Learning objectives
By the end of the class the student will be able: 1) to read some basic texts and learn how to analyze their most important moments (1st Dublin Descriptor); 2) to reconstruct the genesis of the concepts under discussion (2nd Dublin Descriptor); 3) to critically analyze steps taken from the texts (3rd Descriptor of Dublin); 4) to communicate the coordinates of the philosophical debate examined in the course (4th Descriptor of Dublin); 5) to read a philosophical text highlighting the relevant logical steps (5th Descriptor of Dublin).
Prerequisites
None
Course unit content
Metaphysics and Science in Contemporary Epistemological Reflexion
Full programme
Metaphysics and Science in Contemporary Epistemological Reflexion.
The exam program is the same for both attending and non-attending students.
Bibliography
1) Karl R. Popper, Logica della scoperta scientifica. Il carattere autocorrettivo della scienza, Torino, Einaudi 1995 (or later)
2) Thomas S. Kuhn, La struttura della rivoluzioni scientifiche Torino, Einaudi 1999 (or later)
3) Imre Lakatos, La metodologia dei programmi scientifici, Milano, Il Saggiatore 1996 (or later)
4) Critica e crescita della conoscenza, a cura di Imre Lakatos e Alan Musgrave, Milano, Feltrinelli 1993 (or later)
Supplementary Texts:
1) Giulio Giorello, Il falsificazionismo di Popper. In: L. Geymonat, Storia del pensiero filosofico e scientifico, vol. 7: Il Novecento (1), Milano, Garzanti 1981, pp. 456-518.
2) Giulio Giorello, Filosofia della scienza e storia della scienza nella cultura di lingua inglese. In: L. Geymonat, Storia del pensiero filosofico e scientifico, vol. 9: Il Novecento (3), Milano, Garzanti 1981, pp. 274-376.
Teaching methods
Lectures. Lecture and analysis of texts. Active interaction between the teacher and the students in form of
discussion of particular problems of the course.
Assessment methods and criteria
Oral examination. Criteria of Evaluation. Less than 18: Insufficient comprehension of the topics, insufficient expository clarity and insufficient competence in the use of the philosophical vocabulary. 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) and/or particularly in-depth analysis of the course topics.
Other information
The exam can also be taken as a non-attending student. The exam program is the same for both attending and non-attending students.
2030 agenda goals for sustainable development
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