Learning objectives
Learning objectives
1. Through this course students will develop the following abilities of acquiring knowledge and understanding (Dublin Descriptor I):
(a) they will be acquainted with relevant authors and topics in the history of the notion of environment and in environmental philosophy;
(b) they will be able to read and understand some classical texts of environmental philosophy;
(c) they will know the specific terminology of such texts and the different philosophical methods required for the discussion of their topics.
2. Through this course students also will develop the following abilities to apply the acquired knowledge and understanding (Dublin Descriptor II):
(a) they will be educated to identify, describe, and apply the conceptual and argumentative structure of some relevant positions in environmental ethics debate;
(b) they will be able to elaborate their knowledge through well-structured arguments, while reconstructing the context and the historical-conceptual genesis of a problem;
(c) they will be able to identify the connection of ideas between the main positions of environmental philosophy and other positions in the history of philosophy;
d) they will be able to apply argumentative and conceptual tools, borrowed from environmental philosophy, to reflect on actual problems concerning the environmental crisis.
3. Finally, through this course students will reinforce their communication and learning skills and abilities of making independent judgments (Dublin Descriptors III, IV, V). Specifically:
(a) they will be able to analyze a philosophical text, both from a historical and a philosophical point of view;
(b) they will be able to criticize a philosophical topic and assess the arguments used in a philosophical debate in order to resolve a problem and/or defend a thesis, while justifying their position;
(c) they will be able to communicate the acquired knowledge in a clear, documented and logically consequential way, while evaluating their learning process and skills.
Prerequisites
Prerequisites
No specific prerequisites. Only a general acquaintance with the history of philosophy and a basic knowledge of the philosophical vocabulary is recommended. During the first few lectures of the course, however, all knowledge useful and necessary for learning the matter of the course will be given.
Course unit content
Title of the course: “Thinking ecologically: some philosophical models”.
The course focuses on both the philosophical implications of the notion of environment and the challenges that this notion poses to philosophy, which is called to reflect on the relational and ecological nature of the world in which we live. The environmental crisis has required new perspectives to study the relationship between human beings and nature, demonstrating the centrality of relations and suggesting the need to develop new theoretical models starting from an ecological perspective. The course intends to focus on some of these models, in order to show the different directions that an ecological thinking can take, while involving different disciplinary fields.
Full programme
After an initial reflection on the biological meaning of the term “environment”, the course will focus on some philosophical problems concerning the environmental crisis and the idea of the human-nature relationship that it presupposes. The reconstruction of some theoretical positions in the environmental ethics debate (B. Callicott, H. Rolston, K.J. Warren, A. Næss) will allow us to examine some problematic issues that suggest a new and ecological conception of human being and natural world. Finally, the course will focus on the experience of nature in some non-Western cultures, starting from the dialogue between philosophy and cultural anthropology.
Bibliography
E. Casetta, Filosofia dell’ambiente, il Mulino, Bologna 2022.
During the classes, selected texts from the following volumes will be discussed:
-S. Dellavalle (a cura di), Per un agire ecologico. Percorso di lettura attraverso le proposte dell’etica ambientalista, Baldini&Castoldi, Milano 1998.
-R. Peverelli (a cura di), Valori selvaggi. L’etica ambientale nella filosofia americana e australiana, Medusa, Milano 2005.
-A. Næss, Introduzione all’ecologia, ETS, Pisa 2015.
-E. Kohn, Come pensano le foreste, Nottetempo, Milano 2021.
-P. Descola, Un’ecologia delle relazioni. L’uomo e il suo ambiente, Marietti, Bologna 2021.
-R. Brigati e V. Gamberi (a cura di), Metamorfosi. La svolta ontologica in antropologia, Quodlibet, Macerata 2019.
Any other didactic material examined or distributed during the lessons will be made available on the ELLY platform.
Additional texts for non-attending students:
-R. Attfield, Il primo libro di etica ambientale, Einaudi, Torino 2024.
-S. Bartolommei, L’etica ambientale come nuova frontiera del pensiero morale contemporaneo, in P. Donatelli (a cura di), Manuale di etica ambientale, Le Lettere, Firenze 2012, pp. 11-46.
Non-attending students are still asked to contact the professor.
Teaching methods
Oral lessons.
During the classes the topics that will be discussed are those of the general contents of the course; they can be implemented by other didactic materials, in addition to those indicated in bibliography, materials that will be however made available on the ELLY platform.
Assessment methods and criteria
Oral exam.
Assessment criteria:
30 and praise: excellent; extremely solid preparation; excellent expressive skills; complete and exhaustive ability of comprehension and analysis of concepts, topics, and arguments.
30: excellent; adequate knowledge; excellent analysis skills; correct and well articulated expression.
27-29: very good; more than satisfactory knowledge; adequate analysis skills; essentially correct and articulate expression.
24-26: good; good but not complete knowledge; satisfactory analysis skills and not always correct expression.
21-23: discrete; discrete albeit superficial knowledge; occasionally unsatisfactory analysis skills and inappropriate expression.
18-20: sufficient; acceptable but very superficial knowledge; unsatisfactory analysis skills; often inappropriate expression.
Less than 18: insufficient; the preparation has important gaps in terms of content, exposition, and analysis skills.
Other information
Students who cannot attend regularly the lessons are asked to contact the professor.
2030 agenda goals for sustainable development
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