbooks suitable for the 'absence of a common design phase.

San Gavino Monreale, June 2010


TEACHING THE OWNER
Prof. Piergiovanni Morittu