Lies

Riccardo Orestano ha scritto che la semantica di 'segreto' "si alimenta e si compiace di oscurità e di silenzio, di profondità sotterranee e di nascondigli. Essa vive celata all'interno di grotte e di caverne, ama stare al chiuso e al riparo da occhi indiscreti e indagatori" (Orestano 1983, 24). Lo stile di Orestano è un po' pesante, ma ricco di suggestioni sulle origini e gli usi del termine. In effetti, la parola italiana 'segreto' deriva dal latino 'secretus', participio di 'secernere' che vuol dire "separare". Il fatto che tale voce verbale sia composta da due sintagmi che esprimono entrambi separazione suggerisce che il 'se' svolge una funzione iterativa. Per quanto riguarda il verbo 'cernere', è il caso di ricordare che esso significa "separare" anche nel senso di "setacciare", cioè "scegliere", "selezionare il rilevante", ciò che si ritiene utile per qualche scopo.

An examination of the interplay of cultural models of prediction and lie helps explain why climate forecasts are negatively evaluated by subsistence farmers in Ceará, Northeast Brazil. Analysis of linguistic differences between farmers and meteorologists reveals underlying conceptual differences that
result in farmers interpreting the forecasts as false statements. Distrust of government, the unmet expectation of optimistic predictions, and the existence of alternative forecasts by traditional “rain prophets” create a context in which state meteorologists are called liars. Material context and emotions
are shown to be crucial components of the models.

The historical Alexander the Great is well-known for his campaign to conquer the Orient. Educated by Aristotle, and raised to be king by his father, he proved himself able to understand and rule the world he discovered.  During the Middle Ages, Alexandre de Paris wrote a novelized account of Alexander the Great's life.  An underlying narrative thread in this version highlights Aristotle's teachings -both through the expected medieval curriculum and through empirical instruction- on how to battle and rule by wit as much as by brute force. Episode after episode, Alexander the Great learns to master his emotions, language and knowledge in order to develop a strategy of power/force based on intelligence and subtlety, especially as related to speech. His use of wit and of double-meaning in speech to govern became legendary. This article discusses the fundamental importance of education in making the Alexander saga an effective political example and counter example, a true Mirror for Princes, for rulers during the Middle Ages.