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Contemporary Humanism

International PhD Program & Research Network

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  • A PROPOS
    • Qui sommes-nous
    • La convention
    • Le comite de direction et le conseil académique
    • Les doctorants
    • Les anciens doctorants
    • Comment candidater
    • Intranet
    • Nous contacter
  • EVENEMENTS
    • Seminaires annuels
    • Initiatives de recherche
  • PUBLICATIONS
  • BLOG
  • Français
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Le Séminaire de 2025 – Humanisme de l’Espérance

 

Téléchargez ici le poster, le programme detaillé e les résumés.

 

 

Greetings

Francesco Bonini, Rector of LUMSA University (Italy) (video)

Caterina Fiorilli, Head of Human Studies Department of LUMSA University (Italy) (video)

 

Introduction

Stefano Biancu, Coordinator of the PhD program “Contemporary Humanism”, LUMSA University (Italy) (video)

 

Keynote lectures (click on the title to watch the video)

Bishop Paul Tighe, Vatican Dicastery for Culture and Education (Vatican City State), Humanism of Hope in the Age of Artificial Intelligence

Emmanuel Falque, Institut Catholique de Paris (France), Survival and Creation

Robyn Horner, Australian Catholic University (Australia), What Can the Humanist Hope for?

Fernando Arancibia Collao, Pontificia Universidad Católica de Chile (Chile), Common Good and Social Welfare

Zaida Borges  Charepe, Universidade Católica Portuguesa (Portugual), Hope and Integral Health: Nurturing a Human-Centered Approach

Chiara Pesaresi, Unversité Catholique de Lyon (France), Hors d’attente. Rethinking Hope with Henri Maldiney

 

PhD Students’ Presentations (click on the title to watch the video)

  • Enrico di Meo, LUMSA-ICP: Imaginative Variation on Power: Ricœur’s Take on Utopia
  • Gianluca Michelli, LUMSA: The Non-Person. Benveniste and Ortigues on the Role of the Third Person
  • Tomaso Pignocchi, LUMSA-ICP: Language and Emptiness. Toward a Non-Foundational Soteriological Epistemology
  • Orlando Garcia, ICP-LUMSA: Hope and the Total Value of Human Existence
  • Jan Juhani Steinmann, ICP-LUMSA: Disquiet, Freedom and Hope. On the Dialectics of Possibility and Impossibility
  • Sarah Horton, ICP-ACU: Maine de Biran on the Limits of Science and the Self
  • Carlo Maria Simone, UCP-LUMSA: Hope Beyond the Apocalypse: An Ovidian Myth in the Road by Cormac McCarthy
  • Alessia Cadelo, LUMSA-UCP: The Multidimensional Concept of Autonomy and Hope
  • François Deshors, UCLy-LUMSA: Postmodernity and Disenchantment: Hope Confronted with the Illusion of Omniscience
    with the Development of Artificial Intelligence
  • Jèrèmie Supiot, UCLy-LUMSA: What is Constructivism?
  • Costanza Vizzani, LUMSA-PUC: Surrogacy in the Feminist Debate
  • Cecilia Benassi, LUMSA: Pavel Florensky and Hope between Poetry and Apocalypse
  • Flavia Chieffi, LUMSA-UCLy: Hope as a Figure of Human Historicity: Time and History in Virgilio Melchiorre’s Philosophy
  • Giuseppe Vena, LUMSA: Some Notes for a Genealogy of Confession: Foucault and the Christian Alethurgy
  • Lorenza Zucchi, UCLy-LUMSA: Invisibility and Passibility of Aesthetic Experience: Perspectives from Michel Henry and Henri Maldiney
  • Giammarco Basile, LUMSA-PUC: Flaminio Piccoli, the DC and the South America
  • Francesco Marcelli, LUMSA: Hope and Optimism among Italian Catholic University Students during the Post-War Period
  • Matteo Mostarda, LUMSA: Enrico Mattei’s Approach to International Relations
  • Riccardo Maria Sciarra, LUMSA: The Long Road to the EPP: A Historical Analysis of Christian Democratic Cooperation in Europe
  • Victoria Bauer, LUMSA-UCLy: Hope in Philosophical Posthumanism
  • Federico Rudari, UCP-LUMSA: Disorientation and Movement in Anne Imhof’s Natures Mortes
  • Marco Valerio, LUMSA-UCP: Challenges in Integrating Civic and Citizenship Education and Education for Sustainable Development in Initial Teacher Education for Pre-Primary and Primary Education: Preliminary Findings from Two Italian Case Studies
  • Giacomo Chironi, PhD, LUMSA: Between Forgiveness and Hope

Le programme doctorale se présente

Le séminaire annuel de 2024

 

Rome, 2–5 Septembre 2024

 

Le séminaire a eu lieu à l’Université LUMSA dans le cadre du projet international New Humanism at the time of Neurosciences and Artificial Intelligence (NHNAI – coordonné par l’UCLy avec le soutien de la FIUC) et avec la collaboration de l’ ATEM. La dernière séssion s’est tenue à Notre Dame Rome.

 

Le programme et les info pratiques sono disponibles ici.

Le poster est ici

 

 

Greetings

 

Francesco Bonini, Rector of LUMSA University (Italy) (video)

Silvia Dall’Olio, Director of the University of Notre Dame Rome (USA) (video)

 

 

Introductions

 

Mathieu Guillermin, Coordinator of NHNAI project, Lyon Catholic University (France) (video)

Dominique Coatanea, President of ATEM, Facultés Loyola Paris (France) (video)

Stefano Biancu, Coordinator of the PhD program « Contemporary Humanism », LUMSA University (Italy) (video)

 

 

Keynote lectures (click on the title to watch the video)

 

Mario De Caro,University of Roma Tre (Italy), The problem of Freedom and today’s challenges

Dominique Lambert, University of Namur (Belgium), Ethics of AI

Thierry Magnin, Catholic University of Lille (France), Christian Thought, Humanism, AI and Neurosciences

Patricia Churchland, University of San Diego (USA), Neurosciences and Human Freedom

Fiorella Battaglia, University of Salento (Italy), Democracy and Education at the Time of AI and Neurosciences

Laura Palazzani, LUMSA-University of Rome (Italy), Health at the Time of AI and Neurosciences

 

 

PhD Students’ Presentations (click on the title to watch the video)

 

  • Marco Tassella, LUMSA-UCLy: The Paradox of Moral Luck: Testing Free Will and Responsibility Against Chance
  • François Deshors, UCLy-LUMSA: Human being and artificial intelligence: prospects and consequences of a hypothetical conflict
  • Alessia Cadelo, LUMSA-UCP: The power of algorithms to redefine human autonomy
  • Pierangelo Bianco, Lumsa-UCP: The search for Habitable Intelligence: George Lindbeck’s contribution to AI Debate
  • Giammarco Basile, LUMSA-PUC: Flaminio Piccoli, the DC and Centrist Democrat International (CDI) 
  • Francesca Fioretti, LUMSA- UCP: Promoting the development of competences for active citizenship in Italy: from school organization to classroom practices
  • Francesco Marcelli, LUMSA: Youth association and the training of the governing class: the case of Catholic university students in Italy and internationally
  • Matteo Mostarda, LUMSA: Integral Human Development in Enrico Mattei’s strategy for Italy
  • Marco Valerio, LUMSA-UCP: Learning to teach civic and citizenship education and education for sustainable development during pre-service teacher training
  • Costanza Vizzani, LUMSA-PUC: The theoretical foundations of the debate on reproductive technologies
  • Sarah Horton, ICP-ACU: Alienation and Self-Knowledge in Maine de Biran
  • Juhani Steinmann, ICP-LUMSA: The Coming God. Soteriological Figures in Kierkegaard, Nietzsche, and Heidegger
  • Federico Rudari, UCP-LUMSA: Embodied perception and spatial sense-making: from phenomenology to aesthetics
  • Tomaso Pignocchi, LUMSA-ICP: Language and soteriology: the concept of liberation in Wittgenstein and Buddhist philosophies
  • Orlando Garcia, ICP-LUMSA: Human freedom challenged by AI and neuroscience
  • Enrico Di Meo, LUMSA-ICP: Mechanism and Free Will: a possible Convergence Hypothesis
  • Flavia Chieffi, LUMSA-UCly: The role of «symbolic consciousness» in Virgilio Melchiorre’s philosophy
  • Cecilia Benassi, LUMSA: The embodiment of form – Symbolic between poetry and technology
  • Gael Trottmann-Calame, ICP- LUMSA: An all-too-modern modernity: a genealogical investigation

 

Humanités numériques et innovations éducatives (8 jun 2023)

 

Journée d’étude consacrée à l’exploration de pratiques éducatives innovantes et à la place occupée par les enseignants et les éducateurs qui se saisissent de la perspective des humanités numériques dans ces nouveaux rapports aux savoirs.

Plus d’informations ici: https://calenda.org/1067455

 

Le séminaire annuel de 2023

 

 

 

Rethinking (and Rebuilding) Trust in Contemporary Societies

20-25 August 2023

Australian Catholic University – Rome Campus

In-person and online event

 

 

 

 

 

Contemporary societies experience a widespread crisis of trust. Political, economic, scientific, educational, and religious institutions are increasingly affected by it. The protests against the vaccination for Covid-19, the abstention on the occasion of general and local elections, the increasingly widespread questioning of the opinion of the experts, the growing fortune of the various conspiracy theories, the polarization in the Church and in society, are just some symptoms of a transversal and radical crisis, potentially capable of undermining the very foundations of civil coexistence. Individual and collective existences are based, in fact, on trust. The Seminar will deal with questions like the following: What is trust? What does it mean to trust somebody at a personal or social level? How to rebuild trust?

 

Click here to download the programme.

Click here to the Proceedings of the Seminar (open access – external link).

 

The recordings of the presentations are available below.

*** Introduction ***

 

Philip Parker (ACU)

Opening Greetings

 

Stefano Biancu (LUMSA)

The Adventures of Trust, Confidence and Reliability – Why They Matter and why We should take care of Them

 

 

 *** Keynote Lectures ***

 

 

Robert Cheaib (UCLy)

Between religious faith and existential trust

 

 

Ronan Sharkey (ICP)

Conditions of Trust and Betrayal: rules, virtues and forms of life

 

 

Teresa Bartolomei (UCP)

Trust in the Unexpected

 

 

Peter Howard, Australian Catholic University (ACU)

« A paradise inhabited by devils »: reflections on trust in Renaissance Florence

 

 

Gabriella Agrusti & Valeria Damiani (LUMSA)

Building Communities of Trust through Civic and Citizenship Education

 

 

 

 *** Students’ Presentations ***

 

 

Victoria BAUER, LUMSA-UCLy (Philosophy and Religion), 2022-2025

A minimal Notion of the Human Being – Macintyre’s “Dependent Rational Animals”

 

 

Cecilia BENASSI, LUMSA (Philosophy and Religion), 2022-2025

Pavel Florenskij – His Life and Work

 

 

Filippo BENEDETTI, LUMSA-ACU (History), 2020-2023

Divine Trust and National Sovereignty: Democracy, Theocracy and Institutions in the Islamic Republic of Iran

 

 

Pierangelo BIANCO, LUMSA-UCP (Philosophy and Religion), 2021-2024

The Cultural-linguistic Argument for Faith in the thought of George Lindbeck

 

 

Silvia CONTI, LUMSA-ICP (Philosophy and Religion), 2020-2023

Rebuilding trust. The Texture of Values and Images in Iris Murdoch

 

 

Francesca FIORETTI, LUMSA-UCP (Education), 2021-2024

Democratic school governance and organizational trust

 

 

Christophe HERZOG, LUMSA-UCP (Literature-Culture Studies), 2020-2023

Not a Wager: the Real Presence as a Question of Trust in George Steiner

 

 

Dany LÓPEZ GONZÁLEZ, PUC-ACU (Education), 2020-2023

Enhancing Validity in Genre-Based Assessment of Lab Reports for Tertiary Physics

 

 

Federico RUDARI, UCP-LUMSA (Culture Studies-Philosophy), 2021-2024

Embodied perception and aesthetic sense-making: the mediation role of space and architectural narratives in exhibition practices.

 

 

Jan Juhani STEINMANN, ICP-LUMSA (Philosophy and Religion), 2022-2025

Be who you become. The Possible, Impossible, and Real in Kierkegaard, Nietzsche, and Heidegger.

 

 

Jérémie SUPIOT, UCLy-LUMSA (Philosophy and Religion), 2021-2024

How to (re)build trust between universities and society. An epistemological inquiry on trust in the construction of scientific facts

 

 

Marco TASSELLA, LUMSA-UCLy (Philosophy and Religion), 2021-2024

Enhancing Moral Decision-Making: an Alternative Route

 

 

Gael TROTTMANN-CALAME, ICP- LUMSA (Philosophy and Religion), 2022-2025

Renewing trust in life : Dionysus or the affirmation of the human possible.

 

 

Costanza VIZZANI, LUMSA-PUC (Philosophy and Religion), 2022-2025

Female Empowerment and New Technologies. The Ethical Issues of Surrogacy and Ectogenesis

 

 

 

La chair de Dieu (Emmanuel Falque)

 

Le 19 avril 2023, Emmanuel Falque, professeur de philosophie à l’Institut Catholique de Paris,  a donné un séminaire sur « La chair de Dieu ».

 

Humanités numériques et innovations éducatives

Journée d’étude – 8 juin 2023 – MSH Paris Nord

 

Au cours des dernières années, les technologies numériques ont pénétré massivement les pratiques scolaires (Aillerie, 2017). La crise sanitaire vécue à l’échelle mondiale au début des années 2020 a contribué à accélérer ce phénomène. De l’école maternelle à l’université, les technologies sont aujourd’hui mises au service de la collaboration, de l’exploration ou du partage de connaissances, mais aussi du développement de pratiques hybrides ou à distance (Bihl, 2020 ; Trémion, 2019 ; Dagiral, 2011). Ce faisant, elles renouvellent des approches de la forme scolaire qui semblaient presque figées depuis Jean-Baptiste De La Salle, offrant notamment des opportunités pour mieux prendre en compte les besoins spécifiques ou particuliers des élèves (Barchechath, Magli & Winkin, 2016 ; Vincent, Courtebras & Reuter, 2012). Du côté de la recherche universitaire, ces technologies facilitent également l’analyse de corpus de données numériques et instrumentent l’enquête sur le terrain (Bourgatte & Jacobi, 2019 ; Sensevy, Kuster, Hélary & Lameul, 2005).

Ces pratiques numériques, souvent qualifiées d’innovantes, génèrent des attentes fortes de la part des institutions scolaires et universitaires (Cros, 2002). Les discours institutionnels et les curricula qui en découlent insistent sur la nécessité de l’acquisition d’une culture numérique minimale permettant de mettre en place des projets ou encore de repenser sa pédagogie. Pour autant, les usages scolaires et universitaires du numérique sont loin de faire consensus : des débats et des tensions demeurent. Ainsi, la technique peut aussi être envisagée comme un frein aux apprentissages. Sa maîtrise n’est pas toujours ni aisée ni neutre, elle ne répond pas toujours à des besoins réels, elle nécessite des investissements économiques ou pose des questions éthiques. Des controverses entourent également les usages éducatifs du numérique, quant à leur valeur ajoutée (est-elle significative ou seulement cosmétique ?) ou les conséquences possibles de leur usage intensif (baisse de l’attention et des capacités de concentration par exemple).

Plusieurs paradigmes scientifiques et éducatifs tentent d’apporter des réponses à ces questions. Parmi eux, celui des humanités numériques occupe une place particulière (Bourgatte & Tessier, 2022 ; Tessier, 2020 ; Morandi, 2017). Les humanités numériques ne constituent pas à proprement parler une discipline nouvelle, dotée d’une didactique propre, mais proposent plutôt un réagencement transdisciplinaire. ayant un impact sur la pratique des Lettres, Langues, Sciences Humaines et Sociales (LLSHS) (Bourgatte, Ferloni & Tessier, 2016). Les chercheur·e·s engagé·e·s dans ce mouvement tentent d’articuler pratiques innovantes et regard critique sur le numérique, de renouveler les formes de la recherche et de l’enseignement de leurs disciplines sans pour autant perdre de vue les objectifs fondamentaux des humanités (Berra, 2015 ; Doueihi, 2015). Elles posent, au sens fort, la question de la revitalisation du projet humaniste en évitant l’écueil d’un techno-enthousiasme naïf, mais aussi celui d’une diabolisation caricaturale du numérique. Elles soutiennent au contraire l’intégration des technologies dans l’espace de la recherche et de l’enseignement. Pour autant, les humanités numériques ne sont pas exemptes d’interrogations et de critiques : sont-elles adaptées à l’ensemble des parcours scolaires ou sont-elles réservées à l’enseignement supérieur et aux sciences humaines ? Constituent-elles une véritable rupture dans l’enseignement des LLSHS et une nouvelle manière d’introduire les technologies à l’école et l’université ou ne sont-elles qu’un nouveau prétexte pour la numérisation des enseignements ? (Blanc, 2017 ; Crouzier, 2015 ; Meunier, 2019 ; Tessier, 2020).

Cette journée d’étude, intitulée « Humanités numériques et innovations éducatives », sera consacrée à l’exploration des pratiques éducatives innovantes et à la place occupée par les enseignants et les éducateurs qui se saisissent de la perspective des humanités numériques dans ces nouveaux rapports aux savoirs. Favorisant les échanges interdisciplinaires, l’appel à communication s’adresse aux chercheur·e·s et aux doctorant·e·s en LLSHS travaillant sur les questions des humanités numériques et de l’innovation éducative. Ces questions pourront s’articuler autour de plusieurs thématiques :

  • Les Humanités numériques dans les curricula scolaires et universitaires
  • Innovations technologiques dans la formation initiale et continue
  • Évolutions contemporaines de la forme scolaire et technologies numériques
  • Culture numérique, innovations et inclusion
  • Perspectives et comparaisons internationales en humanités numériques
  • Approches critiques de l’innovation à l’école et à l’université
  • Etude et mobilisation des médias numériques à l’école et à l’université

 

Pour plus d’informations cliquez ici.

Dialogue between Judaism and Christianity in George Steiner (Christophe Herzog)

 

George Steiner  is «a secular Jew […] on reading terms with the major Christian theologian and writers […]. As a Jew he combines knowledge of things Jewish with an unusual sensitivity to things Christian.»[1]

 

George Steiner’s work can be considered a long soliloquy, sometimes criticized for its excessive assertiveness, obsessivity and rhetoricity. In it, style arguably compensates for argumentative lack. However, the overwhelming amount of critical response to it unambiguously expresses its dialogical potential beyond mere ephemeral polemics. Therefore, nowadays no sound approach to his thinking can omit the relevance of a dialogical principle[2] at work in his writings. Such a principle involves three different layers (religious, cultural and literary) which are always invoked by Steiner, and whose interaction he always strongly avows for.

First of all, religion is a constant concern throughout Steiner’s career. Directly or implicitly, he continuously interrogates himself and Western civilization about the possibility of any ethic or aesthetic proposal of meaningful existence and experience (including therefore both life and art) after the Shoah. In his theory or redefinition of culture, a particular idea is obsessively repeated:

 

It will not, I believe, be possible for European culture to regain its inward energies, its self-respect, so long as Christendom is not made answerable to its own seminal role in the preparation of the Shoah (the Holocaust); so long as it does not hold itself to account for its cant and impotence when European history stood at midnight. In one perspective, such questions are of another dimension than those which pertain to literacy. In another, they are inseparable.[3]

 

Such a declaration needs not be read as an accusation, but rather as an injunction or a cry for the necessity of dialogue, as the choice of the word «answerable» instead of responsible suggests.

I therefore intend to interpret Steiner’s redefinition of culture as the expression of a want of dialogue and to observe how he himself tries to face the challenge he sets on European culture in his conception of literary language. To him, words and texts are inhabited and manifest “presences”. Yet he insists on denying any of the interpretative theories we can associate with the linguistic turn of the XXth  century the ability to account for those inherent presences. Only a consideration of underlying religious forms of textuality within our approach to the text can provide us with the tools to detect those presences. Particularly, within the Western world, Steiner posits that our interpretative methods are still determined by Jewish and Christian exegetical practices.[4] While differing in their premises and subsequent approach to the notion of presence, both traditions are now, especially since the Shoah, faced with the hermeneutic dilemma.[5]

According to Steiner, when apprehending literary meaning, during the process of reading, both the Judaic presumption of presence in which a living dialogue can take place and a Christian predisposition towards an encounter with a real presence cohabit.[6] The dialogical principle therefore becomes action and practice. Steiner’s own works of literary criticism display a practical translation of this theoretical principle. In Tolstoy or Dostoevsky, e.g., the subtitle voices the revindication of a particular genre and method (“An Essay in the Old Criticism”) while a “dialogue in the living presence” of the author is announced by the title. This can be interpreted, within Steiner’s terminology, as a Judaic rooted approach. Nevertheless, throughout most of the text of his first major works, Steiner’s focus is set more on the relationship between the author and his characters than on the author himself. Moreover, it is through this relationship that the author’s presence emerges and is eventually communicated. On the other hand, in Antigones Steiner’s perspective shifts towards the mythical character to whom Steiner attributes a real presence in an analogically Christian sacramental sense, beyond the unending and unachieved series of rewritings and reinterpretations it keeps giving birth to. Yet, once again, it is not the character in herself which constitutes the object of the book, but its reinvention or recreation through the work of authors, philosophers, translators and critics. Thus, within the interpersonal process by which a mythical figure comes to exist as a semantic relationship, we glimpse something like a synthesis of Judaic and Catholic textualities at work.

My assumption is that such dialogue is possible because Steiner’s perspective is profoundly personalist. One could nevertheless asks why he somehow needs or feels compelled to turn to Christian concepts at a certain stage of his career. He justifies it himself by his sense of a “blind zone” or limit, deriving from the iconoclasm and legalist rationalism that characterize the work of Jewish scholars in the XXth century[7]. As he indicates, all the protagonists of the Sprachkrise (Kraus, Chomsky, Wittgenstein, Jakobson, Derrida) «have been Jews or of Jewish origins.» Together with Freud, Marx and Lévi-Strauss, «modern Judaism has mutinied against its patriarchal-paternalistic legacy of textual prepotence» and thus denied its identity as People of the Book. Once the existence of God, of beginnings and the equations between name and substance are put in question, any text loses its potential to be a “dialogue in the living presence” and does not carry any intentionality. The very process of meaning, namely that by which meaning generates meaning, is undermined. Precisely in order to restore meaning to meaning Steiner summons Christianity through the borrowing of the real presence concept.

As readers we thus face two Steiners: a theoretician of culture who insists on pointing at an apparently unsolvable problem at the roots of our contemporary “post-culture” (a problem that excludes all “final” solutions but constantly confesses its need to be unfolded in constructive dialogue) whereas, on the other hand, his practice of literary criticism faces it directly to the extent of integrating it into his method. The encounter with meaning thus necessarily implies an encounter with the other, since it is through the Christian interface of the real presence that the verb “to be” can be re-attributed some sort of content. Literary reception and experience are thus granted back characteristics such as an apprehension of presence, a living in the presence as dialogical existence, which properly belong to the field of religion and, originally, to Biblical Judaism (the historical common trunk of both Christianity and Rabbinic Judaism).

Steiner’s transdisciplinary prose enacts a deep interreligious dialogue of which his persona becomes the stage. A stage that metonymically represents our culture, within which a religious polyphony takes place. Instead of deconstruction, what we hear at work in his apparently monological prose is a dramatic and agonic attempt at reconstruction of what should properly be called a Judeo-Christian approach to meaning. No doubt that read in this way, Steiner’s work constitutes a precious contribution to the dialogical and transdisciplinary humanistic vision of culture avowed by Pope Francis in Veritatis Gaudium. So be it, for the «love for truth» (Evangelii Gaudium, 250).

 

 

 

[1] R. P. Carroll: «Toward a Grammar of Creation: On Steiner the Theologian» in Scott, Nathan Jr. and R. A. Sharp (eds.), Reading George Steiner, Baltimore and London: The Johns Hopkins Press, 1994, pp. 267-269.

[2] .See T. Todorov, Mikahïl Bakhtine. Le principe dialogique. Paris: Seuil, 1981.

[3] See the 1996 preface to No Passion Spent Essays 1978-1996. London: Faber and Faber, 1996

[4] G. Steiner. Real Presences. Chicago : University of Chicago Press, 1989, pp. 41-44: «In Judaism, unending commentary and commentary upon commentary are elemental. Talmudic exegesis exfoliates into uninterrupted study of and commentary on the Talmud. […] Hermeneutic unendingness and survival in exile are, I believe, kindred. […]This reading without end represents the foremost guarantee of Jewish identity. […] The rabbinic answer to the dilemma of the unending commentary is one of moral action and enlightened conduct. […] Note the radical difference between Catholic and Judaic textuality. There is no temporal singularity, no enigma of historicity […] in the Judaic sense of the Creation and of the Mosaic reception and transmission of the Law. There is a strict, utterly mysterious temporality in the coming and ministry of Christ. […] To achieve finalities of meaning one must punctuate (the very term is that of the ‘full stop’).»

[5] G. Steiner: «The Long Life of Metaphor» Encounter, February 1987, pp. 55-61: «In Christian theology, the question as to whether there is a mode of human language in which to speak adequately of God is a classical and perennial motif. […] In Judaism, this problem of linguistic epistemology or hermeneutic theology, has not been prominent. Indeed, the very notion of “theology”, in the post-Pauline, post Johannine, and post Augustinian sense, has no real counterpart in Jewish religious feeling. The most authentic and lasting strength in Jewish sensibility is not a reflection or metaphysical discourse on the nature and attributes of God, but rather a “living in His presence”. From Abraham onward, there has been a covenant of dialogue between the believing Jew and God. In this dialogue, the problem of language does not really obtrude. As, perhaps, in no other faith, the God of Abraham and Moses, and those whom He has chosen to speak to, individually and as a community, share the same language. We can almost define the language-world of Judaism in relation to God as one of idiomatic affinity. One of the consequences of the Shoah (the Holocaust) is to have transported (violently, irreparably) into Judaism, both religious and secular, the hermeneutic dilemma.»

[6] G. Steiner. Real Presences, op. cit., pp. 214-215: «This essay argues a wager on transcendence. It argues that there is in the art-act and its reception, that there is in the experience of meaningful form, a presumption of presence. […] These convictions are, as current linguistic philosophy puts it […] “verification transcendent”. […] There is a sense in which no human discourse, however analytic, can make final sense of sense itself. But my wager must be made more specific. I am wagering, both in a Cartesian and a Pascalian vein, on the informing pressure of a real presence in the semantic markers which generate Oedipus the King or Madame Bovary.»

[7] See G. Steiner, «A Responsion», in Scott, Nathan Jr. and R. A. Sharp, op. cit., pp. 280-281: «the legacy of iconoclasm, of juridical rationalism in Judaism inhibits an idiom that endeavours to come nearer the transcendent possibility, the otherness of informing unreason in the arts. In trying to hammer out some perception, however rudimentary, into the paradoxes of real presence as we meet with them in the aesthetic, I found myself resorting to the pulse of metaphor, to the analytics of mystery in the Augustinian, Thomist, and Pascalian semantics and aura.»

 

Christophe Herzog is a PhD Student in Contemporary Humanism at Lumsa University (curriculum Literature). Paper presented at the Conference “Dialogo a tutto campo” organised by the Catholic Forum Roma.

Le séminaire annuel de 2022

 

The 2022 Annual Seminar took place on 5-9 September in Lisbon, hosted by the Catholic University of Portugal (UCP), under the umbrella title « Integral Human Development ».

 

Integral Human Development (IHD) is a concept first coined by Pope Paul VI in his Encyclical Populorum progressio signaling that the focus of development should be in “the development of each man and of the whole man” (n. 14). Pope Francis has renewed this intention for a focus on IHD by encouraging to seek ways that « may better meet the needs of the men and women whom they are called to serve ». In institutional terms, the creation of a Dicastery of Integral Human Development bringing together all the activity related to this theme is a strong affirmation of a renewed attention to the field.

 

In line with this focus on IHD, the 2022 annual seminar of the International PhD Program & Research Network Contemporary Humanism in cooperation with the Postdoc-Fellowship Program in Integral Human Development at UCP aimed at discussing issues concerning the three main areas of concern in IHD: Faith and Integral Development, Fringes of Humanity and Care of Creation.

 

The seminar allowed to enrich the research frameworks and insights around the multiple dimensions of integral human development by challenging society’s preconceptions of development, poverty and inequality and debating knowledge on concepts, notions and realities of the world we live in.

 

On the assumption that “authentic development is the development that makes every person ‘more human’ and seeks to promote the good of the whole person and of every person”, the seminar aimed at understanding what a New and Contemporary Humanism might mean and how it could help to transform 21st century’s culture and society.

 

Keynote Speakers:

Andrew McKenzie-McHarg (Australian Catholic University): “Modes of Understanding the Margins”

Michael Bourgatte  (Institut Catholique de Paris): “Video Empowerment in the Digital Age”

Chiara Pesaresi (Université Catholique de Lyon): “A Philosophical Perspective on Integral Human Development in the Light of Vulnerability”

João Duque (Universidade Católica Portuguesa): « Monist post-humanism or analogical new humanism? »

Alejandra Carrasco (Pontificia Universidad Católica de Chile): “Justice, Respect and Care »

 

A selection of the presented papers:

Tiago Abalroado_Value Creation in The Strategic Management of Church Social Institutions In Portugal

Rajat Denzil Acharya_Philosophy, Education, and Integral Human Development

Maxime Begyn_Absolute and otherness: a given space for human being to grow

Filippo Benedetti _The Islamic Revolution of 1979: the Last Revolution of the 20th Century

Pierangelo Bianco_The Word and the World for an Integral human development in George Lindbeck’s Postliberal Theology

Alessandra Boscolo_Active, bodily experience Mathematics learning activities. Practices and beliefs of Italian and Australian teachers

Francesca Fioretti_Strategic leadership in the construction of a Whole-School Approach for Citizenship

Christophe Herzog_Behind, Through and Beyond the Literary Character: the Person as Real Presence in George Steiner

Jessica Humbert_From equality to fraternity, with Gabriel Marcel

Alexandra Pereira_Nepali Female Migrants From the First and Second Generations in Portugal: Integration and Discrimination Issues

Filipa Machado Rodrigues_The Human Face of Science: What are People (in Academia) for?

Cecilia Sabato_STI2MA, proposal of new curricula for the primary school cycle: from overcoming “mathematical illiteracy” to education for Green Transition

Sebastian Schwibach_Mysticism and Subjectivity in Elémire Zolla’s Thought

Marco Tassella_Enhancing free will? New perspectives on Moral Artificial Intelligence

Gian Vito Zani_Röpke: an Alternative Route

 

Open classroom climate. Dialogue as a tool for the development of citizenship skills (Francesca Fioretti)

 

Schools and classrooms are “communities of practice” (Torney-Purta et al., 2007), where students can experience and practice democracy (Flanagan, 2013; Nieuwelink et al., 2016; Maurissen et al., 2018), and where they gain participatory skills in debates and collaborative decision-making processes (Godfrey et al., 2014). In this scenario, words become tools for knowledge acquisition and they represent a bridge of shared meanings, through which it is possible to act both on the level of knowledge’s active co-construction by students and on the level of citizenship education (Ferrero, 2021).

Dialogic pedagogies emphasize the word’s role as a conduit for relationships and cultural transmission. It has been shown how the human unfolding is founded on possession of language as a means of participation in democratic life, because the individual realizes himself only if he can dialogue with others (Granata, 2018). The ability to communicate is closely linked to the ability to listen: in particular, one of the conditions for dialogue to take place is active listening, that requires the overcoming of an egocentric perspective and an emotional neutrality to the listener, as his positive or negative emotions may alter communication’s interpretation (Merritt, 2021). Through such elements, what Buber (1993) calls “authentic dialogue” is realized, i.e. the form of dialogue where each participant understands the others in their uniqueness and, in this way, creates a living reciprocity (Buber, 1993) and a state of intersubjectivity (Rommetveit, 1985; Wells, 2006).

Thus, dialogue is configured as a tool for the development of citizenship skills and democratic values in the learning environment, because it allows to create a classroom climate characterized by free and respectful sharing of opinions among students and teacher (Scheerens, 2009; Scheerens, 2011; Torney-Purta and Amadeo, 2011; Torney-Purta and Barber, 2011; Reichert et al., 2018). Specifically, open classroom climate could be defined as the atmosphere in the classroom (Scheerens, 2016) and it represents the major element for the development of critical consciousness, since it permits students to improve the awareness of themselves as active members of a civil society (Godfrey and Grayman, 2014). A relevant body of research demonstrates how open classroom climate, measured by students’ individual perceptions, enables them to improve «a sense of themselves as members of a political community and as effective civic actors in that community, developing a sense of efficacy because proximate authorities listen and pay attention to them» (Flanagan et al., 2007, p. 423).

This aspect has been investigated in every civic and citizenship education’s survey conducted by the International Association for the Evaluation of Educational Achievement (IEA) from 1971 to 2016. In these studies, a positive correlation between an open classroom climate and students’ civic knowledge outcomes has been established (Campbell, 2008; Schulz et al., 2010; Schulz et al., 2016). The 2016 International Civic and Citizenship Education Study (ICCS) survey confirms how students’ perceptions of openness to dialogue at school have a direct impact both on citizenship skills and knowledge and on the willingness to engage in public activities. Data indicate a positive perception of a supportive climate to discussion within schools, with average values across the 24[1] participating countries in the ICCS 2016 study between 44% and 85% (Schulz et al., 2016) for the various aspects examined[2] in the student questionnaire.

In accordance with these studies, the open and democratic classroom climate coincides especially with the opportunity to freely debate contentious issues in class, accepting others’ different viewpoints. In this way, it is possible to act on the perception of the student who feels he can express his thoughts in a climate of mutual respect and active listening, even in the presence of an asymmetrical relationship such as the one with the teacher. Thus, teachers, through the systematic use of classroom debate, can create chances for conversation, and support students’ engagement and motivation in the learning process (Maurissen et al., 2018). Consequently, the school becomes the primary environment where the students feel to be effective members of a community and develop a civic identity. Attention must be paid to the relational dimension not only because it contributes to the subject’s well-being, but also because it holds the learning potential that must be identified and recognized (Castoldi, 2011).

 

References

Buber, M. (1993). Il principio dialogico e altri saggi. San Paolo.

Campbell, D. E. (2008). Voice in the classroom: How an open classroom climate fosters political engagement among adolescents. Political behavior, 30(4), 437-454.

Castoldi, M. (2011). Progettare per competenze. Percorsi e strumenti. Carrocci.

Ferrero, V. (2021). Prender parola. Il dialogo come strumento educativo e l’insegnante come facilitatore per costruire una classe-comunità inclusiva. Riflessioni a partire dalle pedagogie della parola e del dialogo e dalla Philosophy for Children. Annali online della Didattica e della Formazione Docente, 13(22), 88-103.

Flanagan, C. A. (2013). Teenage citizens. In Teenage Citizens. Harvard University Press.

Flanagan, C. A., Cumsille, P., Gill, S., & Gallay, L. S. (2007). School and community climates and civic commitments: Patterns for ethnic minority and majority students. Journal of Educational Psychology, 99(2), 421–431.

Godfrey, E. B., & Grayman, J. K. (2014). Teaching citizens: The role of open classroom climate in fostering critical consciousness among youth. Journal of youth and adolescence, 43(11), 1801-1817.

Granata, A. (2018). La ricerca dell’altro. Prospettive di pedagogia interculturale. Carrocci.

Maurissen, L., Claes, E., & Barber, C. (2018). Deliberation in citizenship education: How the school context contributes to the development of an open classroom climate. Social Psychology of Education, 21(4), 951-972.

Merritt, M. R. (2021). Active Listening in the Diverse Roles of International School Leaders. IMCC Journal of Science, 1(2), 115-130.

Nieuwelink, H., Dekker, P., Geijsel, F., & ten Dam, G. (2016). “Democracy always comes first”: Adolescents’ views on decision-making in everyday life and political democracy. Journal of Youth Studies, 19(7), 990-1006.

Reichert, F., Chen, J., & Torney-Purta, J. (2018). Profiles of adolescents’ perceptions of democratic classroom climate and students’ influence: The effect of school and community contexts. Journal of youth and adolescence, 47(6), 1279-1298.

Rommetveit, R. (1985). Language acquisition as increasing linguistic structuring of experience and symbolic behavior control. In J. V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 183-204). Cambridge University Press.

Schulz, W., Ainley, J., Fraillon, J., Kerr, D., & Losito, B. (2010). ICCS 2009 International Report: Civic Knowledge, Attitudes, and Engagement among Lower-Secondary School Students in 38 Countries. International Association for the Evaluation of Educational Achievemen. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.

Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G. (2016). IEA International Civic and Citizenship Education Study 2016 Assessment Framework. Amsterdam: IEA.

Scheerens, J. (Ed.). (2009). Informal learning of active citizenship at school: An international comparative study in seven European countries (Vol. 14). Springer Science & Business Media.

Scheerens, J. (2011). Indicators on informal learning for active citizenship at school. Educational assessment, evaluation and accountability, 23(3), 201-222.

Scheerens, J. (2016). Educational effectiveness and ineffectiveness. A critical review of the Knowledge Base. Springer.

Torney-Purta, J., Barber, C. H., & Wilkenfeld, B. (2007). Latino adolescents’ civic development in the United States: Research results from the IEA Civic Education Study. Journal of Youth and Adolescence, 36(2), 111–125.

Torney-Purta, J., & Amadeo, J.-A. (2011). Participatory niches for emergent citizenship in early adolescence: an international perspective. The Annals of the American Academy of Political and Social Science, 633(1), 180–200.

Wells, G., & Arauz, R. M. (2006). Dialogue in the classroom. The journal of the learning sciences, 15(3), 379–428.

 

[1] Belgium (Flemish), Bulgaria, Chile, Chinese Taipei, Colombia, Croatia, Denmark, Dominican Republic, Estonia, Finland, Hong Kong SAR, Italy, Korea, Republic of Latvia, Lithuania, Malta, Mexico, Netherlands, North Rhine-Westphalia (Germany), Norway, Peru, Russian Federation, Slovenia, Sweden.

[2] Some of these aspects are teachers’ encouragement of students to develop and express their own opinions, and teachers’ tendency to present different views on the topics.

 

Francesca Fioretti is a PhD Student in Contemporary Humanism at Lumsa University (curriculum Education).

Paper presented at the Conference “Dialogo a tutto campo” organised by the Catholic Forum Roma.

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