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"Eco, Umberto"
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Confessions of a young novelist
Umberto Eco, author of \"The Name of the Rose,\" looks back on his long career as a theorist and his more recent work as a novelist, and explores their fruitful conjunction.
Book
Visual Culture in Architecture: Virgil Abloh’s Cross-Disciplinary Design Language
This paper investigates the integration of Virgil Abloh’s Personal Design Language (PDL) within the broader context of architectural methodology. Through a series of workshops, architecture students and professionals engaged with Abloh’s principles to examine how subtle aesthetic and functional adjustments, grounded in artistic disciplines, can produce transformative effects on iconic 20th-century architectural forms. These workshops underscored the potential of Abloh’s interdisciplinary approach to enhance architectural discourse by introducing a novel lens through which contemporary design methodologies can be evaluated. The findings reveal that employing weighted coefficients for less commonly utilized design principles enabled novel evaluation processes, fostering creative experimentation and innovation. Additionally, this research highlights discrepancies that may arise when employing differing evaluation methodologies in the assessment of architectural work, thereby initiating a critical discussion on the public acceptance of architectural designs and the implications of varied grading frameworks in professional practice.
Journal Article
Copy/Past: A Hauntological Approach to the Digital Replication of Destroyed Monuments
This article offers a critical analysis of two ‘replicas’ of monuments destroyed by ISIL in 2015: the Institute for Digital Archaeology’s Arch of Palmyra (2016) and the lamassu from Nimrud, exhibited in the Rinascere dalle Distruzioni exhibition (2016). Drawing on Jacques Derrida’s formulation of hauntology and Umberto Eco’s theory of forgery, this study examines the ontological, ethical, and ideological stakes of digitally mediated replication. Rather than treating digital and physical ‘copies’ as straightforward reproductions of ancient ‘originals’, the essay reframes them as specters: material re-appearances haunted by loss, technological mediation, and political discourses. Through a close analysis of production methods, rhetorical framings, media coverage, and public reception, it argues that presenting such ‘replicas’ as faithful restorations or acts of cultural resurrection collapses a hauntological relationship into a false ontology. The article thus shows how, by concealing the intermediary, spectral role of digital modeling, such framings enable the symbolic use of these ‘replicas’ as instruments of Western technological triumphalism and digital colonialism. This research calls for a critical approach that recognizes the ontological peculiarities of such replicas, foregrounds their reliance on interpretive rather than purely mechanical processes, and acknowledges the ideological weight they carry.
Journal Article
The (Im)Possibility of Literary Translation
The problematics of literary translation have generated inconclusive discussions among relevant scholars. The crucial problem posed is the equivocal nature of literature, which complicates the process. Hence, discussing the question of literary translation, Umberto Eco asserts that it never says the same thing as the original. This essay will address the complex issue of literary translation on two levels, theoretical and practical. It deals with aspects like the role of translation in inter-cultural communication between peoples, the role of the translator as an agent enabling this communication, fidelity to the source text, and will finally examine some illustrative examples bound up with the core issue of literary translation.
Journal Article
New (Digital) Media in Creative Society: Ethical Issues of Content Moderation
Digitalisation and platformisation are continuously impacting and reshaping the societies we live in. In this context, we are witnessing the rise of phenomena such as fake news, hate speech, and the sharing of any other illegal content through social media. In this paper, I propose some ethical reflections on content moderation in the context of digital (social) media, as this topic seems – to me – to already incorporate other relevant digital issues in it, such as algorithms bias, the spread of fake news, and the potential misuses of artificial intelligence. In the first section, I will provide a few hermeneutic reflections over a speech given by the Italian scholar Umberto Eco, which appears to underline the necessity of a content moderation in an era of digital (social) media. In the second section, I will analyse, through a consequentialist perspective, critical and ethical issues posed by content moderation. In particular, I suggest the idea of a ‘moderate’ (reasonable and limited) content moderation that can only be assured by humans, as they are able to contextualise the content, to take emotions and subjective elements into account, to apply critical thinking and adaptability in complex circumstances.
Journal Article
Educating Semiosis: Foundational Concepts for an Ecological Edusemiotic
Many edusemiotic writers have begun to closely align edusemitoics to biosemiotics; the basic logic being that, if the life process can be defined through the criterion of semiotic engagement, so can the learning process (Stables in J Curr Stud 38(4):373–387, 2006). Thus, the ecological concept of umwelt has come to be a central area of investigation for edusemiotics; allowing theorists to address learning and living concurrently, from the perspective of meaning and significance. To address the conceptual and experiential foundations of the edusemiotic perspective, this paper will focus its attention on the basic semiosic processes that sustain the learner’s primary modelling system or umwelt—the world of meaning and sensory engagement that the organism is immersed in. This focus enables us to identify and explore four basic principles that an ecologically concerned edusemiotic perspective can be said to rest upon; the Iconicity Hypothesis, the Principle of Suprasubjective Relation, the Natural Learning Flow Principle, and the Continuity Principle. The identification and elaboration of these basic philosophical orientations will help establish the importance and relevance of the edusemiotic perspective for educational philosophy and theory in general. This task requires the methodological framework of Sebeok and Danesi’s (The forms of meaning: modeling systems theory and semiotic analysis, vol 1, Walter de Gruyter, Berlin, 2000) Modelling Systems Theory (MST), which; (a) provides a biosemiotically grounded approach to understanding the diversity of modelling phenomena across all species, and; (b) contextualizes the specific focus of this study within the broader forms of learning and knowing encompassed by a semiotic theory of learning. Hopefully such attention to the foundational doctrina of this new perspective will encourage more educational research to take what Semetsky (J Philos Educ 48:490–506, 2014) has called the edusemiotic turn.
Journal Article