Distinguer les habitus et les vertus, pour une meilleure compréhension de la formation intégrale
Bibliographic record
Abstract
Summary: The article draws attention to the importance of a concept, which has been cast aside (either for ideological reasons or because of the evolution of modern languages): habitus. Many contemporary philosophies and currents of thought propose a return to the virtues and, in the moral, psychological and pedagogical domains, bring out the importance of a formation which is integral. It would appear that the concept of habitus, properly understood, is capable of enriching this common research. The notion of habitus presents, first of all, the difficulty of vocabulary. For example, why has this term disappeared from the French and Italian languages? How did it evolve? Pierre Bourdieu seems to have brought this term back into fashion, but he has done so by attributing to it a meaning which is almost totally opposed to that which it has enjoyed classically, it coming to mean ‘cultural unconscious’. Rediscovering habitus, without any prejudice, in the thought of Thomas Aquinas allows us to understand this notion and to deepen our grasp of its unperceived riches. Habits and virtues are two concepts, closely linked to each other, but focusing attention too hastily upon virtue means that we are not able to catch a glimpse of the much broader role which the habitus can play in the process of an integral formation. The article, which takes up the analyses and the conclusions of a thesis, entitled Avant les vertus, limits itself to questions pertaining to the distinction between habitus and virtue. Does this distinction find a raison d’etre in the thought of Thomas Aquinas?, and, what would be the implications of this for the integral formation of the person? Key words: habitus, virtue, Thomas Aquinas, integral formation, virtue ethics, cultural unconscious, habit. Sommario: L’articolo pone l’accento sull’importanza di un concetto che e stato messo da parte (o per ragioni ideologiche o per l’evoluzione delle lingue moderne): habitus. Molti, tra i filosofi e scuole di pensiero contemporanee, propongono un ritorno alle virtu; e nell’ambito morale, psicologico e pedagogico rilevano l’importanza della formazione integrale. Sembra che il concetto di habitus, ben inteso, sia in grado di arricchire questa ricerca comune. La nozione di habitus presenta in primo luogo una difficolta di vocabolario. Perche e scomparso questo termine dalla lingua francese o italiana, per esempio? Quale n’e stata l’evoluzione? Pierre Bourdieu sembra aver riposto di moda questo termine, ma dandogli un significato quasi totalmente opposto al suo senso classico, venendo a significare “inconscio culturale”. Una riscoperta senza pregiudizi dell’habitus nel pensiero di Tommaso d’Aquino permette di capire questo concetto e di approfondirne le ricchezze inosservate. Abitudine e virtu sono due concetti strettamente collegati; ma l’attenzione frettolosamente incentrata sulla virtu non lascia intravedere il ruolo piu ampio che l’habitus puo giocare nella formazione integrale. L’articolo, che riprende le analisi e le conclusioni della tesi dal titolo Avant les vertus, si focalizza sulla distinzione tra habitus e virtu. Questa distinzione ha una ragione d'essere nel pensiero di Tommaso d’Aquino? e quali sarebbero le implicazioni per la formazione integrale della persona? Parole chiave: habitus, virtu, Tommaso d’Aquino, formazione integrale, etica della virtu, inconscio culturale, abitudine.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".