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            <title xml:lang="it">La «ragione» del seguire una regola: un'esposizione divulgativa del paradosso di Kripke-Wittgenstein</title>
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                <forename type="first">Giuseppe</forename>
                <surname>Iurato</surname>
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            <note type="commentary">This contribution has been kindly published in the research reports of the International Centre for Research and Study METAINTELLIGENZE/Onlus, of Palermo, PA, ITALY (URL http://www.metaintelligenze.it/)</note>
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            <note type="popular" n="1">Yes</note>
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                <title xml:lang="it">La «ragione» del seguire una regola: un'esposizione divulgativa del paradosso di Kripke-Wittgenstein</title>
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                <term xml:lang="en">education</term>
                <term xml:lang="en">rule-following</term>
                <term xml:lang="en">Kripke-Wittgenstein paradox</term>
                <term xml:lang="en">rule</term>
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              <p>In this research contribution, we wish to argue, at a popular level, about possible reasons, meanings and usages of a general rule, whatever it is the context to which it belongs: linguistics, mathematics, and so on. In this regard, the so-called Kripke-Wittgenstein paradox matches very well. Thus, we have mainly centred our discussion on this latter, an important  argument which has besides received a very little attention at a popular level exposition. Critical reflections regarding our precognitions and assumptions about human rationality also follow. A wider clarification about motivations underlying rule-following springs out as well. But our primary intention in drawing up this contribution has been turned toward the surely remarkable psycho-educational implications that the arguments of such a report may have.</p>
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              <p>Il paradosso di cui si vuol qui dare una semplice introduzione prosastica, si inserisce nella più ampia e complessa problematica che sta alla base della nozione di regola (linguistica, matematica, etc.) e quella di seguire una regola. Una discussione divulgativa ed euristica di questo paradosso permetterà, tra le altre cose, di poter conseguire una maggiore chiarezza concettuale sull'origine, l'identità, la natura e la motivazione delle regole formali, prime fra tutte quelle aritmetiche, nonché di rivedere criticamente alcune precognizioni che noi tutti abbiamo della nozione di razionalità. Nonostante sia stato elaborato in ambito prettamente filosofico, l'esposizione divulgativa che di questo paradosso viene fornita in questa rassegna vorrebbe cercare anche di lambire altri contesti disciplinari non filosofici, in primis quello psicopedagogico, al fine di stimolare anzitutto l'interesse critico e riflessivo dei discenti, per esempio nei riguardi delle regole matematiche.</p>
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