Towards a new Geopolitics. Reflections on the challenge of theoretical clarity, in the complexity of the new Millennium. – In a historical phase of accelerating change, persistent conflict, falling ideological veils, and recognition of the importance of the spatial element in influencing politics and conflict, contemporary Geopolitics is faced with a formidable historical challenge: that of developing theoretical clarity. This is a difficult task, however, because of some legacies of classical Geopolitics and differences in approaches. Nevertheless, contemporary global political changes make it possible not only to broaden horizons, overcoming the state-centric paradigm and the theoretical rigidities of the past, but also to reorder concepts and theories, maintaining at their basis the stability of the geographic factor, albeit bal-anced by human action. It can also be done by seeking to broaden the investigation into territoriality, geographic space, and the territorial concentration of power. This can be achieved not only by extending the multidisciplinary dialogue, but also by synthesizing the most solid findings generated by different approaches and schools, such as Critical and Neo-classical geopolitics, in the direction of a dynamic Geopolitics, able to approach, even if in small steps, a general theory.

Exploring the margin to make a revolution with geography: DGEI in Detroit. –The contribution presents the geographical experience of the DGEI - still little known in the Italian academia-lead by Bunge and Warren, in which theory and practice were applied questioning “the geography of the status quo” in a Detroit poor neighborhood, Fitzgerald. The DGEI was certainly
unconventional in research methods and topics for the time, but relevant today for all those who deal with inequality, social injustice and the right to the city and are in search of new research directions and methodologies.

Geographies of Covid-19. – A first analysis of the scenario occurred as a consequence of the Covid-19 pandemic puts in evidence the changes in the way people deal with the spatial-time dimension, in the human rela-tions and in the consequent socio-territorial configurations.
Since the first moments of the pandemic geography gave an important contribution in the study of the phenomenon and in the analysis of its territorial consequences, useful to elaborate solutions from the global to the local scales.
In this path, the reflections made in the field of geography, and in partic-ular in this issue, regard on one side the global modifications on interna-tional assets, travels and mobility, globalization and borders, on the other side the changes in the daily way of living, furnishing tools useful to con-trast the pandemic and models for a sustainable development.

For an Epistemology of the Pandemic. – As, during the last days of February 2020, Italy went into lockdown and the numbers of infected rose, with hospitals sorely overburdened, intensive care units facing the ethical tragedies that emergency medicine involves and army trucks transported the coffins of Bergamo to who knows where, several of us had the feeling that people were not understanding what was „really‟ going on. On the one hand they were seriously worried about the ineffective treat-ments that were all doctors were able to offer, notwithstanding a level of absolute personal dedication that often pushed them to sacrifice their own lives. On the other they were unsettled by the discordant voices of the many new figures who invaded the media in their capacities as „experts‟ on public health or on scientific and medical matters of which most know nothing. Above all they were disconcerted by the inadequate media response to the problematic nature of the crisis no less than to its multiple implications and ramifications. So it was that the idea of creating a multimedia course on “The Epistemology of the Pandemic” emerged and, between 24th march and 11th April, became a reality. What we now propose is a synthesis which renders the spirit, that generated and sustained that experience and determined its didactic and epistemic design.