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1. New Vico Studies: Volume > 20
John D. Schaeffer Vico: Genealogist of Modernity, Robert C. Miner
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2. New Vico Studies: Volume > 20
Donald Phillip Verene Pensar para el nuevo siglo. Giambattista Vico y la cultura europea
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3. New Vico Studies: Volume > 20
Donald Phillip Verene The Philosophy of Giambattista Vico
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4. New Vico Studies: Volume > 20
Giambattista Vico On the Sumptuous Dinners of the Romans
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5. New Vico Studies: Volume > 20
Patrick H. Hutton The Autonomy of History: Truth and Method from Erasmus to Gibbon
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6. New Vico Studies: Volume > 20
Stephen Donatelli Vico’s Topical Conception of Civil Wisdom
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With the celebrated frontispiece to the New Science (1744) and through an immediate comparison of this image to the ancient moral fable inscribed in the Tablet of Cebes the Theban, Vico ingeniously employs a then well-known common topic and a conventional emblematic device to inaugurate his topics-based philosophy. A topical knowledge of the human cannot, for Vico, be seized by precept only; it must be undergone as an active and imaginative recovery of the topics through memory. In times of need, topical memory is consequential for civil wisdom and historical consciousness. An aptitude for the practic of topics is manifest in the manmade figurations of fable and poetry and in the requisite and recollective resynthesis of them. By modeling, exemplifying, explaining, and soliciting this aptitude for topical knowledge, Vico provides a multifold teaching on the acquisition of civil wisdom.
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7. New Vico Studies: Volume > 20
David Kelman Diversiloquium, Or, Vico’s Concept of Allegory in the New Science
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This article examines the question of allegory in Vico. While there have been some attempts to read the New Science as an allegory, little attention has been paid to what Vico himself meant by the term ‘allegory’. In fact, Vico complicates things by referring to two types of allegory: the philosophical allegory and the true poetic allegory. While the former term refers to the mode of signification of the age of man or the third age, the latter term has to do with the poetic characters that Vico ascribes to the divine or first age. Vico further emphasizes the difference between the two types of allegory by calling (or translating) the true poetic allegory “diversiloquium.” Through a careful reading of this unusual translation of the term ‘allegory’, this inquiry suggests a surprising relation between the mode of signification of poetic characters (allegory) and Vico’s philosophy of history.
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8. New Vico Studies: Volume > 20
Donald Phillip Verene Vico and Culinary Art: “On the Sumptuous Dinners of the Romans” and the Science of the First Meals
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This is a discussion and translation of the first academic address of Vico’s career. “Delle cene sontuose de’ romani” (“On the sumptuous dinners of the Romans”) was delivered early in 1699 before the Accademia Palatina. This is the same year that Vico assumed his position as professor of Latin eloquence at the University of Naples. Vico’s choice of a topic concerning the details of everyday Roman life derives from his concern to understand Roman culture in terms other than its political history. He approaches the teaching of Latin in a similar way, advocating in his textbook, Institutiones oratoriae, that the place to begin learning Latin is “From the comics!”—meaning that the everyday expressions of Latin speech are those preserved by the comic poets, especially Plautus and Terence.
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9. New Vico Studies: Volume > 20
Thora Ilin Bayer Vico’s Theory of Education for the Common Good
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Elio Gianturco said, of De mente heroica (On the Heroic Mind) “it is one of the most inspired ‘invitations to learning’ ever penned. . . . The eros of learning has seldom been expressed in more electrifying terms.”Vico advocates the humanist ideal that the goal of education is the realization of the natural bond between eloquence and wisdom. The educated person has the goal of becoming “wisdom speaking” (la sapienza che parla). The aim of the individual in any system of education should be to grasp all the branches of knowledge in their connections to each other, to see thought as forming a whole.On Vico’s view, the individual should acquire the power of wisdom speaking for the common good. The ideal to instill in students is a sense of heroic mind. This form of heroism is the cultivation of the virtues to seek not just honor and gain but to act for the social good. These are ancient ideals that carry with them their own power. On Vico’s view, they require constant and eloquent restatement by the teacher and should occupy a central place in the educational institution.
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10. New Vico Studies: Volume > 20
Thora Ilin Bayer Cassirer and Langer on Myth: An Introduction
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11. New Vico Studies: Volume > 20
William Roger Schultz Bloom’s Theory of Poetry: The Anxiety of Vico’s Influence
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Vico’s theory of poetic origins greatly influenced Harold Bloom’s theory of poetry, called “the anxiety of influence.” Neither simple acceptance nor rejection, the complex influence is explained at main stages of Bloom’s career. In Bloom’s early writings, Vico’s ideas are virtually ignored. Starting with The Anxiety of Influence, Vico’s influence is acknowledged to be strong but it is repressed; Vico’s ideas are mentioned in only a few brief passages and usually presented through those of other thinkers, or are interpreted to be the same. In subsequent works, Bloom does discuss Vico’s ideas more. Finally, in Bloom’s Western Canon, Vico’s importance seems to be the greatest, since all the literature is categorized according to Vico’s idea of a cycle of three ages, although, once again, his ideas are not analyzed.
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12. New Vico Studies: Volume > 20
Mari Lee Mifsud The Figure of Homer in the Rhetorical Structure of Vico’s Pedagogy
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The rhetorical structure of Vico’s pedagogy is shaped predominantly by the ars topica. While most would associate the ars topica with the classical Greek and Roman cultures, where theories of topoi predominate rhetorical theory and pedagogy, this essay shows that the ars topica in the rhetorical structure of Vico’s pedagogy must be heroic in nature, rather than classical. Embodied in the figure of Homer, the ars topica in Vico’s pedagogy stands beyond the technical consciousness of the classical world. The figure of Homer stands for the imaginative poetic capacity to make figural connections and to escape the reduction of meaning to technical formulae. Such escape, for Vico, ensures the life and liberty of not only the individual mind but the civic realm.
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13. New Vico Studies: Volume > 20
Donald Phillip Verene Vico’s Method of Studies in Our Time
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Vico’s De nostri temporis studiorum ratione (1709) draws a distinction between two types of pedagogy, based on the difference between ars topica and ars critica, which is crucial to our present-day conception of human education. Ars critica is the source of the contemporary understanding of education. When Descartes put aside rhetoric, poetic, and history as having nothing to do with the conduct of right reasoning in the sciences, he established criticism as the ideal of education. On the Cartesian view no education is offered in the art of topics, which Vico understands as “the art of finding the middle term” that is necessary to the making of arguments.In Vico’s view, children are to be trained in memory, metaphor, and narration—or when they are adults they will be unable to find the starting points of thought. The Cartesian child will become a hollow-minded adult, expert in the use of methods, organizing materials, and calling up information but unable to make original judgments without ingenuity (ingenium)—the power to see the similar in dissimilars. On Vico’s view ars critica and all it implies is to be introduced only when the mind has been formed in its original powers of imagination.
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14. New Vico Studies: Volume > 20
Gino Bedani Universal Right
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15. New Vico Studies: Volume > 20
Giorgio A. Pinton Vico in Spanish: The Aurora of a New Era
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16. New Vico Studies: Volume > 20
Ann Hartle The Human Project: The Year 2000
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17. New Vico Studies: Volume > 20
Molly Black Verene Vico in English Bibliography 1994-2002
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18. New Vico Studies: Volume > 20
Index
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19. New Vico Studies: Volume > 20
Vico and Civil Society: Four Essays
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20. New Vico Studies: Volume > 20
Gino Bedani The First New Science
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