Author P. Parini
Biography: Pino Parini received his diploma of professional master of painting from the Bologna Academy of Fine Arts in 1948. In May 1959 he presented in Milan his “Theoretical Painting Manifesto,” exemplified by visualizations of Kant’s Transcendental Schematism. This was the occasion that later brought him to the meeting with Silvio Ceccato, director of the Centre for Cybernetics, University of Milan. Thus began that lasting collaboration that led him to apply the analysis of mental activity in the field of art and aesthetic education.
Parini P. (2009) L’attualità di Silvio Ceccato. D’ARS Magazine of contemporary art and cultures 197.
Parini P.
(
2009)
L’attualità di Silvio Ceccato.
D’ARS Magazine of contemporary art and cultures 197.
When Silvio Ceccato began to collaborate with D’ARS in 1963, in his first article, “Cybernetics and Art” (No. 2 March-May), he concluded that perhaps a new chapter of pedagogy in the field of art had opened. Although he was aware of the innovative strength of his ideas, he could certainly not predict the promising results that would have been achieved later with the experimentation in teaching and in particular in the context of aesthetic enjoyment. Even though schools were able to profit from his advanced ideas, the most important indication coming from his research certainly concerns its contribution to robotics. The model of mental operations that he designed from the sixties at the Center of Cybernetics and Linguistic Activities of the University of Milan can still help tackle the problem of artificial intelligence, which is, of course, controversial, but of compelling actuality.
Parini P. (2011) Ernst von Glasersfeld and the Italian Operational School: Didactic Implications of Operational Awareness. Constructivist Foundations 6(2): 140–149. Fulltext at https://cepa.info/187
Parini P.
(
2011)
Ernst von Glasersfeld and the Italian Operational School: Didactic Implications of Operational Awareness.
Constructivist Foundations 6(2): 140–149.
Fulltext at https://cepa.info/187
Context: Ernst von Glasersfeld collaborated with the Italian Operational School from the early 1960s when the project on the mechanization of higher human activities began. Problem: To analyze the cognitive processes in terms of a mnemonic-attentional dynamic and to study every thought content in light of the interdependence between observer and observed. Method: The project comprised two research areas: the linguistic translation, in which von Glasersfeld participated; and the semantic analysis of words, in which I participated. The common basis was the analysis of attentional dynamisms. This allowed the syntactic complexity of a sentence to be transferred to the correlational structure of the thought. The semantic analysis, especially of the observational words, was based on the attentional dynamisms used for the categorization, perception, and representation processes. Results: The analysis of visual processes led to the “constitutive structures.” These structures allowed me to establish an operative didactic based on the awareness of mental operations. Implications: The comparison between von Glasersfeld’s and my experiences revealed the equivalence of some analyses, which was due to the common presumption that the experiential units depend on the operation performed by the perceiver.
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