HISTORY OF PHILOSOPHY M - Z

The course offers a historical and critical analysis of philosophical thought in the modern era. It has three general training objectives: to provide knowledge of the authors and topics covered; to provide philosophical tools for improving self-knowledge and relations with others; and to stimulate critical and argumentative skills with regard to certain topical issues (the needs of the individual, intercultural integration, ecology, etc.).

The course aims to develop knowledge and understanding of authors, epochs, problems and theories. In addition to providing knowledge related to the core contents of the subject, the course aims to develop some transversal competences (soft skills) with particular reference to autonomy of judgement, communication and teamwork skills, self-analysis and personal development. These latter objectives will be pursued through three main channels: 1. the general approach of the lessons aimed at showing, within the filigree of the topics dealt with, elements useful for the development of the skills listed above; 2. classroom activities (active participation of male and female students during the lessons and exposure on their part of some of the topics in the programme, shared discussion); 3. development of a specific part - within the monographic course - dedicated to knowledge of the self, of other cultures and of nature. The course is divided into two sections: an 'institutional part' and a 'monographic part'. The institutional part is devoted to the founding authors of modern philosophical thought, from Bruno to Kant. A number of key points of reflection on man, Nature, the possibility of knowing the world and oneself, happiness and other aspects of life and relations with others will be addressed. These authors will be dealt with both on the technical and cultural side and as "founding material" of some transversal competences: their thought in fact stimulates knowledge of oneself, of the reality that surrounds us and, from this, also self-confidence, the development of an existential perspective, the building of positive relationships with others, the development of a rich and meaningful world of values for the person throughout his or her development, from childhood to adulthood.

The monographic course (thematic in-depth studies) further develops some of these aspects. This year it is dedicated to the relationship between the individual and society, with particular reference to two aspects: 1. philosophy as a tool for analysis and intervention in the face of the current ecological crisis, interpreted from a philosophical and intercultural perspective; 2. the tension between personal needs and the social context. Indeed, it is important that those working in the world of childhood are able not only to transmit positive values to others, but also to orient themselves in the face of a world that seems to be sapping the joy of living and hope in a future that offers opportunities for positive growth and constructive relationships. The first in-depth study is entitled 'Philosophy, multiplicity and Society'; the second is entitled 'Personal Development and Happiness. Freud, Marcuse and the Reality Principle'.

1. Oral lectures with slide projections; 2. interactive work with students during the lectures; 3. summary and evaluation of learning (the latter are not ‘in itinere tests’ but only colloquial comparisons that take place at the beginning of each lecture and are used by the lecturer to check the progress of learning and by the students to assess their attunement with the programme already carried out and their ability to act on it) 4. IN ITINERE TESTS. There will be one or two in itinere tests (according to the needs that emerge during the lessons) dedicated to specific parts of the programme.

Students who take part in the in itinere comparison and verification activities during the lessons may be exempted from presenting certain parts of the programme during the oral examination, according to procedures that will be communicated in class. This solution is optional and will be confirmed at the beginning of the course in relation to the number of participants. In any case, it is only valid for those who will take the examination by September.

If the course is taught in mixed or distance mode, due to the Covid emergency, the necessary changes may be made with respect to what was previously stated, in order to comply with the syllabus set out in the syllabus.

ATTENDANCE is not compulsory but STRONGLY RECOMMENDED. It has been found that the majority of those attending pass the exam on the first roll call with high marks. The lectures allow you to better grasp the deeper meaning of the topics covered and the general ideas that hold them together. The topics are presented in a clear and engaging narrative. Lectures are also an opportunity for encounters: they provoke moments of dialogue between those present and the lecturer, making study easier and more functional. Lastly, by taking part in the discussion and verification activities during the lectures, it will be possible to be exempted from presenting certain parts of the syllabus during the final exam, in accordance with procedures that will be communicated at the beginning of the course in relation to the number of participants.

The course comprises an institutional part (book 1) and an in-depth part (monographic part: books 2, 3 and 4).

The institutional part provides a basic knowledge of the history of Western philosophy, with particular reference to the authors and currents listed below: Giordano Bruno; Scientific thought in the sixteenth and seventeenth centuries: Copernicus, Brahe, Kepler, Galilei, Newton; Modern philosophy: Bacon, Descartes, Hobbes, Spinoza, Locke, Leibniz, Vico, Berkeley, Hume, the Enlightenment, Kant, the opposition between rationalism and empiricism.

The monographic part includes two in-depth thematic studies: The first is entitled "Philosophy, Environment and Society” (book 2 and 3); the second is entitled "Personal Development and Happiness. Freud, Marcuse and the Reality Principle" and will be analysed - if possible - through reading and group work in the classroom of the text Eros and civilisation (Book 4).

2. An additional text to be agreed upon with the professor based on the student's specific needs

The final learning assessment takes place in oral form (interview). In the event of a high number of bookings, it may be accompanied by a preliminary written test with multiple-choice answers, which will take place in the classroom on the days of the examinations, prior to the interview. Notice of this method will be given immediately after the closing of bookings for each session. During the course of the lectures, one in-progress (optional) tests is also held to help students check their level of learning. 

As a general guideline, the assessment criteria adopted are set out below: Adequacy of expression and clarity of exposition; Ability to rework knowledge; Ability to organise knowledge thematically and to make connections between different authors and/or problems, correctly arguing the reasons for any proposed connections; Breadth of thematic awareness and lexical correctness; Capacity for critical investigation; Ability to make interdisciplinary connections.

Examples of frequently asked questions and/or exercises

In general, the candidate is asked to:

set out details of the philosophical system of a certain author (e.g. the philosophy of Leibniz);

state their critical opinion of a certain philosophical system, giving reasons for their positions;

draw a comparison between one author and another on a certain aspect of their philosophy (e.g. how two or more authors conceive of substance, morality, god, etc.)

illustrate a certain historical period from a philosophical point of view (e.g. the Enlightenment)

illustrate the salient points of a philosophical dispute in the course of time (e.g. rationalists vs. empiricists)

illustrate the reciprocal influences between a certain philosophical current (and a specific author) and an area of human intellectual and cultural activity (e.g. influences of 17th century science on the philosophy of the time and later)

illustrate the contents of a philosophical work (e.g. Descartes' “Discourse on Method” or Kant's “Critique of Pure Reason”)

illustrate the meaning of a philosophical term and its concrete flight (e.g. what is meant by ‘synthetic a priori judgement’ and why it is defined as such)

illustrate the biographical aspects concerning a certain author and the social influences attributable to him.

NB: These questions are for illustrative purposes only and are therefore not binding. The examination will be carried out in the manner of an open conversion aimed at assessing not only the candidate's knowledge, but also her/his critical and expository capacity, language property, familiarity with technical jargon and ability to express functional and creative intellectual performance. The lessons include moments of collective dialogue that prepare to intervene critically according to the methods listed above.