This issue of Engramma overviews various critical approaches from today’s Wilde Studies in Italy and shows how the author still provides ample space for debate in current Italian culture. The nine contributions span the fields of biography, autobiography, and studies on the self, with special attention to the concepts of self-fashioning and celebrity and pop culture (Gino Scatasta’s Nebbie londinesi e capziose dimenticanze. Wilde lettore di Dickens and Pierpaolo Martino’s Pop Wilde. Oscar Wilde nella popular culture), semiology and visual studies (Massimo Stella’s A labbra aperte: l’Immagine-Ferita di Dorian Gray. A Portrait… a Picture… a Thing?), film studies (Francesco Zucconi’s ‘Rischiare la pellicola’. Nascita del montaggio e fine del cinema in Salomè (1972) di Carmelo Bene”), performance studies (Elisa Bizzotto’s Oscar Wilde and the Rewriting of Medieval Drama and Stefano Tommasini’s “Crazed by the rigid stillness”. Maud Allan danza Salomé), comparative and reception theories (Alessandro Fambrini’s ‘La storia del mondo non è altro che un sogno’. Hanns Heinz Ewers e Oscar Wilde and Alessandra Ghezzani’s ‘Una specie di simbolista’. Borges legge Wilde). Cultural studies, particularly in their spiritualistic approaches typical of the fin de siècle, also offer privileged critical takes on Wilde’s figure and work (as in Laura Giovannelli’s The Ghost as Artist. Allusive Echoes in The Canterville Ghost). What eventually emerges as a shared critical perspective in all these essays is Wilde’s cross-cultural and cross-temporal identity as world literature.
Although educational research advocates the perspective of the learner, who or what is it advocating against? The governments of all European Union countries give learning the most prominent place on their policy agendas; the European Commission wants Europe to become a knowledge based society; companies across the European Union are no longer interested primarily in profit, but want to be learning organisations; social scientists detect the emergence of a learning society and economists advocate a learning economy. What does European educational research do, if nowadays everybody in the European Union wants nothing else but knowledgeable people?
Although educational research advocates the perspective of the learner, who or what is it advocating against? The governments of all European Union countries give learning the most prominent place on their policy agendas; the European Commission wants Europe to become a knowledge based society; companies across the European Union are no longer interested primarily in profit, but want to be learning organisations; social scientists detect the emergence of a learning society and economists advocate a learning economy. What does European educational research do, if nowadays everybody in the European Union wants nothing else but knowledgeable people?
Massimo Cacciari is one of the leading public intellectuals in today's Italy. This collection of essays on political topics provides the best introduction in English to his thought to date.This carefully curated collection includes chapters on Hofmannsthal, Luk\ cs, Benjamin, Nietzsche, Weber, Derrida, Schmitt, Canetti, and Aeschylus. Written between 1978 and 2006, these essays engagingly address the most hidden tradition in European political thought: the unpolitical. Far from being a refusal of politics, The Unpolitical represents a merciless critique of political reason and a way out of the now impracticable consolations of utopia and harmonious community.A lucid and engaging Introduction by Alessandro Carrera sets these essays in the context of Cacciari's work generally and in the broadest context of its historical and geographical backdrop.
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