Università Roma Tre

The present program of study establishes, at its foundation, the recognition of the centrality of the aesthetic paradigm for the mind of the child and adolescent, from the point of view of cognitive, emotional, imaginative and perceptive development. The comparison with different forms of textuality (a poem, a novel, a philosophical dialogue), as well as images (a drawing, a painting, a sculpture) or musical or theatrical forms, has, in itself, the value of an 'exercise of reading, writing, listening and vision, introducing us to the worlds of art, its peculiar and different languages, having its own specificity and vocabulary, able to activate paths of education of the mind and the person that are very pedagogically fruitful. But it also constitutes a way of access to the cultural tradition, historically connoted, which through its symbolic form (as Cassirer wrote), finds the way to be communicated, transmitted, assimilated, constantly questioning us and thus placing ourselves in adialogical space, of responsiveness and encounter with texts, authors, traditions of thought.
The course of this year (2017-2018), will take place will focus on the trinomial dialogue / humanitas / education, placed at the base of the aesthetic experience.

H.G. Gadamer, Attualità del bello, Genova, Marietti, 2000.
M. Giosi, Attraversare i mondi dell’arte. Per una educazione estetica oggi, Bologna, Clueb, 2012. (eventualmente sostituito da un testo, sempre del Prof. Giosi, in via di pubblicazione).
Letture: T. Mann, La montagna incantata (trad.di E. Pocar), Milano, Mondadori, 1965 (o altre edizioni).
Laboratorio:
Sofocle, Antigone (a cura di D. Dal Corno, traduzione di R. Cantarella), Milano, Mondadori, 2017.

The present program of study establishes, at its foundation, the recognition of the centrality of the aesthetic paradigm for the mind of the child and adolescent, from the point of view of cognitive, emotional, imaginative and perceptive development. The comparison with different forms of textuality (a poem, a novel, a philosophical dialogue), as well as images (a drawing, a painting, a sculpture) or musical or theatrical forms, has, in itself, the value of an 'exercise of reading, writing, listening and vision, introducing us to the worlds of art, its peculiar and different languages, having its own specificity and vocabulary, able to activate paths of education of the mind and the person that are very pedagogically fruitful. But it also constitutes a way of access to the cultural tradition, historically connoted, which through its symbolic form (as Cassirer wrote), finds the way to be communicated, transmitted, assimilated, constantly questioning us and thus placing ourselves in adialogical space, of responsiveness and encounter with texts, authors, traditions of thought.
The course of this year (2017-2018), will take place will focus on the trinomial dialogue / humanitas / education, placed at the base of the aesthetic experience.

Texts:

H.G. Gadamer, Attualità del bello, Genova, Marietti, 2000.

M. Giosi, Attraversare i mondi dell’arte. Per una educazione estetica oggi, Bologna, Clueb, 2012. (eventualmente sostituito da un testo, sempre del Prof. Giosi, in via di pubblicazione).



Letture: T. Mann, La montagna incantata (trad.di E. Pocar), Milano, Mondadori, 1965 (o altre edizioni).



Laboratorio:

Sofocle, Antigone (a cura di D. Dal Corno, traduzione di R. Cantarella), Milano, Mondadori, 2017.