Visualizzazione post con etichetta etica. Mostra tutti i post
Visualizzazione post con etichetta etica. Mostra tutti i post

martedì 5 settembre 2023

L'ETICA DEL CAMMINO - ETHICS OF WALKING - L'ÉTHIQUE DE LA MARCHE - LA ÉTICA DEL CAMINAR


 it - en - fr - es

L’UMANESIMO DEL DOMINIO

 È UN UMANESIMO SENZA FUTURO

 

L’Occidente ha due radici: il mondo greco e la tradizione giudaico-cristiana. Per quanto dischiudano orizzonti completamente diversi, entrambi descrivono un mondo dotato di ordine e stabilità. Ma noi viviamo nell’età della tecnica. È finito l’incanto del mondo tipico degli antichi. È finito anche il disincanto dei moderni, che ancora agivano secondo un orizzonte di senso e un fine. La tecnica non tende a uno scopo, non apre scenari di salvezza, non svela la verità: la tecnica funziona. L’etica, come forma dell’agire in vista di fini, celebra la sua impotenza. Il mondo è ora regolato dal fare come pura produzione di risultati. L’unica etica possibile, scrive Umberto Galimberti, è quella del viandante. A differenza del viaggiatore, il viandante non ha meta. Il suo percorso nomade, tutt’altro che un’anarchica erranza, si fa carico dell’assenza di uno scopo. Il viandante spinge avanti i suoi passi, ma non più con l’intenzione di trovare qualcosa, la casa, la patria, l’amore, la verità, la salvezza. Cammina per non perdere le figure del paesaggio. E così scopre il vuoto della legge e il sonno della politica, ancora incuranti dell’unica condizione comune all’umanità: come l’Ulisse dantesco, tutti gli uomini sono uomini di frontiera. Oggi l’uomo sa di non essere al centro. L’etica del viandante si oppone all’etica antropologica del dominio della Terra. Denuncia il nostro modello di civiltà e mette in evidenza che la sua diffusione in tutto il pianeta equivale alla fine della biosfera. L’umanesimo del dominio è un umanesimo senza futuro. Il viandante percorre invece la terra senza possederla, perché sa che la vita appartiene alla natura. Così ci guida Galimberti: “L’etica del viandante avvia a questi pensieri. Sono pensieri ancora tutti da pensare, ma il paesaggio da essi dispiegato è già la nostra instabile, provvisoria e incompiuta dimora”.

Galimberti, L'etica del viandante, Feltrinelli editore, settembre 2023

  

The humanism of domination is a humanism without a future.

The West has two roots: the Greek world and the Judeo-Christian tradition. Although they open up completely different horizons, both describe a world endowed with order and stability. But we live in the age of technology. Gone is the enchantment of the world typical of the ancients. Gone also is the disenchantment of the moderns, who still acted according to a horizon of meaning and purpose. Technique does not tend toward a purpose, does not open up scenarios of salvation, does not unveil truth: technique works. Ethics, as a form of acting in view of ends, celebrates its impotence. The world is now governed by doing as pure production of results. The only possible ethics, writes Umberto Galimberti, is that of the wayfarer. Unlike the traveler, the wayfarer has no destination. His nomadic journey, far from an anarchic wandering, takes on the absence of purpose. The wayfarer pushes his steps forward, but no longer with the intention of finding something, home, homeland, love, truth, salvation. He walks in order not to miss the figures of the landscape. And so, he discovers the emptiness of law and the sleep of politics, still heedless of the one condition common to humanity: like Dante's Ulysses, all men are frontiersmen. Today man knows he is not at the center. The ethics of the wayfarer opposes the anthropological ethics of earth domination. It denounces our model of civilization and points out that its spread across the planet is equivalent to the end of the biosphere. The humanism of domination is a humanism without a future. Instead, the wayfarer travels the earth without owning it, because he knows that life belongs to nature. Thus, Galimberti guides us, "The ethics of the wayfarer initiates these thoughts. They are thoughts yet to be thought, but the landscape unfolded by them is already our unstable, provisional and unfinished dwelling."

 

L'humanisme de la domination est un humanisme sans avenir.

L'Occident a deux racines : le monde grec et la tradition judéo-chrétienne. Bien qu'elles ouvrent des horizons totalement différents, elles décrivent toutes deux un monde où règnent l'ordre et la stabilité. Mais nous vivons à l'ère de la technologie. L'enchantement du monde propre aux anciens a disparu. Le désenchantement des modernes, qui agissaient encore en fonction d'un horizon de sens et de finalité, a lui aussi disparu. La technique ne tend pas vers une finalité, elle n'ouvre pas de scénarios de salut, elle ne révèle pas la vérité : la technique fonctionne. L'éthique, comme forme d'agir en vue de fins, célèbre son impuissance. Le monde est désormais régi par le faire comme pure production de résultats. La seule éthique possible, écrit Umberto Galimberti, est celle du voyageur. Contrairement au voyageur, le voyageur n'a pas de destination. Son voyage nomade, qui n'est autre qu'une errance anarchique, est dépourvu de but. Le voyageur pousse ses pas en avant, mais non plus dans l'intention de trouver quelque chose, un foyer, une patrie, l'amour, la vérité, le salut. Il marche pour ne pas perdre les figures du paysage. Il découvre ainsi la vacuité du droit et le sommeil de la politique, toujours oublieux de la seule condition commune à l'humanité : comme l'Ulysse de Dante, tous les hommes sont des hommes de la frontière. Aujourd'hui, l'homme sait qu'il n'est pas au centre. L'éthique du voyageur s'oppose à l'éthique anthropologique de la domination terrestre. Elle dénonce notre modèle de civilisation et rappelle que son extension sur la planète équivaut à la fin de la biosphère. L'humanisme de la domination est un humanisme sans avenir. Au contraire, le voyageur marche sur la terre sans la posséder, parce qu'il sait que la vie appartient à la nature. C'est ainsi que Galimberti nous guide : "L'éthique du voyageur initie ces pensées. Ce sont des pensées à penser, mais le paysage qu'elles dessinent est déjà notre demeure instable, provisoire et inachevée".

 

El humanismo de la dominación es un humanismo sin futuro.

Occidente tiene dos raíces: el mundo griego y la tradición judeocristiana. Aunque abren horizontes completamente distintos, ambas describen un mundo con orden y estabilidad. Pero vivimos en la era de la tecnología. Atrás ha quedado el encanto del mundo típico de los antiguos. También ha desaparecido el desencanto de los modernos, que aún actuaban según un horizonte de sentido y finalidad. La técnica no tiende a una finalidad, no abre escenarios de salvación, no revela la verdad: la técnica funciona. La ética, como forma de actuar con vistas a fines, celebra su impotencia. El mundo se regula ahora por el hacer como pura producción de resultados. La única ética posible, escribe Umberto Galimberti, es la del caminante. A diferencia del viajero, el caminante no tiene destino. Su viaje nómada, cualquier cosa menos un vagabundeo anárquico, adquiere la ausencia de un propósito. El caminante empuja sus pasos hacia adelante, pero ya no con la intención de encontrar algo, el hogar, la patria, el amor, la verdad, la salvación. Camina para no perder las figuras del paisaje. Y así descubre el vacío de la ley y el sueño de la política, todavía desatento a la única condición común a la humanidad: como el Ulises de Dante, todos los hombres son hombres de frontera. Hoy, el hombre sabe que no está en el centro. La ética del caminante se opone a la ética antropológica de la dominación de la tierra. Denuncia nuestro modelo de civilización y señala que su extensión por el planeta equivale al fin de la biosfera. El humanismo de la dominación es un humanismo sin futuro. En cambio, el caminante recorre la tierra sin poseerla, porque sabe que la vida pertenece a la naturaleza. Así nos guía Galimberti: "La ética del caminante inicia estos pensamientos. Son pensamientos aún por pensar, pero el paisaje que despliegan es ya nuestra morada inestable, provisional e inacabada".

 

martedì 29 novembre 2016

ETHICS IN SCHOOL - ETICA A SCUOLA

The ethics in school

By  dr.Vincenza Conserva – AIMC - Italia

In the Italian pedagogical literature we can mention Elio Damiano about an ethics matter.
In 2007  "The ethical teacher" is releaced, in this book he address issues relating to the teaching profession from various points of view, because this profession is to build and outline in relation to students, to families, to the socio-cultural context but also to colleagues, the head teacher, the professionals of the school.
The "common sense of crisis" can only lead, or should lead, to research or reconstruction of a frame of meaning or reference values ​​which will ferry and overcome the crisis of contemporary society.
In a school where knowledge is not simply transmitted, but built and rebuilt in the small school community, knowledge is not an object in itself, but it comes to determining the personal reconstruction of the subject which is not neutral, as Damiano says "the reconstruction of cultural objects" is a privileged right, socially legitimized by an anthropological project on young people.
Since 1980 we see in Western countries to a proliferation of conferences and essays on ethics applied to various fields of knowledge, environmental ethics, bioethics etc. There is a large debate on the answers to the "school crisis" and research highlights "the thick of the action extent moral teacher".

Damiano reminds us that, although in relativistic terms, "every age and every culture have their own, irreducible, ethic (or moral)", but the analysis of the company, its people and its knowledge, you will reach the foundation of an "ethic of responsibility", "ethic adequate to development places education post-modern problems". ........ 



Italia: ETHICS AND VIRTUES IN PERSONAL AND PROFESSIONAL LIFE OF THE TEACHERS - ETICA E VIRTÙ' NELLA VITA E NELLA PROFESSIONE

From rules

 to responsablity….

By Italo Bassotto – AIMC Italia


It’s a general point of view among the researchers in sociological matters, that teaching is no more a job like other work activities, but a “profession” and that the teachers belong to the “reflective practitioner category” of workers. It means that teachers are involved in a particular kind of relationship’s system, whose most important characteristics to be absolutely free (and for this reason, responsible) of their own attitudes in respect of students, parents and society.
               Man could argue that responsibility is a characteristic of every job in this time, when the Taylor stand Fordism[1]  principles of scientific division of work have been abandoned and the production systems are more and more entrusted to the individual (or of small groups) competence.  But the specific characteristic of the teaching work is that consists in establishing and manage human relationships, and particularly thatching of human relations called “take care”, not only in a physical sense (security, health, ), but also spiritually (psychological, moral and social well-being).
This kind of responsibility requires not only a lot of technical skills (in the entire spectrum of the human sciences) that must be constant updated, owing to the steady development of knowledge in this area of science research; but also (and especially, in my opinion) a deep and safe personal and professional identity. In Italy we have a university professor (Elio Damiano) who published in 2008 an in-depth study, using materials of American and English scientist and researchers. He called his book “The ethic teacher”, and identified the main characteristics of the moral heritage of the teachers in: .....
[...]





ETHIC AND VIRTUES....

ETICA E VIRTÙ NELLA VITA PERSONALE E PROFESSIONALE 


ETHICS AND VERTUES IN .... Etique et vertus dans ... - La ética y la virtud en - Etica e virtù nella ..... (en/es/fr/it)


WHAT APPETITE DO YOU HAVE?
Ethics and virtue in life and in society: 
A utopia, a hope, a commitment.

by Giovanni Perrone

According to Aristotle, the appetite is the natural tendency for each person to realize what he or she considers "good." The concept of good is closely related to the way of understanding life and the manner of relating to others and society. The recent study by the OCSE, Trust in Government, comparatively analyzes the situation of 29 countries in the world in regards to corruption, highlighting the need, from the earliest years of life, to teach and to exercise the ethics of good citizenship.  Therefore, the report reminds all of the institutions called upon of their responsibility to take care of the growth of good citizens. However, even the citizens must know how to take care of the institutions. In fact, often the unvirtuous citizens make institutions empty of value and full of wrongdoing.
The ethical life consists of taking "care of oneself, care of others, and care of the institutions" (P. Ricoeur). One develops the ability to take care of oneself from birth thanks to the commitment and example of educators-leaders and to life in environments that favor the practice of virtue. The ethics of care interact with the ethics of justice thanks to an idea of good (the so-called common good) that unites the self and the other. It is the willingness to "be ready" for the other that characterizes the act with care.
There is no life without the ethical practice of virtue. I refer to human and civic virtues that interact well with those promoted by religion and favor its development. "Virtue is a habit and creates a firm disposition to do good.   The   human virtues are firm attitudes, stable dispositions, and habitual perfections of intellect and will that govern our actions, order our passions, and guide our conduct according to reason and faith. They make possible self-mastery and joy in leading a morally good life. The virtuous person is he or she who freely practices the good. Every virtue allows the person not only to perform good acts, but also to give the best of himself or herself. With all of his or her sensory and spiritual energy, the virtuous person tends toward the good; researching and choosing it in concrete actions." Thus, this affirms the Catechism of the Catholic Church. Some virtues have a pivotal function; they are called cardinals: justice, fortitude, prudence, and temperance. Indeed, “if one loves justice, virtues are the fruits of his or her labor. In fact, the virtues teach temperance and prudence, justice and fortitude(Sap 8.7). The other virtues gravitate around them. The virtues are not declaimed but lived, matured day by day, even in the little choices and actions of our daily lives.
The appetite to do good guides and supports in making sound choices and living a virtuous lifestyle. A good appetite ...........

ETHICS AND VITUES  en/fr/es/it 

venerdì 27 maggio 2016

ETHICS AND VIRTUES IN THE PERSONAL AND PROFESSIONAL LIVES OF TEACHERS -

UMEC-WUCT
MEETING OF THE COUNCIL
CONSEJO/ CONSEIL / CONSIGLIO/ RAADSVERGADERING

Dear Colleagues,
The UMEC-WUCT’s   Council will meet in London on November 18-20, 2016. Participants include members of the UMEC-WUCT, colleagues interested in the covered topics, and those who will be part of the World Union.
We will discuss and reflect upon the following theme: "Virtues in the personal and professional lives of teachers."
We suggest that each participant begins now in his or her preparation of teaching and learning materials in order to optimize on the reflection and exchange of experiences.
With this first article, we begin the journey that will lead us to the meeting in November.
We also ask you to submit articles to be published.
For information write to:   umec.wuct@gmail.com



WHAT APPETITE DO YOU HAVE?

Ethics and virtues in life and in society: 

A utopia, a hope, a commitment

          According to Aristotle, the appetite is the natural tendency for each person to realize what he or she considers "good." The concept of good is closely related to the way of understanding life and the manner of relating to others and society. The recent study by the OCSE, Trust in Government, comparatively analyzes the situation of 29 countries in the world in regards to corruption, highlighting the need, from the earliest years of life, to teach and to exercise the ethics of good citizenship. 
      Therefore, the report reminds all of the institutions called upon of their responsibility to take care of the growth of good citizens. However, even the citizens must know how to take care of the institutions. In fact, often the unvirtuous citizens make institutions empty of value and full of wrongdoing.
             The ethical life consists of taking "care of oneself, care of others, and care of the institutions" (P. Ricoeur). One develops the ability to take care of oneself from birth thanks to the commitment and example of educators-leaders and to life in environments that favor the practice of virtue. The ethics of care interact with ........

                                                                                                          ETHICS AND VIRTUES



APETITO POR QUÉ?
La ética y la virtud en la vida y en la sociedad.
 Utopía, una esperanza, un compromiso

Giovanni Perrone

Según Aristóteles, el apetito es la tendencia natural de cada persona a darse cuenta de lo que él considera "buena". El concepto de bien está estrechamente relacionado con la manera de entender la vida y la manera de relacionarse con los demás y de la sociedad. El reciente estudio de la OCDE, confianza en el gobierno, comparativamente analizar la situación de 29 países en el mundo en lo que respecta a la corrupción pone de relieve la necesidad, desde los primeros años de vida, que enseñe y lo hace ejercer la ética de la buena ciudadanía. 
 Por lo tanto, el informe recuerda la responsabilidad de todas las instituciones llamadas a cuidar el crecimiento de buenos ciudadanos. Incluso los ciudadanos, sin embargo, deben saber cómo cuidar de las instituciones. De hecho, a menudo, no es ciudadanos virtuosos que hacen las instituciones vacías de valor y lleno de irregularidades.
        La vida ética está tomando "el cuidado personal, cuidado de los demás, la atención de las instituciones" (P. Ricoeur). Que madura la capacidad de cuidar desde su nacimiento, gracias al compromiso y el ejemplo de .........

                                                                                                      LA ETICA Y LA VIRTUD


Quel appétit as-tu ?

Etique et vertus dans la vie et la société. Une utopie, une espérance, un engagement.

Giovanni Perrone

     Selon Aristote l’appétit représente la tendance naturelle qui pousse chacun à réaliser ce que lui, il considère comme « bien ». Le concept de bien est étroitement lié à la façon de comprendre la vie et à la manière de  se positionner face aux autres et dans la société.          La récente étude de l’OCSE, trust in government, en analysant de façon comparative la situation de 29 pays dans le monde dans le domaine de la corruption met en lumière la nécessité que, depuis les premières années de la vie, on apprenne et on entraîne l’étique de la bonne citoyenneté. Malheureusement, la situation italienne ne se trouve pas parmi les meilleures. Pour cela, le rapport réclame la responsabilité de toutes les institutions appelées à prendre en charge la formation de bons citoyens. Les citoyens aussi, cependant doivent savoir prendre soin des institutions. En fait, souvent, ce sont les citoyens non vertueux qui rendent les institutions vides de valeur et riches de malfaisance.
       Le "vivre de façon étique" et le prendre soin de soi, soin des ......                                                                         
                                                                               ETIQUE ET VERTUS




CHE APPETITO HAI?
Etica e virtù nella vita e nella società.
 Un’utopia, una speranza, un impegno

Secondo Aristotele l'appetito rappresenta la naturale tendenza che spinge ogni uomo a realizzare ciò che egli ritiene “bene”. Il concetto di bene è strettamente connesso al modo di intendere la vita e alla maniera di porsi nei confronti degli altri e nella società.  
Il recente studio dell’Ocse, Trust in Government, analizzando comparativamente la situazione di 29 Paesi nel mondo nei riguardi della corruzione evidenzia la necessità che, sin dai primi anni di vita, si insegni e si faccia esercitare l’etica della buona cittadinanza. 
 Perciò il rapporto richiama la responsabilità di tutte le istituzioni chiamate ad aver cura della crescita di buoni cittadini. Anche i cittadini, però, debbono sapersi prender cura delle istituzioni. Infatti, sovente, sono i cittadini non virtuosi che rendono le istituzioni vuote di valore e ricche di malaffare.
Il vivere eticamente è il prendersi “cura di sé, cura degli altri, cura delle istituzioni” (P. Ricoeur). Si matura la capacità di .....
                                                                                                             ETICA E VIRTÙ