Nicoletta Ghigi is professor of Theoretical Philosophy at the Department of Philosophy, Social, Human and Educational Sciences, University of Perugia. Her research focuses on the following topics: the phenomenology of Edmund Husserl, Edith Stein, Conrad-Martius, and Max Scheler; philosophical anthropology and its implications in ethics; the applicative possibilities of phenomenology in psychology and pedagogy; and phenomenological ethics. She a written several monographs on these topics and numerous articles in Italian and international journals. She is member of many scientific committees of Scientific and Editorial Journals. She is also member of the Italian Society of Theoretical Philosophy (SiFT), of Moral Philosophy (SiFM), of the Italian Philosophical Society (SFI) and of the World Phenomenology Institute, (WPI), the International Center for Phenomenological Research (CIRF) and the International Edith Stein Association (AIES). Valeria Bizzari currently works at the Husserl Archives of the KU in Leuven. Her research interests involve phenomenology, philosophy of emotions and phenomenological psychopathology. Previously, she worked at the Clinic for General Psychiatry, University of Heidelberg, with a project on Asperger’s syndrome. She spent visiting research periods at the Center for Subjectivity Research in Copenhagen, the Oxford Empathy Program at University of Oxford, and the Department of Philosophy at the University of Wien. Moira Sannipoli, Phd, is professor of Didactics and Special Pedagogy at the Department of Philosophy, Social, Human and Educational Sciences, University of Perugia. She is director of the Specialization Course for Support Activities and Delegate for Students with Disabilities and Learning Disorders at the University of Perugia. She is in charge of the Documentation, Updating and Experimentation Center on Childhood of the Region of Umbria and a member of the Secretariat of the National Group on Infancy and Childhood. He is a member of the Italian Society of Pedagogy, the Italian Society of Special Pedagogy and the Italian Center for Pedagogical Research.
