Vol. 1 (2015): Philosophy as Paideia. On the educational role of philosophical studies

• Presentation of Volume 1

  3

Logos and paideia: moments and models in Antiquity

• The Perennial Value of Socratic and Aristotelian Paideia

  Marie George

  7-17

  • PDF

• The power of habituation: Aristotle’s pedagogical model

  Leonardo Ramos-Umaña

  19-32

  • PDF (Español)

• The New Testament model as a stage in the logos / paideia relationship: paideia as “educational suffering” in Hebrews

  Giuseppe De Virgilio

  33-44

  • PDF (Italiano)

• St. Gregory Thaumaturgus’ Address of Thanksgiving to Origen: A Model of Philosophical and Spiritual Paideia from the Early Church

  Mary Rosalie Stoner

  45-56

  • PDF

Logos and paideia: moments and models in Modernity

• Educating in self-governance. Locke and the role of religion in the formation of the free man

  Alessia Affinito

  59-73

  • PDF (Italiano)

• Logos, Vernunft, Erkenntnis and Bildung in the philosophy of Johann Gottfried Herder

  Andrea Gentile

  75-89

  • PDF (Italiano)

• Education versus training: an already Kantian problem

  Eva Oggionni

  91-100

  • PDF (Italiano)

• On the education of moral judgment according to Kant

  Salvatore Principe

  101-111

  • PDF (Italiano)

Logos and paideia: moments and models in contemporary history

• The phenomenology in the education of cosmopolitan citizens

  Bernhard Augustin

  115-129

  • PDF (Deutsch)

• Philosophy and liberal education in Leo Strauss: interpretation and challenges

  Jordi Feixas i Roigé

  131-141

  • PDF (Español)

• Philosophy as “education to freedom”. A route from Fichte to Blondel

  Tommaso Valentini

  143-185

  • PDF (Italiano)

Logos and paideia: School and University

• Ethos, Pathos and Logos: effectiveness of classical rhetoric in the teaching profession

  Ciro De Angelis

  189-202

  • PDF (Italiano)

• Philosophy for Children: an example of philosophical-educational practice

  Raffaella Esposito

  203-216

  • PDF (Italiano)

• The study of philosophy in school: the Italian case and its historical importance

  Massimo Lapponi

  217-227

  • PDF (Italiano)

• Teaching ethics at the university: controversy over its purpose

  Margarita Mauri Álvarez

  229-237

  • PDF (Español)

Education and aesthetics

• Educating the human person, educating to Beauty

  Giuseppa Crimì

  241-253

  • PDF (Italiano)

• The Historical, Religious, and Political Significance of Art: A Cautionary Note

  Kevin E. O’Reilly

  255-265

  • PDF

• Philosophy as training for creativity, creativity as training for philosophy: A few suggestions inspired by M. Heidegger, J. Maritain and R. Arnheim

  Bernard Sawicki

  267-279

  • PDF (Italiano)

The formation of habits in the education of affectivity

• Rational action and habits: a non-hierarchical vision

  Mario De Caro, Massimo Marraffa

  283-292

  • PDF (Italiano)

• The essential role of the family in the education of affectivity

  Luca De Rosa

  293-301

  • PDF (Italiano)

• Descartes and the Education of the Emotions

  Patrick Gorevan

  303-311

  • PDF

• Paideia and Affective Posthumanism: Reflections on Emotional Education Through Neuromodulation

  Denis Larrivee, Adriana Gini

  313-324

  • PDF

The role of philosophy in professional training

• The centrality of the ethical-anthropological dimension in a university training project. The Rui Foundation case

  Vincenzo Arborea, Antonio Petagine

  327-339

  • PDF (Italiano)

• How Can Philosophy Help Management and How Can Management Help Philosophy? Towards a Holistic Approach for Management Education

  Cristiano Ciappei, Maria Cinque

  341-357

  • PDF

• Three philosophical ideas of reference in vocational training: orientation towards the good, inner intention and contribution to the common good

  Katarzyna Szymala

  359-367

  • PDF (Español)

Can you teach philosophy or philosophize?

• The philosophizing, the activity of the logos that become the habit of man educated in the paideia

  Valeria Ascheri

  371-380

  • PDF (Italiano)

• Object, subject and recipient of philosophical teaching: a theoretical reflection

  Floriana Ferro

  381-392

  • PDF (Italiano)

• Philosophizing and analytical philosophy

  Alejandro Pérez

  393-405

  • PDF (Español)

• Teaching to philosophize, or to recognize the centrality of the other

  Salvatore Savoia

  407-416

  • PDF (Italiano)

• To teach philosophy is to educate to philosophize: The aim of the παιδεία aimed at σοφία

  Marco Viscomi

  417-428

  • PDF (Italiano)