Narrating Absence
   Laboratory of the language function 

"As in the dream, every of us  "experiences" own native identity, although this happens by changes of meanings and secondary elaborations, so in the writing, the writing-Ego breaks up the faces of protagonists and deuteragonists and, little by little, self-recomposes in the final climax. To say “it is red” it is not the same that to say “it seems me red”. Does a brain say the same things that a machine would say, if it replaced that? "
(by the Forth grade of cover)

Camilla Pasqualini, graduate in Pedagogy and currently Infancy School teacher, has an ample formation and experience related to the application of the computer tools to the didactics and she has elaborated numerous projects for the Infancy and Primary School; from many years conducts formation courses for teachers on the relationship between multimedia and teaching. She collaborates besides with the journal of updating and didactics for teachers of the Infancy School «Progetto  tre-sei Gulliver».

    
      The fairies in the PC:
      Multimedia didactics and globality of languages 

    "This volume proposes a didactic run devoted to children of the Infancy School and aimed to stimulate sociality, creativeness, expressive and cognitive also in sight of the entry in the primary School.  

This run, using as conductor thread an imaginary «Fairyland», very first conjugates the use of the New Technologies with the Globality of languages (conceived by Stefania Guerra Lisi). This method, applying the theory of the four elements (air, water, earth and fire), becomes essential to read the bodily-sensory history of every child and, therefore, to enter his world, listening to him and sustaining him.

The text suggests variegated stimulations and experiences that use different languages, departing from those bodily-sensory until those multimedia, using the dance, the gesture, the song, the sound, the painting, the sculpture, the image, the word ... for seeking and valorising the everybody communicative resources.

The common denominator and the elaboration of every experience through the computer - in cooperation with the teacher - and the creation (documented minutely with operational suggestions and numerous colour images) of a managed by the children themselves multimedia, that it tells the adventurous voyage in the Fairyland and it is very useful, besides, to stimulate the learning of the read-writing.

It is therefore a valid didactic tool, that will give amazing results in the development of social competences, perceptive, cognitive and meta-cognitive, but also of the self-esteem and of the self and other’s perception . And besides useful to the adult for a reading of the expressive and communicative behaviours, of the psycho-motorial development and of the creativeness of children.

The project is also proper to children suffering from cognitive, behavioural or  language difficulties, and it caters to teachers of the Infancy and Primary School (first classes), to auxiliary teachers, to students and trainees in Sciences of the Primary Formation and to parents".

(by Del Cerro publisher)

Andrea Mannucci teachers Pedagogy of the community and Pedagogy of the marginality and the deviance in the Faculty of Sciences of Formation at the University of Florence

The emotion between body and mind: education, communication and methodologies

The western culture, still today, often is inclined «to halve» the individual teaching him from an early age that intelligence is one thing and emotions are another, that the body is separated from the mind for substance and importance.

This new volume, which reverts and widens the precedent To communicate with the mind and the body enriching it with numerous essays and updating, thinks over the role of the bodily and emotional dimension in different ambits of the life (particularly in educational and therapeutic field), in the perspective of redefining a methodological approach that recognizes to the individual a character of oneness.

The numerous essays here collected, different for ambit but united by the fil rouge of an original pedagogic and formative thinking, are structured in three thematic sections. The first one investigates the emotional aspect in a historical and philosophical perspective through the anthropology, the art and the psychoanalytic theory.

The second section, instead, particularly pays attention to the value of the emotionalism and the bodily expression in relationship to the disability: it for instance speaks of sexuality and affectivity, of sport, of dance-therapy.

The third one, at last carries out a meaningful close examination on the autobiography, - as tool of expression, but also didactic-methodological - and  proposes a reading of the binomial body-mind, also through an analysis of the cinema production on the theme.

All the contributions curl on thematic meaningful from the pedagogic, philosophical, experiential, with references to cultural aspects and epistemological and with ample reasoned bibliographies that offers important cues for elaborations and researches. The volume results therefore useful to the teachers, researchers and final-year university students in Sciences of the Formation, Psychology, Social Service just as to the teachers, to the professional educators, to the psychologists and the social operators

(by Del Cerro publisher)

Julia Kristeva was born in Bulgaria in 1941, she works in France from 1966 and teachers in the university Paris VII.

She has not stuck to any feminist group, also using elements of the Marxism, of the elaboration of Freud and Lacan and of the method post-structuralist for her works of philosophy of the language and literature. She has published many essays.

    
    Powers of the horror. Essay on the abjectness
 

     "There is in the abjectness a violent and dark revolt of the being against all that threatens it and seems to come from an exorbitant out or inside, thrown next to the possible, the tolerable, the thinkable. Very near but inassimilable”. With these words the author starts her analysis on the abjectness that she tackles from different points of view. In the historical dimension, through the Greek mythology, in the art, as in the work of characters as Dostoevskij, Céline, Proust, Borges, Artaud, Joyce, Scoto and Bataille.  
     To quote some examples, according to Julia Kristeva the abjectness of the Nazism find expression in the moment in which the death ends up confusing with the strengths that should save the man from the end.
     In the work of Dostoevskij the abject one is the reason for an existence sunk in the abyss, whereas there is no limit neither absolute. But at a lower level, for the Russian writer the sexual, moral or religious abjectness reveal itself as shattering of the fatherly laws. In Proust the abjectness is, instead, the dirty corollary of the society. 
     Abjectness is also the other face of the religious, moral and ideological codes which become often the most proper tool to practice the control on the man ... 
     When Julia Kristeva compares pain and horror, then the study of the work of Céline ssumes a particular relief. "The Celinian story is a story of the pain and the horror … the whole narrative position seems commanded by the necessity of going through the abjectness of which the pain is the intimate aspect and the horror the public face ... Abjectness is murder-hemmed, murder is braked by the abjectness". 

(by Spirali publisher)

The starting job to a person with mental disability requires a formative route that has to attentively be projected and modulated on the individual.

FROM SIGN TO SYMBOL 

by Luigi Prosdocimo

The teaching a work is not only "a teaching to do"; fundamental it is in fact that the person has acquired the awareness of the mechanisms and the goal of what he is doing: a badly planned approach, without reference to the cognitive processes and to the times of learning, it will end up furnishing "not assimilable" and therefore superficial contents and therefore making one "skilled" to under dimensioned assignments with reference to the real potentialities of the individual.

The author - on the base of thirty years of experience in the job with disabled people -  applies such principle to the management of a handicraft laboratory inside an Educative Occupational Diurnal Center, documenting in detail the planning, the activities, the methodology, the theoretical references.

He illustrates as is possible to program formative interventions that allow the disabled person to perceive completely an assignment and to give meaning to his/her solution, hooking step by step new applications to what he/she has already learned to do, avoiding so frustration and refusal. It is, in the specific of the creative laboratory, a matter of developing - through the practice - the mental activity of the figuration or the ability to build one’s - abstract -mental image of an object, so that he/she can understand the structure and be able to reproduce it in more and more articulated forms.

The training to abstract reasoning, to resolve problems, to manage a technique it is  basilar for transcending the working experience and positively influencing many aspects of the life. The job to be learned so acts as much didactic guide as global formative objective.

The theoretical and operational indications that this book furnishes can be exported in different contexts and they will be shown profits to operators, professional educators, auxiliary teachers, planners of the formation.

Luigi Prosdocimo, ceramist, has attended numerous contests and statement in prestigious shows among others the International Biennal Exhibition of Art in Venice and the International Contest of Gualdo Tadino. For thirty years it deals him with occupational therapy and art-therapy with reference to disabled people and he conducts formation activity for operators in this sector. He has planned and still conducts the Educational Occupational Diurnals Centers of the Cooperative Madonna dei Miracoli in Motta di Livenza (TV), inside which he has matured his educational project

«If the nine hundred have seen the birth of linguistics and psychoanalysis, today Michel Arrivé weaves them going along the search of the principal studious of linguistics and psychoanalysis. Everyone is found, speaking, to err, to be wrong, to make mistakes, to forget, to dream; nobody always has the off-the-shelf language, rather the use involves ambiguity and misunderstanding. For thirty years Arrivé has studied the relationships between language and unconscious» (by the Publisher).

«To face the problems of the relationships between linguistics and psychoanalysis, therefore between language and unconscious, I have followed - in succession - two methods. The first has a historical character. In the cross history of both, in fact, it is easy to glimpse two currents: Freud and - through  Lacan - Saussure in the field of the linguistics and Pichon (who together with Damourette dominates the linguistics and the psychoanalysis in France between the two wars) in the connection operated by Lacan to the work of Freud. The second has a more theoretical character, referable to three matters: the problem of the opposite sense of words, privileged place for the confrontation between the approach of linguists and that of psychoanalysts; the lacanian reflection on the different objects cut off by the negation; finally the theme of  style, as practised and theorized by Lacan. All that, as per a vast and segmented list of questions, introduced by a descriptive chapter on the theoretical landscape of the relationships between linguistics and psychoanalysis» (excerpt from the foreword by M. Arrivé)

Michel Arrivé teaches linguistics in the University of Paris-Nanterre. Author 
also of novels and stories, has among his work on linguistics and semiotics: 
La grammaire d'aujourd'hui, guide alphabétique de linguistiquefrançaise (Flammarion 1986); Réformer l'orthographe? (Puf 1993); Lire Jarry (Complexe 
e Puf 1976). He heads the new journal "Langage et inconscient".

On the front page, a Aleksej Vasil'ěvic's work.

THE RUPTURE OF TIME
Synchronicity and Jung’s Critique of Modern Western Culture
by RODERICK MAIN
Brunner-Routledge Pbl., Hove-New York 2004

“Why was the idea of Synchronicity so important to Jung?
Jung’s theory of synchronicity radically challenges the entrenched assumptions of mainstream modern culture in the West. It is one of the most fascinating yet difficult and discontinuing of Jung’s psychological theories.

The Rupture of Time aims to clarify what Jung really meant by synchronicity, why the idea was so important to him and how it informed his thinking about modern western culture.

Areas examined include:
· How the theory fits into Jung’s overall psychological model and the significance of its apparent inconsistencies
· The wide range of personal, intellectual and social contexts of Jung’s thinking on the topic
· How Jung himself applied the theory of synchronicity within his critique of science, religion, and society
· The continuing relevance of the theory for understanding issues in contemporary detraditionalised religion

Focusing closely on Jung’s own writing and statements, this book discloses that the theory of synchronicity is not an inconsequential addendum to analytical psychology but is central to the psychological project that occupied Jung throughout his professional life. This much-needed clarification of one of Jung’s central tenets will be of great interest to all analytical psychologists and scholars engaged with Jungian thought”.
(By the Publisher Brunner-Routledge Hove-New York 2004).
 
Jung used the term “synchronicity” to signify the coincidental occurrence of events and especially psychic events (as similar thoughts in widely separated persons or a mental image of an unexpected event before it happens) that seem related but are not explained by conventional mechanisms of causality.

This book, Roderick Main affirms, «is about an idea of Jung’s that arguably presents his most radical challenge of all mainstream cultural assumptions and accordingly seems the most difficult of all to integrate into mainstream thought: the idea of synchronicity. In its basic form, this idea is not difficult to understand. Life frequently presents coincidences in which a person’s dream or thought is matched by something that happens in the physical world, without it being possible that either event could have caused the other. Sometimes such coincidences seem especially meaningful to their experiences, who are therefore prompted to wonder whether something more than mere chance may be involved … Properly appreciated, the existence of such “meaningful coincidences” requires, in Jung's view, a fundamental revision of the prevalent scientific, religious, and commonsense views of the world».
(in “Introduction, by Roderick Main).

As Vincezo Tusa affirms, for a complete understanding of an archaeological zone, specially in front of complexes as Mozia or Selinunte, archaeology is not enough, the aid is necessary of other fields of study. Tommaso Spadaro doesn't only describes the historical events concerning Mozia, from the epoch of its foundation by the Phoenician to more recent times, but it also enriches them with the narration of its  mythological "events", if nothing else for the fact that the myth-poesies produced by a place and by the culture that permeates it, as yet Vincezo Tusa underlines, is the fruit of an imagination which however has also a notable valence on the same historical events.

After two days - Hegel says - Jesus recommenced his walk toward Galilee. During his trip he exhorted  men to the internal transformation: "not you count on another ... improve you: then you will bring the kingdom of God.

It is a kingdom where whole, beautiful, dialectical men live. And they are men that realize a living community: the reverse of the bourgeois society where the "beautiful relationships" miss and they are in force mechanical customs cursed by Christ in this work.  

Today we admire the shine, the natural beauties, the colours, that the Stagnone offers to the visitor, and we stay from there spellbound. 

How it could appear in the ancient times? 

If we make back some footstep us we understand that it, through its development, in its long existence, during the centuries, it has had a particular evolution, because of the continuous erosion of the sea and the action of the rivers, many today disappeared.

We imagine the time when the Egadi islands were attached to the dry land. and the following separation, we imagines still the earth’s crumbling partly absorbed by the sea and partly resurfaced in more points, so much to be formed islands, islets, rock-cliffs and, all together, a long barrier, and so to close a big extension of sea...

home