





















































Editorial


Elementa
Intersections between Philosophy, Epistemology 
and Empirical Perspectives

1 
(2021) 

1-2

Pierpaolo Limone
Editorial 7

First Section

Slavoj Žižek
The Vagaries of the Superego 13

Ricardo Espinoza Lolas
Nature and Pandemic 33

Paolo Ponzio
Mask and Otherness between Recognition and Concealment: 47 
Notes on the Self and the You

Daniela Savino
“Liquid” Identity and Otherness in the Phenomenon 61 
of Religious Alienation: The Loss of Critical Thinking 
and the “Barter” of the Self in the System of Communion

Francesca R. Recchia Luciani
The Sexistential Vulnerability of Bodies in Contact 85 
in the Philosophy of Jean-Luc Nancy

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https://www.ledonline.it/elementa


Elementa. Intersections between Philosophy, Epistemology and Empirical Perspectives

Second Section

Martina Rossi
Universal Design for Learning and Inclusive Teaching: 103 
Future Perspectives

Marco Ceccarelli
A Historical Account on Italian Mechanism Models 115

Giusi Antonia Toto - Alessia Scarinci
Cyberfeminism: A Relationship between Cyberspace, 135 
Technology, and the Internet

Luigi Traetta - Federica Doronzo
Super-Ego after Freud: A Lesson not to Be Forgotten 153

Federica Doronzo - Gianvito Calabrese
Functioning of Declarative Memory: Intersection 163 
between Neuropsychology and Mathematics

Giuliana Nardacchione - Guendalina Peconio
Peer Tutoring and Scaffolding Principle for Inclusive Teaching 181

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7

Editorial
Pierpaolo Limone
Learning Science hub, Università degli Studi di Foggia (Italy)

doi: https://dx.doi.org/10.7358/elem-2021-0102-limo
pierpaolo.limone@unifg.it

The University of Foggia has been investing in training innovation for 
decades, dealing with the study, research and implementation of new 
transmedia learning environments in schools, academies, companies and 
organizations, aiming at the psychosocial well-being of users.

To this end, the university has set up the Learning Science hub (LSh) 
centre in Foggia, located in Via Arpi at the Department of Humani-
ties. The centre intends to respond to the innovation needs of Learning 
Design and hence promotes interdisciplinary research on the effects of 
digital media and technologies on motivation, self-determination and self-
regulated learning, through the most recent research methodologies in the 
psychological and neuroscientific fields.

The objective of the laboratory intersects with the mission of the 
CNR Institute of Neuroscience: to promote global knowledge of the 
organization and functioning of the nervous system and the application of 
this knowledge in the prevention and treatment of psychosocial disorders.

Regarding its activities, the laboratory focuses on both basic and 
applied research, which is why the cognitive goals produce a scien-
tific, technological, social and economic impact not only for the scien-
tific community but also for the players in the educational and training 
context. Studies are aimed at solving pedagogical problems, the innovation 
of teaching tools, the prevention of psycho-pedagogical difficulties and the 
promotion of effective and motivated learning.

The Learning Science hub also operates through psychometric 
surveys in the field. It measures psychosocial variables, assesses the needs 
and requirements of users and studies the effects of learning environments, 
using standardized tests or the validation of new tools. The results of these 
studies determine a participatory community of practice that monitors and 
implements innovative educational contexts while respecting the psychoso-
cial dynamics and perceptions of all those involved in the training process. 

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https://dx.doi.org/10.7358/elem-2021-0102-limo


Pierpaolo Limone

Elementa. Intersections between Philosophy, Epistemology and Empirical Perspectives – 1 (2021) 1-2 
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Finally, the structure is also a reception centre for students and trainees 
who are interested in research and intend to deepen and develop skills in 
the field of Learning Design and Cognitive Neuroscience.

A distinctive feature of the centre is its multidisciplinarity wherein 
scholars, professionals and expert scientists of Pedagogy, Educational 
Sciences, Computer Science, Psychology and Neuroscience co-participate.

LSh has various professionals such as university professors, researchers, 
doctoral students, fellows and trainees. It also hosts scholars with different 
types of training, some from foreign countries, who collaborate in the 
implementation of the established projects.

And it is precisely in this perspective of multidisciplinarity and inter-
connection of knowledge that the new journal of the University of Foggia 
Elementa. Intersections between Philosophy, Epistemology and Empirical 
Perspective is born, online, peer-reviewed, biannual, engaged in the publica-
tion of articles, studies, texts, notes, discussions and reviews, which compares 
and directly connects the world of philosophy with that of pedagogy.

For each issue, we propose to critically explore a theme within the 
contemporary philosophical debate and the main epistemological reflec-
tions; this philosophical investigation will then be the empirical basis for 
applied research in the psychological and educational sector. In fact, as 
stated by the editor-in-chief of the journal, Prof. Paolo Ponzio, Elementa 
attempts to propose an epistemological and scientific dialogue between 
experimental, philosophical and pedagogical disciplines, and between 
conceptual instances and tools of educational epistemology, in order to 
arouse interdisciplinary interest in issues of contemporary life.

Issue 1 of the magazine collects contributions capable of critically framing 
the different philosophical, epistemological, educational and psychological 
perspectives on the theme of identity/otherness. Specifically, the issue is 
divided into two sections. 

The first section, of a philosophical nature, deals with the history of philos-
ophy, the history of ideas and epistemology (from ancient to contemporary 
thought) as essential parts of contemporary discourse on human sciences.

The contributions in this section are edited by:
Slavoj Žižek, entitled The Vagaries of the Superego, which, starting from 
the distinction made by Lacan between “ideal ego” and “super-ego”, struc-
tured by the imaginary-symbolic-real triad, investigates how it is possible 
to distinguish the a-sexual social space from the domain of libidinal-bad 
interactions.

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Elementa. Intersections between Philosophy, Epistemology and Empirical Perspectives – 1 (2021) 1-2 
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9

Ricardo Espinoza Lolas, entitled Nature and Pandemic, which aims to 
demonstrate how the Covid-19 pandemic is not only an issue associated 
with nature but also an essential theme for understanding humanity today, 
as the pandemic has demonstrated how nature caused this disaster and how 
nature itself, in a certain sense, was taking revenge on humanity.
Paolo Ponzio, entitled Mask and Otherness between Recognition and 
Concealment: Notes on the Self and the You, which specifically addresses the 
theme of otherness, crossing the theme of the mask that performs its func-
tion precisely in the dialectic identity/otherness.
Daniela Savino, entitled “Liquid” Identity and Otherness in the Phenom-
enon of Religious Alienation: The Loss of Critical Thinking and the “Barter” 
of the Self in the System of Communion, which aims to investigate the 
so-called “interior space of conscience”, especially when it happens that it 
is “violated” voluntarily or unconsciously.
Francesca R. Recchia Luciani, entitled The Sexistential Vulnerability 
of Bodies in Contact in the Philosophy of Jean-Luc Nancy that analyzes the 
“r-existence of sexiness”, or that stubborn rejection of distinct and different 
bodies to the homologation and uniformity of the identical and identity 
shared by “trans-feminism”.

The second section, of a pedagogical nature, represents the pragmatic and 
applicative element of the theoretical reflections that emerged in the first 
section of the journal, trying to build a bridge between the theoretical 
formulations and practical and educational applications.
The contributions in this section are edited by:
Martina Rossi, entitled Universal Design for Learning and Inclusive 
Teaching: Future Perspectives, which aims to reflect on the didactic and 
methodological changes brought about by distance teaching, focusing 
particularly on the concept of inclusive teaching.
Marco Ceccarelli, entitled A Historical Account on Italian Mechanism 
Models, which tells the Italian story about the collection of mechanical 
models that have been used and can still be used in design, teaching and 
research activities, not only therefore limited to research and development 
of mechanical systems.
Giusi Antonia Toto and Alessia Scarinci, entitled Cyberfeminism: A 
Relationship between Cyberspace, Technology, and the Internet, which analyzes 
the socially and culturally constructed value assumed by the media in the 
cyberbullying movement.

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Pierpaolo Limone

Elementa. Intersections between Philosophy, Epistemology and Empirical Perspectives – 1 (2021) 1-2 
https://www.ledonline.it/elementa

10

Luigi Traetta and Federica Doronzo, entitled The Super-ego after Freud: 
A Lesson not to Be Forgotten, which aims to retrace the evolution of the 
super-ego, in the psychoanalytic and phenomenological fields, describing 
its repercussions, starting from the formation of individual morality, in the 
educational field.
Federica Doronzo and Gianvito Calabrese, entitled Functioning of 
Declarative Memory: Intersection between Neuropsychology and Mathematics, 
which aims to investigate the neural correlates that regulate the cognitive 
system, through a dual neuropsychological-mathematical interpretation. 
Guendalina Peconio and Giuliana Nardacchione, entitled Peer 
Tutoring and Scaffolding Principle for Inclusive Teaching, which aims to 
investigate the theoretical references that literature offers with respect to 
the scaffolding principle and the peer tutoring methodology defined in an 
inclusive perspective.

Copyright (©) 2021 Pierpaolo Limone 
Editorial format and graphical layout: copyright (©) LED Edizioni Universitarie

 This work is licensed under a Creative Commons 
Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite this paper:
Limone, P. (2021). Editorial. Elementa. Intersections between Philosophy, Epistemology and 
Empirical Perspectives, 1(1-2), 7-10. doi: https://dx.doi.org/10.7358/elem-2021-0102-limo

https://www.ledonline.it/elementa
https://dx.doi.org/10.7358/elem-2021-0102-limo
https://dx.doi.org/10.7358/elementa-2021-0102-limo

	Elementa_1-2021-1-2_00b_Sommario.pdf
	Editorial
	Pierpaolo Limone

	First Section
	The Vagaries of the Superego
	Slavoj Žižek
	Nature and Pandemic

	Ricardo Espinoza Lolas
	Mask and Otherness
between Recognition and Concealment: Notes on the Self and the You

	Paolo Ponzio
	“Liquid” Identity and Otherness
in the Phenomenon of Religious
Alienation: The Loss of Critical
Thinking and the “Barter” of the Self in the System of Communion

	Daniela Savino
	The Sexistential Vulnerability of Bodies in Contact in the Philosophy
of Jean-Luc Nancy

	Francesca R. Recchia Luciani

	Second Section
	Universal Design for Learning
and Inclusive Teaching: Future
Perspectives
	Martina Rossi
	A Historical Account on Italian
Mechanism Models

	Marco Ceccarelli
	Cyberfeminism: A Relationship
between Cyberspace, Technology,
and the Internet

	Giusi Antonia Toto 1 - Alessia Scarinci 2
	Super-Ego after Freud: A Lesson
not to Be Forgotten

	Luigi Traetta 1 - Federica Doronzo 2
	Functioning of Declarative Memory: Intersection between Neuropsychology and Mathematics

	Federica Doronzo 1 - Gianvito Calabrese 2
	Peer Tutoring and Scaffolding
Principle for Inclusive Teaching

	Giuliana Nardacchione - Guendalina Peconio





