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Frank P. Tomasulo and Jason Grant McKahan

Although the extant scholarly literature on the cinema of the late Michelangelo Antonioni has often valorized his use of images and mise-en-scène to explore themes and reflections on humanism and alienation, few have examined the means by which the director conveyed ideas on psychology and sexuality in modern life and Italian culture. This article considers Antonioni's "trilogy"—L'avventura (The Adventure, 1959), La notte (Night, 1960), and L'eclisse (Eclipse, 1962)—in light of the modernist project, especially with regard to the conjuncture of psychology and sexuality within the historical context of the 1960s and the sexio-psychological discourses of that period. Finally, Antonioni's worldview is investigated, particularly as it pertains to his stated concept of malattia dei sentimenti, or "Sick Eros."

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Dutch Economic Textbooks in the 1970s

Raising the Status of a New Secondary School Type by Means of Mathematical Abstraction

Gerrit F. Gorter, Hilda T. A. Amsing and Jeroen J. H. Dekker


Essential Economics, the influential economics education textbook written by Arnold Heertje for use in Dutch secondary schools in the 1970s, was characterized by a previously unknown and internationally exceptional degree of abstraction. Its users justified this degree of abstraction by arguing that it fulfilled the needs of mental schooling (in line with the formal education argument upheld by defenders of humanism) and that it would enhance the rigorous status of the new type of school known as athenaeum A. In the 1970s, this economics education design was criticized by Herman Hartkamp, who strove to ground economics education on pupil-centered and social meliorist principles. By explaining this struggle and its outcome, this article exposes the various educational ideologies found in textbooks in the segmented Dutch school system.

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Screening Vulnerability

Brian Bergen-Aurand

. Notes 1 Levinas 2006: 63 . 2 . 3 . References Levinas , Emmanuel . 2006 . “ Without Identity .” Humanism of the Other , trans. Nidra Poller. 58 – 70 . Urbana, IL : University of Illinois Press . McRuer

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Linda Howell, Ryan Bell, Laura Helen Marks, Jennifer L. Lieberman and Joseph Christopher Schaub

; it also examines the viral video Kony 2012 to establish how social media has come to stand in for human connection and political action. In this final section, Bollmer explains the stakes of “technological humanism”—a concept that he introduces in

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A Useless Subject?

Teaching Civic Education in Italy from the School Programs of 1958 to the Present Day

Paolo Bianchini and Maria Cristina Morandini

of what the document defined, significantly, as a “new humanism.” 23 The main difference between the new guidelines and the Moratti law was the elimination from the curriculum of the six subcategories of education for civil coexistence; the guidelines

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Steven Eastwood

human norm.” Rather than a humanism that has had troubling attitudes toward developmental disorders and disability in the past (eugenics), post-humanism offers a potentially radical space for autism, one that rejects the cliché of the autistic brain as

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April Mandrona

. “ Intervening in Friendship Exclusion? The Politics of Doing Feminist Research with Teenage Girls .” Ethics, Place and Environment 4 , no. 2 : 147 – 153 . Murphy , Ann V. 2011 . “ Corporeal Vulnerability and the New Humanism .” Hypatia 26 , no. 3

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Jane M. Kubiesa, Looi van Kessel, Frank Jacob, Robert Wood and Paul Gordon Kramer

replications, the collection succeeds in drawing from a varied and wide-ranging field of criticism to produce a well-rounded and highly informative text. Editors Andrea Wood and Brandy Schillace, from the disciplines of media studies and medical humanism