Learning objectives
Within the context of the outlook offered in this advanced level course, it is required knowledge of contemporary philosophical issues, both in terms of their historical genesis and of their current relevance (descriptor 1).
Conceptual analysis is aimed at clarifying the problems, the arguments offered and the conclusion developed by each author, with special attention given to his interlocutors and to the critical debate of which an author was part or gave rise to (descriptor 2). Skill in critique and autonomous formulation and treatment of problems are also developed (descriptor 3 e 5). The historical context in which each author has developed his own views is constantly referred to, in order to show the relations between philosophy and society, philosophy and science, philosophy and culture (descriptor 3). Ability to comprehend the principal lines of argument of a philosophical text, including on the basis of lexical skills that make it possible to comprehend the relevance of given philosophical terms in given historical contexts.
The Italian translation will be checked and corrected through comparison with the critical edition.
Prerequisites
Knowledge of main tendencies in the history of philosophy; knowledge of a number of philosophy texts, for example one of Plato’s dialogues, one of the books of Metaphysics by Aristotle, the cartesian Discourse on the method, a work or part of a work of Kant.
Course unit content
The course aims to present the contemporary 'moral psychology' and to discuss some theoretical relations between this recent discipline and thinkers both of the phenomenological and the analytical tradition.
Full programme
Introduzione alla "moral psychology" proposta dalla docente.
Dietrich von Hildebrand, Morale e conoscenza etica dei valori, in R. De Monticelli, a cura di, La persona: apparenza e realtà. Testi fenomenologici 1911-1933, Cortina, Milano 2000, pp. 45-98;
Edith Stein, Il problema dell'empatia, Studium, Roma 2012;
Elisabeth Anscombe, La filosofia morale moderna (1958), in J.A. Mercado, a cura di, Elizabeth Anscombe e il rinnovamento della psicologia morale, Armando, Roma 2010.
Non-attending students can use the following texts:
S. Sacchi, M. Brambilla, Psicologia della moralità. Processi cognitivi, affettivi e motivazionali, Carocci, Roma 2014.
M. Galletti, La mente morale, Edizioni di storia e letteratura, Roma 2015.
D. Edmonds, Uccideresti l'uomo grasso? Il dilemma etico del male minore?, Cortina, Milano 2014.
Bibliography
Dietrich von Hildebrand, Morale e conoscenza etica dei valori;
Edith Stein, Il problema dell'empatia;
Elisabeth Anscombe, La filosofia morale moderna.
Teaching methods
This second degree course alternates classroom lectures with seminar sessions. Through the analysis of philosophical works – the translation of whose key passages are checked against the original text – students will become acquainted with specific moments in the history of philosophy and the forms of conceptual analysis and argumentation used to take on a series of issues (descriptors 1, 2, 3). Students can present either an oral or a written report (descriptors 4, 5): either 1) a review of the principal arguments of one of the authors covered on the basis of first-hand reading of a work; or 2) a discussion of one of the arguments presented during the course.
In addition, works that (although they are not part of the final exam) are important for understanding the theoretical and historical relevance of the arguments covered, will be presented briefly. These works, such as critical essays, are made available to students who wish to study in more depth the arguments covered in the classroom.
Assessment methods and criteria
The oral examination tends to verify the student’s ability to comprehend and correctly present the principal topics and arguments covered during the course, the historical questions covered and the ability to grasp dilemmas and problematic aspects in the philosophical positions discussed.
The examination provides an opportunity for further discussion and further dialogue with the professor. In this sense, students are also invited to examine particular subjects close to the topics of the lectures (descriptor 5). Assessment criteria and assessment thresholds:
30 cum laude: Excellent, excellent solidity of knowledge, excellent expressive properties, excellent understanding of the concepts
30: Very good. Complete and adequate knowledge, well-articulated and correctly expressed.
27-29: Good, satisfactory knowledge, essentially correct expression.
24-26: Fairly good knowledge, but not complete and not always correct.
22-23: Generally sufficient knowledge but superficial. Expression is often not appropriate and confused.
18-21: Elementary and defective knowledge. The expression and articulation of the speech show important gaps.
Other information
The type of issues covered in this course makes it possible each year to examine key moments in the history of contemporary philosophy with special attention to the fundamental moments in preceding historical periods.
Ability to comprehend the principal lines of argument of a philosophical text, including on the basis of lexical skills that make it possible to comprehend the relevance of given philosophical terms in given historical contexts.
