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from 22 February to 06 March
Clock Theatre Rome

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not miss it! The pedestrian

Charge Syndrome Skunk

Saverio Costanzo's film seen with our eyes

THE SOLITUDE OF PRIME NUMBERS

review for Dario Coppola

In mathematics, while a larger number of 1 having more than two partitions are said compound, a natural number greater than 1 that is divisible only by 1 and itself is called a prime number.

then twin primes are defined as two prime numbers that differ between them two. Except for the pair (2, 3), this is the smallest difference possible between the first two (examples of pairs of twin primes: 5 and 7, 11 and 13, and 821 and 823).
By its very nature is a prime number only, but may have a twin. As it is for the protagonist of the novel by Paul Jordan, and the film by Saverio Costanzo, Matt. There was talk not too good in the film, and much better than the novel. Although it is not acceptable to me what was said in trailer of the film that the book has all the passionate new generation, I think a good novel and, in my opinion, the film is very nice, also scripted by the same Jordan along with Costanzo. I liked him already Private (2004) and In Memory of Myself (2007).

We find in a film sound, reminiscent of gothic atmospheres such as those in Goblin Deep Red Dario Argento, and a city, Turin, already chosen for his own film Silver by itself wrapped Costanzo, un'autunnale rain charm unreal and disturbing, until the clouds thin out oblivion.

Beyond the symbolism of mathematics, that stands in the novel and a little 'less in the film, I was attracted by the air enigmatic script, and hit by two factors: the blank stare, which is evident particularly in the expression of two actors who represent Mattia teenager and adult, games field, produced by the camera so as to blur the background in some key moments . Matt is disturbing, frightening even his own mother. In the darkness of my mind have surfaced the image of Freud's uncanny, which emerges from stories such The Sandman (Der Sandmann) of ETA Hoffmann in 1815, and the memory of Gradiva by Wilhelm Jensen, book which is a bas-relief depicting a woman petrified by lava of Pompeii, which awakens the memory of the archaeologist, the male character in this tale of 1903, she remained petrified in his unconscious. Alice, the female protagonist of the film is ambiguous or ambivalent: it is the 'alter ego Matthias. E ', however, especially the' alter ego of Michael's twin Matthew.

Alice is represented pale and problematic, even one as a prime number.

In

shake the three age groups (infancy, adolescence, maturity) at a certain point - climax - the film reaches the solver of the riddle scene where the two elements come together to talk about:

playing field, with the focus, it's telling Alice - as part of the family - the sister of Matthew, or Michael, who also has a glazed look: his eyes are big, too big. Are the same as Matthew, after the tragedy, the beginning of his adolescence, when you see it enter the classroom until the end of the film. The actors playing the twins were not marked by small by the tragedy. As part of the family are impressed those eyes, which reveal the true story of Matthew and the presence of the woman who has been petrified in him and discovers that Alice. Alice is a symbol of both Michel, Matthias, both of himself, separated from her sister after the death. So Alice is a photograph of Michael and Matthias themselves not by chance does the photographer.

Alice, therefore, is playing both androgynous and Michael Matthias, as will be seen in hallucination the grocery store, the troubled relationship with Viola, who is also a prelude to a homosexual love, will be superseded by the reality, once again photographed by Alice, in which a married Viola powerful man, rich but not beautiful.

objective correlative of the impending tragedy and evil are the tattoo, candy dirty Alice is forced to swallow, its being made crippled by an accident, the cuts on the body common to Matthew and Alice. The inescapable tragedy looms like a monster on the film narration:

the thirst of hungry eyes of the monster, played by the adult at the party he plays the friend of Matthew, is a time of tragedy itself, and from that moment, that does not flee Moreover, Matt tries to escape, to disappear but who disappears is Michael, who is hibernated or turned to stone in Matthew itself.

The monster was already at the beginning of the film, represented by Theseus killed the Minotaur in the school play of the class of Matthew, who has a premonition of the tragedy.

Mattia, covering the seasons of life in the labyrinth of age made up of memories and trauma that follow one another like the catwalk in light of the school and, especially, as in the dark tunnel and wet with rain that he must cross, have the courage to kill the monster that brings with it.

Alice, as in the myth of Ariadne, also will help him through the dark forest, dense foliage that time, by giving his thread that will allow them to find solutions to the problem of isolation imposed on him by the tragedy.

In the film, the protagonists after seven years will gather in Turin, where Alice has been in the lurch - or rather, in Naxos, to use the myth of Theseus.

One last riddle: I could not understand the link between Bette Davis Eyes by Kim Carnes and the film. Instead, I now seems clear, crystal clear, just like the eyes same as Matt, or those glacial impressed and impressive Michela, nell'iperrealista represented as part of the family, mo 'of photography. Those eyes are so beautiful sung by the voice of Kim Carnes, whose text seems to describe precisely Michelle:

Her hair is blond

such as the Harlow

her lips a sweet surprise

his hands are never cold

she has the eyes of Bette Davis

she put on her music

you will not have to think twice

she is pure as snow in New York

she has eyes for Bette Davis

and her fool you

you will discomfort

will do its best to please you

she is early

and knows what it takes to make

a prostitute blush

she sighs as Greta Garbo

she has eyes for Bette Davis

she will let you to accompany her home

this whets your appetite

she will on you his throne

she has the eyes of Bette Davis

she will do a somersault on you

she will make you roll like a nut

until they come out sad

she has the eyes of Bette Davis

she will expose you, when your feet duped

with crumbs she throws you

she is fierce

and knows what it takes

to make a prostitute blush

all the boys think she's a spy

she has eyes for Bette Davis

and her fool you

will put you at ease

will do its best to please you

she is early

and knows what it takes

to make a prostitute blush

all the boys think she's a spy

she has eyes for Bette Davis.

This beautiful song of the eighties is a picture within a picture, a quote that still seems to answer: Bette Davis was a great actress famous for her eyes, that made it famous in the famous movie, thrilling, What Ever Happened to Baby Jane?

And what happened to Michael for Matt?

Dario Coppola

took part as extras in the film students of the Lyceum and Philip Alfieri, the nephew of Professor. Coppola, in the role of Theseus killing the Minotaur, at the beginning of the film.

to view our service go to the following link

http://lcquintiliano.blogspot.com/2009/12/lalfieri-set-cinematografico . html

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My first love

Taking a chronological order of appearance of the passions in my life that I would say that perhaps the painting deserves to occupy the first place. Here is a painting of mine (a reproduction made with watercolors and watercolor pencils) I display proudly in my living room!

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Edgardo Rossi News: Universal Kietch

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cold porcelain paste or corn

I've always called corn flour dough, but making small talk with friends of my favorite forum (Casket of Ideas), I knew to be known as the cold porcelain. Turning

web if they are a thousand types and consist of many ingredients. What I propose is simple I simple, less costly but equally valid.

INGREDIENTS:

a dose of corn starch, a dose of 00 flour, half a dose of glue, water enough

PROCEEDINGS

In a bowl, mix the starch corn flour and add the white glue and a bit 'of water. Put on the heat and stir to thicken a bit 'dough. Complete work on a board by adding a bit 'of water if the dough is too stiff, a bit' of starch and flour in equal doses it is too soft and a bit 'of glue if it crumbles.

PROCESSING:

The corn paste is a step that is processed layer by layer, but only when the previous layer is dry. To speed processing can help us by putting our creations on a radiator or in an oven at low temperatures and with open doors (do not overdo the heat will be likely to cause cracks in the dough).

When you go to attack the new wetting layer, with the help of the brush dipped a bit 'of water, the part on which we place the dough in order to facilitate new membership.

STORAGE:

The compound is also kept three days in closed plastic bags as those used to freeze food.

COLOR:

occurs with the use of tempera or watercolors both diluted and little can be done at two different times:

- or during the preparation of the mixture by adding to it the colors that we need to obtain individual rolls of different colors

- or finished work and dry

You can also use colors to make up (eye shadows and powders) to give the delicate nuances of a material that, when dry, is truly a low color very similar to that of china.

Finish protecting it all with flatting.

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tutorial

Hello everyone! I thought today to inaugurate a new category: the Guardians al. On the Internet one can find all types and techniques among the most varied and I thought that I could give my humble contribution. I hope in some way to help you. Hello hello and have fun!

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Why I'm back!

Hello everyone !!!!! finally back after a long time with you. My long absence is due to problems which are completely incomprehensible with an internet connection that still causes me problems. The beauty is that it seems that it is not anyone's fault (or at least all the ones I have contacted Reply my questions have declined the responsibility ... what a strange !)... but really?!? The result is that we still have trouble uploading images. Have then a little 'patience and do not worry if you miss me yet because now you know why. Hello, hello!

Scenes From The Movie The Dentist

Back to your attention Mr. Berlusconi

Edgardo Rossi

Mr Berlusconi I'm writing it again, I had already done (and twice), but surely she did not remember, it is taken from his party, his proclamations, jokes and inventiveness with which to entertain the various amenities powerful of the Earth in various international forums attended by you, or to be considerate landlord when someone is home. It knows that its jokes and gags have been around the world and deserves to lead in praise.
To be honest I am very sorry to lose time because of it, but I do it willingly knowing that she is living in severe anguish, and help those who suffer is a very human act.
Within the core of this to give my advice, resign! Go to live in his castle in Antigua, he spends his time organizing parties, tell jokes and sing songs to entertain guests surely will not miss (besides it seems that these things have a natural talent, not throw it away).
She already has a certain age, managed to go unscathed from the many events unclear in which involves, in the many processes that require timing still faces long, it will not have time to see the end. If you love someone and if he wants a bit ' good to his constituents (the mass of the people say that she deceives and process circuit for years a bit 'as the useful idiot) goes to live in the tropics.
You do not know, or do not remember, but had a famous predecessor as perjury (we swear on the heads of children and grandchildren, but what is a fiction about what we?) And business man involved in doubt, you Cepperello called Prato, better known as Master Ciappelletto, figure immortalized by Boccaccio. He is consistent to the end, he made his greatest deception on his deathbed and earned holiness. She does not have the same thickness as the notary was Tuscan, could prolong its decay by engaging in trying to destabilize the institutions democratic, has already taken steps to lay off a series of laws ad personam, are not sufficient because this country has a Constitution, often rejected but still be able to distinguish the legitimate from the crime. It is likely to be a Sisyphean effort, and in the long run could also foot the bill for what he did. Do not go from this world leaving only rubble, its historical memory is already compromised now, not the worst, if they go on holiday, perhaps even those who might find sympathizes. Now it's just piling mockery, is not sick?
but little esteem I greet you with great sincerity.

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Our rating: Enemies of Klasse (2008) Fabrizio De Andrè

friends ... class (from the People's Action blog)

ENEMIES KLASSE

performance on stage November 28, 2008

the Teatro San Luca di Torino

with Fabrizio Vespa and Michele Di Mauro

now know their feeling on stage, their synchronized style, their ability to communicate that reaches every audience. This time the theme was not the most techno-Sufi already appreciated in the past, but the present, reality and virtuality that we live on the street, on the streets, in parades, on TV, PC, etc.. Hundreds of provocative images, though mute, spoke - or rather shouting - in the background through a masterly rhetoric of associations, questioning the sensitivity of the spectators: they were united in, by way 'of oxymoron (one of the most popular techniques by Pasolini), the faces of the demonstrators No Global, No TAV, victims of unjust violence unheard of (style Bolzaneto and Diaz), in contrast with the faces water-soap (and diapers) of white wires Uno Mattina, Bush, the pseudo-noble-variety show that fills containers and garbage cans and sounds mundane television ... In short, the ever-present, though now degraded and undignified, class struggle of Marx's mind, with less spicy salsa, the aftertaste prevalent today because of the middle class and everything flattens out, but not social classes are all the same, rather they are the enemy ... klasse of enemy, indeed! In the show, therefore, we wanted to give some shot in the stomach, apparently setting up a game fireworks, which awakens, in fact, since public awareness of deep slumber. How? Through the texts of literature! Once again we are indebted to the classics, like dwarfs, which we continue to walk on their shoulders by those giants. Bukowski, Levi still have yet moved so our consciences, camouflaged among his contemporaries. All thanks to the skill of Di Mauro, with his voice, awaken, evoke, characterized, ironically rhythmically based on the soundtrack, dipinta fluidamente per lui, da un pittore del suono qual è Fabrizio Vespa.

Dario Coppola

Descrizione ufficiale del lancio stampa

Parole e Musiche da un autoradio-bomba con Michele Di Mauro e Fabrizio Vespa.Un reading-spettacolo che contiene Mark Leyner, Yassir Benmiloud, Aldo Nove, Charles Bukowski, Amelie Nothomb, Giorgio Manganelli, Nigel Williams, Wislava Szimborska e Primo Levi.60 Minuti di letteratura in musica per ritrovare nelle parole e nei suoni di altri ciò che fa di un interesse pesonale un valore collettivo, di un'attenzione particolare un atto di denuncia, di uno sguardo mirato pistola.Sul a shot of a stage actor and a DJ. Together they create the project ORO.COMPRO BUY GOLD is a project started in early 2007 from an idea of \u200b\u200bthe Players Club in Turin. E 'reading a live soundtrack, with some special features. In fact, every performance is presented in an anthology of texts from various sources while reading the soundtrack is provided by mixed cds and discs if necessary. The result is that the material is handled and literary - one might say - just like the remixed audio material.

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the tenth anniversary of the death (2009)

occasion of the tenth anniversary of the death of Fabrizio De André, we gladly publish - on request - these two ideas and suggestive evidence of a student, James Villani, and his father, Mr. Maurizio Villani, whom we thank for collaboration and for the idea.

(the image is taken from http://www.quattrostracci.net/ )

I was a little over eleven years, I was accompanied by my brother more towards what would be my first day on the scout. In those years
in my village there was a division of cubs, better suited to my age, so I was welcomed as a mascot division between leaders and scouts are much bigger than me.
that afternoon I remember almost nothing. I do not remember the details, the faces, names, people, things.
I just remember that at a certain point in time someone picked up a guitar and started playing, and all the others began to sing.

The words I could understand saying

He left for war
order to make its aid to its land
They had given him the insignia and stars
And the advice to sell life dearly to
was me the beginning of a great passion and a great quest.
passion for poetry and music of Fabrizio De André.
The search of his themes, while myself.

Much of what I have been, are and of what (I hope) I was born in that distant afternoon.
Many of the things I see and feel that depend on that research, by that passion, in the words of Fabrizio. Refusal
the war, I stated my objection of conscience many years ago. Refusal
conformism, they are not deployed, I'm not afraid to think differently.
do not judge hardly ever, especially not judge when you do not know the facts. Rarely, in fact.
I sympathize for the past: the Indians, the marginalized, the Sardinian, Albanians, Gypsies, more or less happy, the dispossessed, the homeless, migrants.
are for the maintenance of cultural identities of peoples against simplifications and approvals.
I think that Jesus of Nazareth was a great revolutionary.
I'm not certain, but a lot of doubt over everything and everyone. Fabrizio

When he died I cried, I cried as much as three months ago, when my father died.
That day I had the feeling it was my second father passed away without experiencing the fear that my real dad would, thus, be offended: I have thought in a faraway place, I could not and I still can not define. From there

still imagine that they continue to guide me.

Maurizio Villani

image in the memories of my childhood and Marinella's song rocks me gently I see my father's eyes light up with love.
From that wonderful vision (which I regret now) I realize the importance that took Fabrizio De André in my father's life.
I can say that it was my father introduced me to Fabrizio. Sometimes
embraces the guitar, and if the notes did not sound good does not matter because the music was so deep that nothing would distract me from that show.
My father was not the only to pass this pleasure. At the age of twelve years began, thanks to my professor of music, to grasp the true meaning of these songs and would like to contact them again if I could only thank him deeply.
His songs have many interpretations that I myself have often heard my own: this is the effect it has on people De Andrè, manages to bring out emotions that
normally do not go out alone and above all able to inform people, because its texts were a huge container of history, politics, religion, poetry, literature and cinema.
E 'known to be against loved Fabrizio, a true contrarian, we understand also the title of a collection, "Towards stubborn and opposite.
This trait of his character led to Fabrizio be loved but also hated, because we remember the various objections applied to his songs.
Despite this he continued to compose music to become one of the most important Italian cantatutori.
This My little thought to Fabrizio, I recognize that there vorebbero thousands of pages to remember this great man, but I think they are "maybe too tired and perhaps too busy" to do so.

Jacopo Villani

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The thesis is entitled: PATH OF CONSCIOUSNESS (2009)

David Biagioni (Maturity 2009, Liceo classico Alfieri, Turin)

The word conscience comes from the Latin cum + Scire (learn together) and indicates the conscious knowledge shared.

, use at least initially, the balance between the three dimensions that dominate the old man thought: that of the mind, located in a particular region of the brain, the instinctive-motor, located at the base of the spine, and the emotional located in the solar plexus. It was thought that this balance would enable man to rise compared to all other beings relying on a strong reason and that an imbalance of this size would lead to madness.
by the same term is now identified a number of meanings that change with respect to the discipline for which they are used. In common parlance, in fact, consciousness is an option that allows you to immediately inform, understand and evaluate the events that occur in the sphere of individual experience or in facing a future more or less close, for philosophy, however, consciousness becomes a discussion of the moral to the literature is also an ethical issue, and for science, finally, a set of neurotransmitters.

as they originate consciousness?
The two theories are the most reliable and respectively, the results of the studies of Professor of Pharmacology at Oxford University and Professor Susan Greenfield biology cognitive Christof Koch.
Both scientists agree that consciousness is generated by neurons in the brain and that the factors affecting it are not unique, but versatile. The basic problem, however, is that we still know too little about how chemical reactions take place within the brain-power and it is possible to formulate several hypotheses based on neuroscience, psychology and pathological phenomena. What, however, may have groped to identify the neural correlates of consciousness, such NCC, ie the receptors involved, for example, when we realize that we see a dog or hear a sound.





The two models
Since 1988, Koch has dealt with studies Francis Crick coming to realize that for every precept that our brain perceives it as an NCC. Each NCC is different and if they have a specific form for each different image, sound, taste or sensation. If an NCC is interrupted or disturbed, it disappears.
Speaking physiological conditions when one sees a person enter a room in a group of pyramidal neurons (thought there are enough one million), the neurons that are able to communicate far away, initiates a network of conversations that run through the posterior cortex, where visual stimuli are processed at the front where they are planned and where we become aware of what we see. Some NCC
predominate over others. If, for example, is watching the person entering the room but he is also a melody, the melody has superiority on the object of vision, this is because the congregations of neurons formed by a sound are stronger than those formed by the view. This does not mean that we stop looking that person but we are more likely to consciously listen to the melody.
The coalition does not receive power when the disturbance of other coalitions.
The difference of the two models lies in the way of communication between neurons. According to Koch groups of neurons connecting the posterior cortex in qu she from a lower level of the brain to a more internal than external, according to Greenfield, however, communication is via a separate communication of neurons that communicate through the secretion of substances chemical.
Where, physically, it may seem a detail overfly the practicality of the moral life, the fact that consciousness is created in the outermost layer just like sight, smell and any other way, led to belittle and shared by many more than we thought animals. If consciousness is, however, result of the still unexplored part of the brain would be dignified, but a person in a coma for example, with all faculties intact, could not be considered conscious, thus justifying euthanasia.



sense of the word conscience
The period in the history of philosophy, has changed its meanings and, starting with the stoicism (the third century BC. The ancient Stoics, from the second to the first century. BC . on average, from I to III century AD. the new Stoa ) to Neoplatonism (from the third to the sixth century AD.) pointed out the interior of the soul in constant dialogue with itself.

In De Ira
Seneca (4 BC - 65 AD), treated divided into three books in which the author analyzes the origins, nature and the fatal effects of this defect (first book), the various ways to cure (Book II), the means to prevent it, stop it and place (the third book), the profits are suggested antidotes and one of them, the reason, according to Seneca is a vital asset that can bring into the examination of conscience to be performed in 'intimacy and darkness at the end of the day: this allows to balance the act of man, certainly a suggestion taken up by magic-religious philosophy of Pythagoras, who had been transplanted to Rome by setta dei Sesti.
Dice Seneca : “ Faciebat hoc Sextius, ut consummato die, cum se ad nocturnam quietem recepisset, interrogaret animum suum: -Quod hodie malum tuum sanasti? Cui vitio obstitisti? Qua parte melior es? -Desinet ira et moderatior erit, que sciet sibi cotidie ad iudicem esse veniendum ”

( De ira , III, 36, 1-4).

Nel corso della storia del pensiero il filosofo cristiano Agostino (354-430) ha utilizzato spesso il termine coscienza soprattutto nelle Confessiones (397-401) to reach the ' alétheia ' s soul must begin the inner dialogue with itself and thus attain the light of meditation experience has a moral aspect and that is consciousness located the place where Augustine this inner conversation, for he speaks of the "voice of conscience."
The Augustinian philosophy is inspired by the Pauline theology that speaks of conscience calling it a sure knowledge (the term which he derives from cum + Gnosca ) the fundamentals of the line will, so that by querying the consciousness can be known with certainty how exemplary behavior, the ideal ethics, the right way that is constantly being abandoned because of human frailty that results from original sin.

The philosopher Montaigne (1533-1592), who was a master of both Descartes (1596-1650) and Pascal (1623-1662), in his Essays (1580) speaks voice of conscience and defines a set of beliefs, derived from the company, which became part of the knowledge already from infants to to rise to the role of law in the ethical rules, so these rules have in no way an inner nature but outside while harboring deep within what is commonly referred to as consciousness.

Descartes inaugurated the new meaning of consciousness understood as awareness of the subject on his mind. In his cogito ergo sum res cogitans , and in its' ergo sum res cogitans , you define what consciousness is, because I think they are and have a substance that thinks, therefore, be aware that this is the only true consciousness. In the first two Meditations on First Philosophy Descartes speaks of conscience by saying that the subject has a direct and indisputable certainty precisely through cogito .

Locke (1632-1704), as a good empiricist, he rails against the Platonic school which instead argued doggedly to nativism (as well as Descartes, in part) and develop the teaching of Montaigne talking about knowledge and belief as arising from single and simple experience.

Hume (1711-1776), philosopher of Edinburgh, continues in the vein of thought already outlined by Locke and argues that even if the subject thinking can be reached by thought alone on the edge of not for this reason will never get out of their conscience because he can never make terms with what lies outside its own sense impressions or ideas of reason.

Kant (1724-1804), in the Critique of Pure Reason, the criticism of the empiricist approach and argues that even if Hume had awakened him from sleep dogmatic idealism and rejects the theories in the consciousness of thumb that says that is different between the subjects, there is also a pure form of consciousness, pure apperception (I think) that has a function of knowledge same for all men. The synthetic a priori forms, and even then, the intellect are divided according to the twelve categories which I think it is the unifying element. Therefore, this pure knowledge and universal function is the same for all those transcendental (Kant speaks of this in the "transcendental deduction of pure concepts of understanding" contained in the first Critique).
In the second Critique, or the Critique of Practical Reason, he focuses on his vision of the moral self (against heteronomous conception of morality itself) consciousness, describing it as an inner voice that is opposed to the senses. Interiority of the subject sta dunque un valore assoluto universale della legge morale la quale emerge dalla libertà e vi giunge alla fine del suo percorso, ossia la legge morale è un mezzo e la libertà è un fine.
“ la libertà e la legge pratica incondizionata risultano dunque reciprocamente connesse. Qui io non domando se esse siano anche diverse di fatto o se una legge incondizionata non sia piuttosto la semplice coscienza di sé di una ragion pura-pratica e se questa sia identica al concetto positivo della libertà; ma domando dove ha inizio la nostra conoscenza dell’incondizionato pratico, se dalla libertà o dalla legge pratica. Non è possibile che prenda inizio dalla libertà, di cui non possiamo né aver coscienza immediate, because the first concept of it is not, nor knowledge mediated by experience, because experience does not give us the law of phenomena, and thus the mechanism of nature, which is the opposite of freedom, pure and simple. E 'therefore the moral law which we become conscious (just made the best of will), what we are offered for the first and that leads us directly to the concept of freedom [...] .
(from Critique of Practical Reason) Kant writes

In 1793, after the third Critique, a work considered the fourth criticism, titled Religion in the confines of pure reason, introducing a letter in which the philosopher of Koenigsberg briefly describes the scope, saying that if the first Critique was a response to the question of metaphysics (what do I know?), the second criticism was the answer to the question of ' ethics (how should I act?), this work is the answer to the question of religion (what can I hope?). Right here is taken the concept of natural religion (deism) as opposed to the concept of revealed religion (theism) and, for Kant, religion is not the foundation of morality but is not, can lead to moral religion, Kant is at border of natural religion to the realm of religion looking proved by making the famous theory of concentric circles.
" morality, which is based on the concept of man as free, which, precisely because such subjects himself by his reason, more unconditional, needs neither the idea of \u200b\u200bbeing superior to another 'man to know his duty, nor a motive other than the law itself to fulfill it. However, it is man's fault if he is in this need, which, therefore, no one can remedy, because what does not come from himself and his freedom can not be used as a surrogate for what is lacking in its morality. This did not therefore need the support of religion, but the grace is self-pure practical reason [...] .
(from religion to the realm of pure practical reason)

why Kant calls the subject to act according to his conscience prompted categorical imperative.

Just the thought develops Kantian German idealism that speaks of consciousness in the subject by highlighting the absolute I, as defined by Fichte (1762-1814) and also the first Schelling (1775-1854). Coincides with the ego consciousness which derives from an ego-sensitive and therefore empirical. It was later limited by what I originally opposed to itself or the not-I, which means that philosophical reflection is the only field where it can be drawn on the knowledge and knowing and, therefore, is the only place in the consciousness.

Hegel (1770-1831), most exponential you of German radically rejects the idea of \u200b\u200bFichte and Schelling and speaks of consciousness along the chapters of his first work, The Phenomenology of Spirit . It is just, somehow, a summary of the history of thought as understood within consciousness, is the "romance" starring the consciousness, is a stage on which the Spirit, which over time and space has taken on different shapes and appearances, speaking as an actor and only with himself and with himself. And the Spirit is the very consciousness, until it is realized as absolute knowledge, that is until the person who acts as dialectical struggle with the object.
Hegel begins by defining consciousness an "attitude" of the Spirit to that which is physically external to it and of course, they might know the reality of the senses, and reason, which at this early stage is still only conscience, has this view to the nature (Descartes would have said so res cogitans know res extensa , Which is thought knows the physical extent). This first step in the Phenomenology of spirit is carried to and from a natural conscience, which must first experience the inadequacy of the figures of the phenomena of knowledge apparent. Then
natural conscience becomes self-consciousness in the experience of the Spirit that is conscious of itself: it is the consciousness of his superiority on the part of the subject (which is the instrument of the Spirit), so the nature, meaning, and each subject are subordinated to the action of the Spirit. To make this you need to become aware, however, historically, or in freedom, which is the expression of the Spirit. This dialectical process is the result of the war between the self-consciousness that do not allow each other to be so: indeed, the self-consciousnesses living a contradiction because they are employees and, at the same time, independent of one another, this struggle leads to the formation over time and space, of history itself. Self-consciousness, which is the identity of opposites that is the subject and object that make up the ego which is split, is expressed in a figure that is the struggle to the death between two different self-consciousnesses that do not want to recognize each other superiority to each other, and then attach the each to himself. This claim fails and gives way to death as negative, as the antithesis: This figure is called the relationship of lordship and servitude (Marx developed this theme, which will feed into the class struggle, and that in turn derives from its Hegelian lesson from which he had proceeds from the concept of class consciousness, the expression of the concept of consciousness too abstract). One of the self-consciousness that he gave up fighting for survival is therefore subject to another, which, however, takes advantage of this submission and receiving the products of the first self-consciousness. Therefore, if the figure of the servant was the first at a disadvantage, now producing forms of life to the figure of the Master in your fist to subdue those who thought: this is a spiritual growth that forms what nature has so chaotic and order, combating the trends of primordial consciousness. Thus arises the figure of the unhappy consciousness, well represented by the Jewish religion, initially, and subsequently by the medieval Christian theocentrism: there is a bifurcation of consciousness, on the one hand, it is coincident with the transcendent God, and secondly 'another, according to the human subject with faith, is the negation of the ego, the subject would vanish in the transcendence of God himself, but this does not succeed and so replaces the unhappiness of consciousness perceived useless in front of the absolute. Hegel's unhappy consciousness lists any attempt to deny the transcendent: asceticism, mysticism, feelings devotees, religious ethics and the mission moved by love for God, and the mortification of the ego. The misery will be exceeded when the consciousness is no longer able to find God in itself, but out of his mind, that in the outside world, so consciousness coincide with reason after he abandoned his faith that made her unhappy. In fact, the personal faith in God and transcendent at the same time that it was not an alienation, that is an antithesis to overcome. This idea will be taken from the Hegelian left who will speak the unhappy consciousness as a primitive religious experience that could not fail historically (eg the Crusades). Dall'autocoscienza, culminating in the unhappy consciousness, we move to the stage of reason and conscience, therefore, addresses both nature and society, looking now on the concept.

Freud (1856-1939) opens the twentieth century with the work Interp retazione dreams and ushering in the method of psychoanalysis is based on an opposition between the conscious and the unconscious world world world mediated by the preconscious ; Freud distinguishes the first topic (conscious / preconscious / unconscious) from the second ( Es / I / superego); L 'Es , in German, is a neutral third person singular pronoun, so it has an impersonal character which indicates the original form, and the psyche that has yet to distinguish between good and evil, but responding to the pleasure principle. So in the process of conscientization the superego is precisely the ethical consciousness in which there are clear boundaries between what is considered right or wrong and that should guide the actions of the subject, the ego is the organization of the personality of the person who responds these internal divisions, and that comes to build it as such.
Freud speaks of dreams as a moment in which the experience of day-consciousness is impaired and introjected; dreaming consciousness, however, unrelated to the real environment and the adaptation is dominated by the laws that regulate the emotions which deviate from the laws of reason and social needs. The subject no longer lives in the dream in space and time and can be both passive and active protagonist of the scene, the principle of identity, core logic, it jumps to the dreamer and the principle of contradiction. The dream consciousness is expressed in symbols and Freud, however, produce a dreamlike symbolism, even in waking life, which is apparently alien from the dream, Freud notes the so-called residual nature of dreams: the dream on forever, even if life conscious in everyday life do not sufficiently illuminate the continuous and uninterrupted dream act (identified in various forms, from the blunders slip). In the work Beyond the Pleasure Principle, Freud analyzes the neuroses caused by trauma and down-to-the compulsion to repeat. It can not be determined only by the pleasure principle but also by the death instinct. It is a struggle of the psyche, a conflict that Freud back to the original war between two forces: Eros and Thanatos . The two forces, one static and one dynamic, vital and deadly, are in cahoots with each other and through the repetition compulsion, and are expressed in the conduct of the person who part of the system of the relationship between perception and consciousness to relate to a neurosis with time in constant repetition.

In the Italian literature of the twentieth century, Italo Svevo (Ettore Schmitz, 1861-1924), speaking as a few have been able to do before the birth of psychoanalysis, consciousness in his third novel, The Confessions of Zeno. Zeno Cosini is maintained by the psychoanalytic method and is recommended by your doctor to write a journal review of its existence. In this analysis, bitter and ironic moments are pinned to the circumstances and his intentions clear but rooms in which he tries to kick the habit of smoking. The case brings to marry Zeno and also to engage in an adulterous relationship, you read review, make a note in the diary, the circumstances through which and for which the protagonist is also linked to Guido, the hated and beloved brother, who will be in error by the events leading to suicide. Dominates the plot, however, that Zeno's disease, when it seems sopirsi, is ready to resurface as an ambush, according to different forms such as' hypochondria, imaginary illness, disease and a variety of convenient living conditions. The evil of Zeno Cosini is, in fact, the evil of his conscience: he in this analysis are too complacent and start an introspective journey that becomes an excuse for prevarication and bring it to pass time. The work, which has the structure of a diary style, concludes with the description of the Great War, which contrasts with the inner world of the ego deliberately explored so far. The smoking habit is a symbol, a metaphor used to describe the behavior only Svevo's Zeno and the illness of his will. Highlighting the ineptitude of the protagonist through humor, you can understand better the mechanisms of consciousness and analyze each subject's self-justification; Svevo also succeeds in detaching and come to an acceptance of casual game which follows the existence unpredictable reality the intentions of the protagonist: irony and consciousness are, for him, and sought the only possible methods of defense against the company and that his certainties are only appearances.

BIBLIOGRAPHY

- Georg Wilhelm Friedrich Hegel, "Phenomenology of Spirit," The New Italy
- Italo Svevo, "Confessions of Zeno," Bur
- Luciano Nanni, "Reading Swabian , Zanichelli
- Adriano Bon, "Reading The Confessions of Zeno, Italo Svevo," Murcia
- Sigmund Freud, "The Interpretation of Dreams", Bollati Boringhieri
- Aldo Manetti, "History of Latin Literature" , Juvenile
- Dario Coppola, "For a new choice," Firenze Atheneum
- Garzanti Encyclopedia of Philosophy
- John Treccani, "Italian Encyclopedia of science, literature and arts"

David Biagioni

Brazilian Wax In Palm Springs, Ca

The thesis is entitled: Born Twice ( 2009)

Giulia Scarpa (Maturity 2009, Liceo classico Alfieri, Turin)

These children are born twice. They must learn to move in a world that the first birth has made it harder. The second depends on you.
Giuseppe Pontiggia

Giuseppe Pontiggia n axes in Como in 1934. He inherited from his father, who died when his son is still young, passion for books. It is used in the bank and in 1959 graduated from the University Catholic University of Milan with a thesis on Svevo. In the sixties leaves employment in the bank to devote himself to teaching, and editorial collaborations with publishers Mondadori and Adelphi: The art of the period is on the run (1968). The novel that requires the attention of critics and audiences is the invisible player (1978), followed by a new version of Death in the bank (1979), The radius of shadow (1983), The great night (1989), the biographies of imaginary lives of illustrious men (1993) and Born Twice (2000). This novel is a hymn to the solidarity, a call for a smile: Pontiggia relive his own experience, that of a father who lives next to a child suffering from spastic quadriplegia. The will of the father, who suffers from the presence of a world so far, is simple: to live a normal life, day by day, between fear, fatigue and pain.

"FOR THE DISABLED STRUGGLE TO BECOME A NORMAL BUT NOT FOR THEMSELVES"


"Who is this normal? None. When you are injured by diversity, the first reaction is to accept it, but to deny it. And it is starting to deny normality. Normality does not exist. The lexicon is concerned suddenly becomes secretive, sly, vaguely sarcastic. They are used in oral language, the signs that read: "The usual, in quotes" or "so-called normal" (G. Pontiggia, "Born Twice", 2000, p.41 Oscar Mondadori)
If
among the tasks of the school is to develop new forms of citizenship, integration of education and knowledge must be analyzed using a broader indicator, able to tell you when you are striving for social production of closeness or distance. We have entered into the knowledge society, which is the new raw material, capital to spend, to consume, to increase to compete, is a company that, apart from its potential has some risks. The ethical problem today concerns the use of their knowledge, which can create categories of difference and establish a process of separation. Access to new technologies, which support the process of dissemination of knowledge, is not democratically distributed among the inhabitants of the planet and social groups that compose it. The hyper-specialization in science create knowledge-power circuits that power from the citizens of important decisions concerning the quality of daily life.
Among other risks, one of the most important is bound to believe a knowledge capital and whoever is in possession becomes a "human resource" usable, replaceable, which has no civil, political, cultural. The consequences are evident: the human, moving from the category "person" to that of "resource", distance from the social part of humanity and makes the other party distances, eliminating over time. In face to face with reality, from my cousin Claudia disabilities to that of every child I know those of the association between Paideia, a responsibility to be fully recovered, led by a mind able to connect what is separated, the consider the relationship between part and whole, to read contexts, to produce close, giving way to normal in any situation, even one that nobody believed could be possible.


WHAT 'DISABILITY'?

Disability is the consequence or the result of a complex relationship between the health condition of an individual and a series of personal and environmental factors that form the context of reference in which the person lives and expresses its capabilities. According to the classification of the ICD (International Classification of Disabilities and Handicaps), it makes a distinction between:
● impairment: any loss or abnormalities of psychological structures or functions,
physiological or anatomical. It may be permanent or transitory. Is the externalization of a pathological condition. ●

disability is interpreted as partial or total reduction of the ability to perform a task on time and in the manner considered normal. It may be temporary or permanent, reversible or irreversible, progressive or regressive. It can also be a direct result of an impairment or a psychological reaction to a physical, sensory or other.

● handicap is a disadvantage resulting from an injury or a disability that limits or prevents the holding of a role in normal in relation to age, gender, social and cultural factors. E 'condition subject to change, better or worse. It is the discrepancy between the efficiency or the status of the subject and the expectations of efficiency and status, both of the same subject, both of the particular group to which he refers. Therefore, reflects the consequences at the cultural, social, economic and environmental impacts that result from the presence of impairment and disability.

With the Declaration of Madrid on the occasion of the International Disability (2003), it was possible to move the interest from a scientific view to a purely social. "People with disabilities need access to common health services, educational, professional and social, as well as all the opportunities available for people without disabilities. Propose an integral approach towards disability and disabled people implies radical changes in everyday life, at various levels. First of all, you must ensure that available services are coordinated by and between the various sectors. The different access needs of different groups of disabled people must be taken into account during the planning process of any activity, and not as a Retrofit to a pre-existing plans. The needs of a disabled person and their family members are numerous, and it is important to develop a comprehensive response that takes into account both the individual and the various aspects of his life "
heavily discussed topic was that of inclusion, the right of all children. And 'it must be remembered that a disabled child is a child first.

CONVENTION ON THE RIGHTS OF THE CHILD

Art.2 - Non-discrimination. Member States undertake to respect the rights set forth in this Convention and to ensure that every child within their jurisdiction, without distinction. Member States shall take all appropriate measures to ensure the child is protected against all forms of discrimination.
Art.23 - Children with disabilities: States recognize that a mentally or physically disabled child should enjoy a full life, in conditions which ensure dignity, promote self-reliance and facilitate their active participation in the way of the community. States Parties recognize the right of disabled children to special care in a manner conducive to achieving the fullest possible social integration and personal development.
All children should enjoy the same rights throughout the world regardless of race, religion, culture or disability, no matter what their personal or family circumstances. In 1989, the United Nations General Assembly adopted the Convention on the Rights of the Child and 191 countries (every country in the world except the United States and Somalia) have ratified the Convention by showing willingness to place their children in their political agenda. This Convention has identified all the children s, including the disabled, as holders of rights, establishes a framework for internationally accepted treatment for all and created a stronger global use for safekeeping.
Not all of the 191 governments that have ratified the Convention are striving to achieve goals. One can easily see that children around the world continue to face inequality in everyday life, often the victims of decisions policies, family disruption, low-sighted economic policies, wars and conflicts. Discrimination and abuse are common facts of life for boys and girls with disabilities, they are often excluded from society and are often not given the opportunity to participate. Their situation is often forgotten and ignored.
The International Convention on the Rights of the Child is a particularly interesting document because it is primarily a convention, which is a legally binding document, with almost universal validity with a value much greater than a simple statement
. It is also the first international document on human rights, general printing to devote an article to the issue of disability (Article 23). The presence of this Article shall not in any way limit the application of the Convention throughout the state of the child with a disability, then as we all should be able to enjoy the rights attached to some basic principles:
-
survival and development - the best interests of the child
- non-discrimination
- active participation of the child
All rights of children reflect their basic needs. The key difference between the needs and rights is the issue of liability. A needs-based approach does not give anyone the responsibility or duty to meet these needs. A rights-based approach means give governments the obligation to create conditions so that they meet the rights of the child.
For the disabled child, the principle of non-discrimination is crucial, and reinforces the fact that each article relates to the disabled child. For example, all children have the right not to be separated from their parents against their will (art. 9). This also applies to disabled children, so when a disabled child at birth is moved away from the family, placed in an institution only for reasons related to his disability and is treated differently from other children, then there is the phenomenon of discrimination, than the fact of infringement of Article 9.


QUINTILI

Already Q uintiliano, master of the methodology of communication training, provided in the educational process that he developed intellectual and moral education, entrusted to the traditional Roman institutions: the family and school.
The family environment was responsible for giving an initial basic training and essential to human development, which presupposes a good morality from their parents. Instead, the figure of the master was required as a technician and as a man of knowledge, capable of establishing an educational relationship based on mutual sense of respect and affection. The teacher acted as a "spiritual parent", a kind model to be imitated by the pupils. He had to know the psychology of his disciples, so that he could understand and adapt the educational work to the personality and psychology of each particular moment.
According to the theory of Quintilian, the school, designed as a small business, it is true education, where the student learns to live socially, get used to dealing with others, develop relationships with others, unlike what happens with the 'tuition, which is only education. These considerations can be drawn from his work, "Institutio Oratorio", the first of all literature greek-roman pedagogical and the last. E’ stato detto che di essa solo nove libri sarebbero stati inclusi in un trattato di retorica, mentre gli altri tre, il I, il II e il XII, sono di natura essenzialmente pedagogica. Per altri, invece, la parte educativa si restringerebbe al primo e secondo volume.



MAGISTER "[...] Sumat igitur ante omnia parentis erga discipulos suos animum, ac succedere se in eorum locum, a quibus sibi liberi tradantur, existimet. Ipse nec habeat vitia nec ferat. Non austeritas eius tristis, non dissoluta sit comitas, ne inde odium hinc contemptus oriatur. Plurimus ei de honesto ac bono sermo sit; nam quo saepius monuerit, hoc rarius castigabit. Minime iracundus, nec tamen eorum, quae emendanda erunt, dissimulator; simplex in docendo; patiens laboris; assiduus potius quam immodicus. Interrogantibus libenter respondeat, non interrogantes percontetur ultro. In laudandis discipulorum dictionibus nec malignus nec effusus, quia res altera taedium laboris, altera securitatem parit. In emendando, quae corrigenda erunt, non acerbus minimeque contumeliosus; nam id quidem multos a proposito studendi fugat, quod quidam sic obiurgant quasi oderint. Ipse aliquid immo multa cotidie dicat, quae secum auditores referant. Licet enim satis exemplorum ad imitandum ex lectione suppedit, tamen viva illa, ut dicitur, vox alit plenius praecipueque eius praeceptoris, quem discipuli, si modo recte sunt instituti, et amant et verentur. Vix autem dici potest, quanto libentius imitemur eos, quibus favemus. [...]".



(The teacher) First of all, therefore, to assume the attitude of his disciples, a father, and may wish to take the place of those from whom are entrusted their children. I personally do not have defects or tolerates them. Its severity is not grim, his kindness is not too high, lest they be generated by hate, despise the other. His speeches are more often honesty and goodness, and in fact the more often admonish, punish much more rarely. There is nothing to temper, and yet pretend not to see defects to be corrected, to teach simple, resistant to fatigue, continued to be too demanding. To those who willingly answer their questions, and questioned its own initiative, those who did not ask him anything. In praising the practice of the disciples is neither (too) or severe (too) generous, because the first sentiment raises the dislike of work, the second (excessive) Security. In correcting those defects to be corrected is not harsh nor abusive, because just that many away from the purpose of study, namely the fact that some criticize as if they hated. He personally say something every day, indeed many things that school children can bring via con sé. Sebbene infatti (il maestro) possa fornire attraverso la lettura sufficienti esempi da imitare, tuttavia la cosiddetta "viva voce" nutre più abbondantemente, e specialmente quella di un insegnante che i discepoli, solo che siano bene istruiti, amano e rispettano. A malapena si può dire, poi, quanto più volentieri imitiamo quelli per cui proviamo simpatia


DISCIPULI "[...] Itaque et virium plus adferunt ad discendum renovati ac recentes et acriorem animum, qui fere necessitatibus repugnat. Nec me offenderit lusus in pueris (est et hoc signum alacritatis), neque illuni tristem semperque demissum sperare possim erectae circa studia mentis fore, cum in hoc quoque maxime naturali aetatibus illis impetu iaceat. Modus tamen sit remissionibus, ne aut odium studiorum faciant negatae aut otii consuetudinem nimiae. Sunt etiam nonnulli acuendis puerorum ingeniis non inutiles lusus, cum positis invicem cuiusque generis quaestiunculis aemulantur. Mores quoque se inter ludendum simplicius detegunt: modo nulla videatur aetas tam infirma quae non protinus quid rectum pravumque sit discat, tum vel maxime formanda cum simulandi nescia est et praecipientibus facillime cedit; frangas enim citius quam corrigas quae in pravum induruerunt[…]”.


Therefore once regenerated and fresh energy (the children) spend learning more forces and at the same time, a sharper mind, mind to kick in some way the constraints. And I would not disadvantage the game in children (although this is a sign of vitality) and on the other hand I could not hope to show you with a receptive mind about what that child was studying and always bow to one side, since that remains inert in the momentum that should be particularly natural at that age. The moments of rest, however, must have a certain degree, so that, if denied, arouse distaste for the study or, if paid too large, causing a habit idleness. There are also some games far from useless to sharpen the minds of children, when (for example) they set up competitions emulation proposing another small questions or problems of any kind. In the game the character can be discovered at greater openness, they do not seem that no age is so weak that it can not directly learn what is good and what is evil, and above all it must be formed, when it is not able to pretend and you leave with great easily molded by teachers: it could take away more quickly than to correct the negative aspects of the character you are strongly rooted .





SCHOOL INTEGRATION Integration is a long process that has undergone profound changes since the seventies. Five are the moments to be highlighted, marked with different logical gradually:
● logic of exclusion (up to 50s)
● logic of medicalisation (60)
● logic integration (early 70s)
● logic integration (up to 90 years)
● logic of the law, the personalization of the "Special Normal" (today) No Normal


Law

Integration Inclusion
Medicalization
Exclusion
Special Normal

LOGIC OF 'EXCLUSION
Fantasy mankind has always been affected by different and often reacted by displaying fear, rejection or sanctity, but also compassion and love, and almost never indifference.
Only later with the development of medicine and pediatrics we approached the problem scientifically.
Among the first documents 'scientific' that are treating people with mental retardation has survived, in 1801, that of Dr. Jean Itard who made comments about a child abandoned and recovered in a forest, on which had been formulated an initial diagnosis of deaf and perhaps idiocy. For the belated initiation of rehabilitative treatment education, the child remained "deaf" to the human language. From what Itard guess that the total lack of exercise makes our bodies unsuitable for their operation. This fact is the law of the atrophy.
Towards the end of the 800, open the first schools address these cases "special", especially the deaf and dumb, as well as mentally handicapped. For a time they are also entrusted to Maria Montessori, a leading educationist, who can demonstrate how even children with severe forms of mental retardation can achieve significant results in reading and writing. In 1908, it lays
the first special classes, which take those students who are unable to attend regular classes.
At this time the educational institution is not invested with the problem of mismatch, so we are talking about Logic exclusion. It is expressed through two acts: the refusal and the delegation. The first is the belief that the public school state should not intervene in the issue of the mentally disabled and to the possible formation and forbids the presence in the classroom with the decrees Act of 1923.
In fact, the laws and ministerial regulations seek to isolate the different turning in special schools or special classes. The origin of this is due to deficiencies in state and the sensitivity of small local communities and great personalities of educators who are committed to this sector of education.
No wonder such a behavior: Italy from an agricultural society to an industrial city, has not yet scheduled the need for more skilled labor force, between the workers and laborers. The school, in fact, provides them with the first ability to read, write, count and indispensable "patriotism."

LOGIC medicalization
Since the 60s the state of direct relevance to the severe disabilities by strengthening and diversification of the structures special. The handicap is seen as a social disease with an approach like "doctor". These focus on the deficit and a specialist will establish the diagnosis "descriptive": students are so classified, so that its label (the deaf-mute, autistic ...) leads the teacher to give importance only to the conduct covered in reviews already issued.
not change the attitude of society towards the "other", but merely to protect the able-bodied. In fact, it supports the need to give disabled children something more than the other that the family and the school can not give, but in reality it marginalizes.

E. Levinas, author of "Totality and Infinity," states that "the ethics of the Other itself moves from the awareness that every individual must respect the difference of the other, except that it is unfathomable mystery, since we know nothing of others. What we think we know the other is only our image of others, in fact the others are inaccessible to our true knowledge. Nothing can bring my self to truly embrace the other being, even the love understood as a desire to merge with each other. In fact, the man can only tend towards each other, recognizing the infinite difference which exists between being and being. "
The economic boom of the '60s and '70s in schools brings many" other students "in its language and culture, so many places in the" industrial triangle "the special classes are filled with cultural and social disadvantage. In little more than a decade, the classes of special schools of elementary and middle rise dramatically.
In North America, where research on disability and rehabilitation begins after the war, studies psychology Italian influence the debate by contributing to the turn of the next period, by passing the concept of special schools.

important are studies on the comparison between Goldfarb children raised in adoptive families and those left in institutions, with negative results for the latter.
are beginning to be questioned about the institutionalization and special schools, not just by researchers but also by the families themselves, seeking solutions for the placement. It comes to the disclosure in 1971 of the Charter of the "Right to equal educational opportunities," extended to all disabled people. Taking as its starting experience backed by the inclusion of "normalization" that promotes the belief that everyone, disabled or not, should be able to take advantage of educational programs in the least restrictive possible.

LOGIC OF 'INSERTING
the late 60s still lack the ability to deal with the difficult challenge rationality and integration we are witnessing the emergence of two opposing sides for or against the inclusion, for or against the continuation of special schools. This reveals two convictions: the school must ensure that all the time and learning opportunities for personal development, must be open to the entire social community and, with respect to issues of disability is enshrined the principle that education should be compulsory in school.
are part of the school, especially in the primary, the disabled also very serious creating strong reactions of rejection and segregation within classes.
need to make this critical considerations, including the naive view of the school that seems to be enough physical placement (ie spending more time at school) to provide benefits to the disabled, despite the lack of reflection to implement strategies to implement an effective integration taking into consideration the complexity of variables and methods to achieve them.
The opening of the school, despite the inevitable resistance, has been effective and has produced and promoted debates on the various matters arising insertion.

LOGIC OF 'INTEGRATION
With the 1975 round argued that the inclusion in ordinary schools would have been possible by the transformation and renovation of schools.
The innovations introduced by subsequent laws and the New Program of 1985 for elementary school, and for other types of school until the '90s, acknowledge that the presence of disability in school is not as something exceptional to be addressed, because the insertion is a widespread reality, almost a foregone conclusion.
The pedagogical debate, and urged that accompanied the process of integration of disabled students, has a common denominator: the conviction of the existence of a close relationship between innovation and integration of the school.
There is no integration without change.

LOGIC OF THE LAW AND CUSTOM
With the law 104/92 the disabled is a "legal entity" and, therefore, was made a series of measures aimed at full fulfillment of this right. Today
pupils with disabilities live their educational experience with all the other comrades, are each a resource for civil and educational growth and development of cognitive potential of all.
should consider that not always and everywhere the inclusion is perfectly successful. In fact it is not a value that you buy once and for all, but is expressed gradually with new challenges, contradictions between school and school, between school and territory, including land and territory.
The challenge is to improve learning with individualized learning and good team to develop all potential individuals. Instead, the flexibility of autonomy schools talk about diversity as a value, both for those who learn, and for those who teach. Moreover, the integration between different services and strategies to fully realize a life project that gives hope and a future to all the different personal circumstances.
Dall 'September 1, 2000 the Italian schools are autonomous: the goal is to raise the cultural level and educational success.

LOGIC OF "SPECIAL normal '"
The reference to a "more normal disability" seems to mirror the concept of "special normal" for the integration, which allows the assessment of inadequate normality improvised, without specific resources, under which, according to others, the disabled student is intact. The concept of normality is a special condition "mixed" complex of normalcy and specialties. They coexist and influence each other and the one becomes the other, enriching it.
Ianes, a proponent of this theory, states that "the normality of the need for education and training is the same as all other candidates [...] because everyone needs a development and a normal function as possible and as possible to meeting the normal requirements of the normal places of life. In this essential normality, however, are the specialty, the difference and individuality, even extreme, some characteristics, which relate to the person (in her state of health), its participation in social and contextual factors that mediate, facilitate or impede it. "
In special situations are so very normal, or rather first of all meet the norm, and it is this sense of strength that made clear the special schools and all other situations segregating. We also find the Special
Normality in the growing heterogeneity of classes, increasing both in terms of the real presence of pupils with special features (it think only of the rapid increase of students in high school) in terms of increasing ability and willingness of teachers to understand the differences and individuality, groped to respond in a more individualized. We find the Special
Normality in that increasing numbers of students "normal" but have special educational needs that must be addressed properly, such as learning disabilities, lack of self-esteem or motivation. We also find the Special
Normality in greater awareness of individual differences on normal, the "best" and individuality of the students, asking differentiation in teaching. So we see the more normal multi-faceted and rich in elements and characteristics of specialty: even the most seemingly normal nell'alunno are significant differences, which are known and which should be given the possibility of expression and appreciation.


Special Education

This type of education is able to capture the multidimensionality of thinking considering the uniqueness, location, temporality, and to never forget the totally integrated.
The special education as pedagogy of complexity and diversity aimed at "reducing disability, requires knowledge in various fields of knowledge, not excluded practices related to everyday life. It is a science whose boundaries are not defined once and for all, as they are revised in the unending search for possible solutions, where the enhanced ability to interpret the deficits and disabilities is the basic principle of integration perspective . Knowing how to read the different means, in fact, identify opportunities and resources to bring them back to the common territory.
telling, as the ability to accept their own identity in comparison with other necessary, but always presupposes a recognition, a story developed in order to a recipient, the result of educational relationships based on reciprocity, which help the subj ect "different" to grasp the value of his "being there" in the world (to use Heidegger).
This type of education is the ability to talk to past and future of different subject, in order to recognize its true protagonist of the path of human self-realization. It is to adopt a pedagogy of diversity promotion of research and discovery, respectful of the complexity of existing problems, can trigger intervention strategies-educational teaching, able to ban any stagnant paideia education, through the use of models of intervention that enhance the value of personal autonomy. The diversity should therefore be interpreted as the historical-existential category enriching the lives of all human beings.
The main purpose is to "reduce disability," or in the appropriate tapping the potential of each individual: improving the quality of life of the disabled.
The diversity of deficit and disability are the specific subject of investigation of special education. Education is not health care, but results in a system of ongoing communication rules, social, relational able to allow each to become what it can, to form.
is a pedagogy of "taking care" to resume the teaching of Heidegger, which still distinguishes the 'take care "from the" caring "is based on the ability to connect, educational meeting, several individuals with their particular history, generating new patterns of existential meaning, intentionally and especially by maintaining awareness of the contextuality of the request for help or care.
must first establish that the human being is essentially a living entity and home values, which may not even be considered instrumental to another human being. The man is a person, ie a value in itself and self, the bearer of values \u200b\u200bat any age and any physical or mental condition.
The concept of "person" refers to a reality without connoting physical traits or body, while the term "individual" refers to specific physical characteristics. It can therefore say that the concept of person is inclusive of the concept of the individual. Jacques Maritain (author of "Integral Humanism") writes in this regard: "yes man is an animal and an individual, but not like the others. The man is an individual who is driving himself through the intelligence and will, there is not only physically, there in him there is a richer and more high; sopraesistenza an individual in knowledge and love. And so, somehow, a whole and not part only, a universe unto itself, a microcosm in which the great universe can, yourself wholly, be contained by means of knowledge through love can give freely to other beings which are for him as other self, in this report can not find the equivalent in the whole physical universe. " Etymologically
"difference" comes from disferre, which means "to carry across", "take over". Because of its difference, each person should be possible to create and expand in all its fullness the original, making it "different" not only from others but from themselves, their limitations, from his own experience, from their environment. In order not to deteriorate in conformity and repetition, must cultivate their talents, to learn from their experiences, build relationships enriching.
The concept of "diversity" by disvertere, that "turning in the opposite direction," accentuates the difference. It refers to the idea of \u200b\u200bdissimilarity, with deviation from a norm, what is more common. The diversity, therefore, requires recognition and respect, rather than ambiguous forms of help and support, which more or less consciously tend to assimilate.
define "different" the alien, the abnormal, you use a generic categorization to refer to a particular ethnic, cultural, physical, doing so wrong in its nature unique and unrepeatable. We can not help but enhance the magnificent diversity of the like.
It 's important not to focus on what can not but welcome the subject as it is, for this to happen it is essential that everyone coming into the world, having someone to take care of him, with which to build a special relationship and that the aid in the discovery of individual identity. The intelligence makes possible the construction of categories and classifications, but also overcome them. Home means considering the individual as a person who must be preserved in dignity, which has its own needs, primary and secondary, resulting from the subjective history.
limits create rejection, pain, enormous frustration, great effort by the parents of a disabled child. This applies even if differently, if a healthy child becomes disabled, as it has new limits. It 's easier to help the disabled, either by the parents of both operators, if there is a proper understanding of its limitations and its potential.
There are aspects of the person who is essential to consider: the feelings, moods, values, and individual rules. Who is disabled and needs help and care, must also be respected in their inner world, the universe of reference that belongs to him.
work with disabled people brought into contact with the pain and the limit, it is natural to be afraid, but you must have self-awareness and know with precision and depth to set the situation of the proper relationship of help. Can also offer help supplement: add what is missing, harmonize, complement, find ways which everyone can play a role, albeit small, can interact and feel useful to be able to do something. The premise of this is the recognition of being.
E 'through the expression and the comparison that each individual builds the personality, but if the communication is denied, if there is no possibility of knowing the difference, how can we grow? We must look in the mirror to see how we are and the eyes of those we face are truly the best mirrors. Through dialogue and debate is that everyone can discover their own abilities and this applies to the disabled person as one who helps, and if a relationship is genuine in his game, each party shall also identify what needs to overcome within himself.
One of the rights and needs of the disabled person must be recognized is that you can know more and more the world around him, he could try, as much as possible, new realities. It should be recognized for people with disabilities the right experience, opportunities to make them suffer or may even make them more aware of the difficulties. So learn to deal with obstacles, endure frustration, sometimes to feel rejected. It 'important that the differently abled can imagine in a story at a time, to seek their role and this is the only correct way to make it grow, but must be other things to begin to dream and design "on him."
Another need that our culture recognizes just for people with disabilities is to play an active role. Precisely because they are put at the top of the difficulties and skills, work activities that the disabled person has to perform are repetitive and sterile, have no value in itself, nor a productive outlet. We should give them some solutions because the fears of the future, loneliness, need help, can be neutralized, so it would be easier to imagine a future build. The a disability has the right to grow up and build their own story.








BIBLIOGRAPHY

Giuseppe Pontiggia, Born Twice, 2000, Oscar Mondadori
Quintilian: http / / www.dubladidattica.it / quintiliano.html (10 / 4 / 2009) Convention on the Rights of
Child: http / / www.informahandicap.it (10/04/2009)
Disability: From Wikipedia, the free encyclopedia
Integration and Special Education: http / / www.bussolascuola.it (10/04/2009)
( by Antonello and F. D. Tessaro)
http / / www.laboratorioculturale.blogspot.com (10/04/2009)