Learning objectives
This course offers in-depth knowledge of some crucial problems in theoretical philosophy, such as identity and the metaphysics of agency. It aims to provide adequate analityc, logic and argumentative skills. In particular, it aims to train to critically assess theories and models of rationality. Seminars are devoted to train students to build valid arguments and assess their logical tenability. (Descriptor I)
To this purpose, students are strongly encouraged to participate to class discussion with a presentation about a critical review of a chapter in bibliography, and a final essay with a critical and argumentative account of the philosophical problem chosen. (Descriptor II)
To further develop argumentative and communication skills, there will be a workshop in philosophical writing. (Descriptor IV)
Course unit content
This course concerns a fundamental problem in theoretical philosophy, that is, the identity and integrity of the self. A solution to this problem is the theory of self-constitution.
The course is articulated in two modules, one in the first term and the other one in the second term.
The first module (in English) treats this problem as it is address in post-analytic anglo-american philosophy, starting with G.E.M. Anscombe and the constructivist interpretation of Kant. In particular, the first module focuses on three variants of self-constitution: the Kantian model defended by Christine Korsgaard, the deliberative-epistemological model advanced by Richard Moran, and the narrative models proposed by Charles Taylor and David J. Velleman.
The second module (in Italian), concers the role of norms of rationality for the identity and integrity of rational and social animals such as humans are. It addresses the problem of instrumental and non-instrumental rationality, their status and authority. In particular, the module focuses on three approaches to this question: the Kantian constructivist approach defended by Korsgaard, the neo-Aristotelian approach proposed by Philippa Foot, and Robert Nozick’s account of the nature of rationality.
Bibliography
Bibliografia del corso
1. G.E.M Anscombe, Intention, Oxford: Basil Blackwell, 1957, pp. 13, 50-57, 83-89.
2. Carla Bagnoli, “Il ruolo epistemico delle norme costitutive”, in Bagnoli (a cura di), Che fare? Nuove prospettive filosofiche sull’azione, Carocci, Roma, 2013, cap. 3.
3. Philippa Foot, Natural Goodness, trad. it. La natura del bene, Il Mulino, Bologna, 2001: “Norme naturali”, pp. 37-50; “Razionalità pratica”, pp. 67-81.
4. Christine M. Korsgaard, “Realismo e costruttivismo nel XX secolo”, in Carla Bagnoli (a cura di), Che fare? Nuove prospettive filosofiche sull’azione, Carocci, Roma, 2013, cap. 1.
5. Christine M. Korsgaard, The Constitution of Agency, Oxford University Press, 2009, “The Normativity of Instrumental Reason”, pp. 27-67, “Acting for a Reason”, pp. 207-229.
6. Christine M. Korsgaard, Self-Constitution. Agency, Identity and Integrity, Oxford University Press, 2009: “The Metaphysics of Normativity”, pp. 27-45; “The Constitutional Model”, pp. 133-158.
7. Richard Moran, Authority and Estrangement. An Essay on Self-Knowledge, Princeton University Press, 2001: “Making up your mind: Self-interpretation and Self-constitution”, pp. 36-60; “The Authority of Self-Consciousness”, pp. 100- 150.
8. Robert Nozick, Philosophical Explanations, Harvard University Press, 1981, section 1 Metaphysics: the identity of the self, “The Closest Continuer Theory”, pp. 30-37, “Reflexive Self-reference”, pp. 71-83.
9. Robert Nozick, The Nature of Rationality, Princeton University Press, 1993, trad. it. La natura della razionalità, Feltrinelli, Milano, 1993: “La funzione dei principi” pp. 21-67, pp. “Ragioni evolutive”, pp. 150-179, “La razionalità strumentale e i suoi limiti”, pp. 182-240.
10. David J. Velleman, Self to Self, Cambridge University Press, 2006: “Self to Self”, pp. 170-202; “Self as a Narrator”, pp. 202-223; “The Centered Self”, pp. 253-284.
Teaching methods
Lectures and Seminars.
Lectures offer a critical analysis of problems and philosophical texts.
Seminars are devoted to three kinds of activities:
a) class discussion of texts and arguments of the course
b) students’ presentations consisting in a critical account of a chapter in bibliography
c) workshop in philosophical communication and writing
Assessment methods and criteria
Course 12 credits (2 modules)
Students with regular attendance:
• Final essay of 6000 words (bibliography excluded) in Italian or English), on a topic chosen in consultation with the professor.
NB Outline of the paper must be in English.
• Oral examination on the main topics of the course and defense of the final essay.
For students not attending classes:
• Oral examination on the full bibliography of the course.
• Final essay of 6000 words (bibliography excluded) in Italian or English), on a topic assigned by the instructor.
Course 6 credits (1 module)
Students with regular attendance:
• Final essay of 3000 words (bibliography excluded) in Italian or English), on a topic chosen in consultation with the professor
• Oral examination on the main topics of the course and defense of the final essay.
For students not attending classes:
• Oral examination on the full bibliography of the course.
• Final essay of 3000 words (bibliography excluded) in Italian or English), on a topic assigned by the instructor.
International Students
International Students have the opportunity to be examined in English. (All other requirements above apply)
Criteria of Evaluation
Threshold for 18: sufficient comprehension of the topics, sufficient expository clarity and sufficient competence in the use of the philosophical vocabulary.
Threshold for 24: discrete comprehension of the topics, discrete expository clarity and discrete competence in the use of the philosophical vocabulary.
Threshold for 27: good comprehension of the topics, good expository clarity and good competence in the use of the philosophical vocabulary.
Threshold for 30: excellent comprehension of the topics, excellent expository clarity and excellent competence in the use of the philosophical vocabulary.
Threshold for 30 cum laude: as for 30, plus elements of originality (e.g. critical assessment of the course topics or new personal contribution to them) and/or particularly in-depth analysis of the course topics.
