APPLIED MORAL AND ETHICAL THEORIES

The course in Moral Theories and Applied Ethics aims to provide students with the historical, conceptual and methodological tools needed to understand the main moral theories and critically address contemporary ethical issues, with particular attention to their relevance to personal development, interpersonal relationships and educational contexts.

The course consists of two closely connected parts. The first, based on Antonio Da Re’s textbook, traces the main developments in the history of moral philosophy, from antiquity to contemporary thought, examining different conceptions of goodness, happiness, virtue, freedom, duty and responsibility. This approach will enable students to understand theories within their historical contexts and compare their underlying assumptions, arguments and implications for individual and collective action.

The second part, introduced through Adriano Fabris’s book and developed through the recommended readings, examines applied ethics as fields of reflection in which moral theories engage with specific problems, helping to clarify them while also being prompted to refine their own principles and criteria for judgement. Topics will include medical bioethics; environmental and animal ethics; the ethics of care; food ethics; feminine, feminist and gender ethics; communication and technology ethics; ethics and artificial intelligence; and ethics and philosophical practices. A general introduction will be complemented by more detailed exploration of areas selected by students.

Lectures will be supplemented by guided readings, case discussions, and individual and group activities, including approaches such as the flipped classroom, cooperative learning, focus groups and philosophy for community. These activities will encourage students to connect historical knowledge, the analysis of problems and reflection on the responsibilities involved in educational practice.

By the end of the course, students will have achieved the following learning outcomes, organised according to the five Dublin Descriptors.

1. Knowledge and Understanding

Students will be able to explain the main moral conceptions addressed in the course, situating them within their historical contexts and identifying elements of continuity and discontinuity. They will be able to explain the fundamental concepts of moral philosophy and distinguish between the different criteria used to assess actions, choices and behaviour. They will also understand the central questions and approaches within the fields of applied ethics examined, with more detailed knowledge of the area selected for individual study. This knowledge will be developed through lectures, study of the textbook and reading of the other texts included in the course syllabus.

2. Applying Knowledge and Understanding

Students will be able to use concepts and arguments from moral philosophy to analyse concrete situations and ethical dilemmas, identifying the values, principles and responsibilities at stake. They will be able to compare interpretations of the same problem from different moral perspectives and provide reasoned justifications for possible responses, including in situations not previously addressed in class. Particular attention will be paid to the educational implications of the issues discussed, such as caring relationships, respect for differences, environmental responsibility and the informed use of technology. These abilities will be developed through case analysis and the examination of problems in relation to the texts studied.

3. Making Judgements

Students will be able to formulate reasoned judgements on the moral questions addressed, distinguishing descriptions of facts from value judgements and recognising the assumptions underlying different positions. They will be able to consider alternative perspectives, assess the consequences of choices and recognise the limitations of the available information. They will also be able to critically reconsider their own beliefs in light of arguments and objections, with attention to the social and educational responsibilities involved in making judgements. Independent judgement will be developed through the discussion of dilemmas, the comparative analysis of arguments and active participation in debate.

4. Communication Skills

Students will be able to explain the theories studied and the problems addressed clearly and with appropriate terminology, reconstructing authors’ arguments and distinguishing them from their own assessments. They will be able to support a position with relevant reasons, respond to objections and engage respectfully with different interpretations. They will be able to make ethical questions accessible to audiences without specialist philosophical knowledge, particularly in educational contexts. These skills will be developed through classroom discussions, group work and presentations on selected topics.

5. Learning Skills

Students will be able to study a text in moral philosophy independently, identifying its central question, fundamental concepts and argumentative structure. They will be able to use the recommended bibliography to explore a topic in greater depth, compare relevant sources and connect what they have learned with their knowledge of education. They will acquire tools for continuing their study of ethical questions and keeping their reflection informed by social, cultural and technological developments relevant to educational practice. These abilities will be supported by guided reading, independent study and the preparation of thematic projects.

The course lecturer will deliver lectures on the topics covered in the first part of the syllabus. The second part will take the form of seminars and workshops, with support from doctoral students. Students will be invited to undertake individual or group projects on specific issues within selected areas of applied ethics.

If the course is delivered in a blended format, with classes held both in person and online, the arrangements outlined above may be adjusted as necessary to ensure that the programme set out in this syllabus is fully covered. In this case, students will be required to enrol on the course’s Moodle page, where the schedule of online classes will be published.

First part (historical-theoretical section)

- Antonio Da Re, Filosofia morale. Stori, teorie, argomenti. Quarta edizione. Pearson, Milano 2023

Second part (monographic section)

Adriano Fabris, Etiche applicate. Una guida, Carocci, Rome 2017.

This book will provide an introduction to applied ethics, but it will be required reading for the examination only for students who choose not to take the optional mid-term assessment. For the mid-term assessment, students will have the opportunity to explore an area of applied ethics of their choice in greater depth through one of the recommended books listed below (all available in the Department Library):

ETHICS AND THE ENVIRONMENT

Dale Jamieson, Etica e ambiente. Un’introduzione, Carocci, Rome 2019.

ETHICS AND ARTIFICIAL INTELLIGENCE

Adriano Fabris, La filosofia nell’epoca dell’intelligenza artificiale. Come ci aiuta a vivere negli ambienti tecnologici, Carocci, Rome 2025.

Aldo Pisano, Etiche per l’Intelligenza Artificiale. Proposte per un uso consapevole delle nuove tecnologie, Carocci, 2026, “Biblioteca di testi e studi” series (available from October).

ETHICS AND PHILOSOPHICAL PRACTICES

Nunziatina Sanfilippo, Esistere è interrogare: la filosofia come possibilità. Condizione umana e pratiche filosofiche per il nostro tempo, Diogene Multimedia, Bologna 2026.

COMMUNICATION ETHICS

Adriano Fabris, Etica per le tecnologie dell’informazione e della comunicazione, Carocci, 2018.

FOOD ETHICS

Adriano Fabris, Etica del mangiare: cibo e relazione, ETS, Pisa 2019.

ANIMAL ETHICS

Simone Pollo, Manifesto per un animalismo democratico, Carocci, Rome 2021.

Simone Pollo, Umani e animali. Questioni di etica, Carocci, Rome 2016.

Peter Singer, Liberazione animale, new edition, Il Saggiatore, Milan 2024.

BIOETHICS

Sergio Filippo Magni, Bioetica, new edition, Carocci, Rome 2026.

FEMININE ETHICS, FEMINIST ETHICS AND GENDER ETHICS

Eleonora Severini, La conoscenza del genere. Studio per un’etica femminista, Il Mulino, Bologna 2025.

Michela Marzano, Papà, mamma e gender, Torino, Utet 2015

Assessment activities will be carried out during the second part of the course, which focuses on applied ethics.
They will consist of individual or group presentations (PowerPoint, video production, or other formats to be agreed upon with the instructor), based on the recommended readings (in particular, the in-depth study text: Fabris).

These assessments are not mandatory.
Students who choose not to take part in the in-course assessments may complete the examination by taking a final oral exam covering the entire course content.

Students with disabilities or certified specific learning disorders (SLDs) may access dedicated support services and reasonable adjustments to teaching and assessment. To this end, students must contact CINAP (Centre for Active and Participatory Integration) at the University of Catania in advance and agree with the lecturer and the Centre on the most appropriate, individually tailored arrangements for study activities and examinations.

Criteria for awarding the final grade:

18–21 (Pass): The student possesses basic knowledge of the essential course content, demonstrates a limited ability to apply theoretical and methodological skills, and has an elementary command of discipline-specific terminology.

22–25 (Satisfactory): The student demonstrates sound knowledge of the course content, a good ability to understand and independently interpret the topics covered, and appropriate use of specialist terminology and project-related references.

26–29 (Good / Very Good): The student possesses a thorough and integrated understanding of the course topics and can critically connect theories with practical and operational contexts, demonstrating excellent presentation and argumentation skills.

30 and 30 cum laude (Excellent / Outstanding with Honours): The student demonstrates excellent, comprehensive and critical knowledge of all course content, together with a marked ability to develop independent interpretations, conduct critical analysis and apply knowledge at an advanced level in educational and project design contexts, supported by an excellent command of specialist terminology.