The knowledge of contemporary (or late modern) history from the French Revolution to the collapse of the communist world, phenomena which, as will be clarified during the course, can be considered plausible terms a quo and ad quem.
Knowledge and understanding:
The belief that the work of the historian is to fulfill an ethical and civic function is certainly not rare within the Academy. The thread that runs through the course refers to a different conception of the historical work, instead: though probably in the minority among the experts, we believe this conception, rejecting the idea that research must serve extra-scientific goals, to be equally legitimate.
Accordingly, the historian, in the exercise of his profession, must repudiate any ethical-pedagogical suggestion; he should reject any blandishment and flattery from those who would want to commission him therapeutic tasks, aimed at regenerating and legitimizing political and institutional systems.
Applying knowledge and understanding:
To understand the problematic issues connected to the work of the historian and link them with the teaching practice.
Making judgements:
To explain to the student what must be the intellectual autonomy of the historian, who, if truly such, should not take part, in our opinion, in any process of nation building. Neither a creator of identity nor a promoter of civic virtues, he must indeed take the risk that his work may reveal an irreconcilable contradiction between his professional duties and the civic obligations deriving from belonging to a common citizenship.
Communication skills:
The student will become able to bring out, with appropriate language, the problematic issues of the discipline.
Learning skills:
Let the student understand that Block's Defending the Undefendable is the best access key to understanding everything else.
Knowledge and understanding:
The belief that the work of the historian is to fulfill an ethical and civic function is certainly not rare within the Academy. The thread that runs through the course refers to a different conception of the historical work, instead: though probably in the minority among the experts, we believe this conception, rejecting the idea that research must serve extra-scientific goals, to be equally legitimate.
Accordingly, the historian, in the exercise of his profession, must repudiate any ethical-pedagogical suggestion; he should reject any blandishment and flattery from those who would want to commission him therapeutic tasks, aimed at regenerating and legitimizing political and institutional systems.
Applying knowledge and understanding:
To understand the problematic issues connected to the work of the historian and link them with the teaching practice.
Making judgements:
To explain to the student what must be the intellectual autonomy of the historian, who, if truly such, should not take part, in our opinion, in any process of nation building. Neither a creator of identity nor a promoter of civic virtues, he must indeed take the risk that his work may reveal an irreconcilable contradiction between his professional duties and the civic obligations deriving from belonging to a common citizenship.
Communication skills:
The student will become able to bring out, with appropriate language, the problematic issues of the discipline.
Learning skills:
Let the student understand that Block's Defending the Undefendable is the best access key to understanding everything else.
Canali
scheda docente
materiale didattico
During the first semestral class the aim is to thoroughly examine key historical breaking points from the so called ‘double revolution’ (french revolution - industrial revolution). Then, the class will study the european restoration, the liberal revolutions, the rise of newly born nations, social and welfare issues and finally the development and crisis of imperialism.
The second class will examine world war one and the consequences of peace, the rise of totalitarian movements, the Great Depression, world war two, the cold war, the consumer society, the bipolar world and its end.
Fulvio Cammarano, Maria Serena Piretti, Giulia Guazzaloca, STORIA CONTEMPORANEA. Dal XIX al XXI secolo, Mondadori Education, seconda edizione (ad eccezione dei capitoli 16 e 17)
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Presentation of one of the volumes indicated during the course
For those who need to achieve 5 or 6 credits:
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Luca Tedesco, La Confintesa e il mancato «fronte padronale» (1956-1958). Ceti medi, agrari, industriali e l'apertura a sinistra, Rubbettino, 2023
Presentation of one of the volumes indicated during the course
For those who need to achieve 3 or 4 credits:
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Luca Tedesco, La Confintesa e il mancato «fronte padronale» (1956-1958). Ceti medi, agrari, industriali e l'apertura a sinistra, Rubbettino, 2023
For those who need to obtain 1 or 2 credits:
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Programma
The course will initially analyze the periodization of late modern history.During the first semestral class the aim is to thoroughly examine key historical breaking points from the so called ‘double revolution’ (french revolution - industrial revolution). Then, the class will study the european restoration, the liberal revolutions, the rise of newly born nations, social and welfare issues and finally the development and crisis of imperialism.
The second class will examine world war one and the consequences of peace, the rise of totalitarian movements, the Great Depression, world war two, the cold war, the consumer society, the bipolar world and its end.
Testi Adottati
For those who need to achieve 7 or 8 credits:Fulvio Cammarano, Maria Serena Piretti, Giulia Guazzaloca, STORIA CONTEMPORANEA. Dal XIX al XXI secolo, Mondadori Education, seconda edizione (ad eccezione dei capitoli 16 e 17)
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Presentation of one of the volumes indicated during the course
For those who need to achieve 5 or 6 credits:
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Luca Tedesco, La Confintesa e il mancato «fronte padronale» (1956-1958). Ceti medi, agrari, industriali e l'apertura a sinistra, Rubbettino, 2023
Presentation of one of the volumes indicated during the course
For those who need to achieve 3 or 4 credits:
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Luca Tedesco, La Confintesa e il mancato «fronte padronale» (1956-1958). Ceti medi, agrari, industriali e l'apertura a sinistra, Rubbettino, 2023
For those who need to obtain 1 or 2 credits:
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Bibliografia Di Riferimento
The one contained in the exam textsModalità Erogazione
The teaching will be held mainly in person. The lessons can be followed remotely in the forms provided for by the Guidelines approved by the Academic Senate.Modalità Frequenza
Attendance is not mandatoryModalità Valutazione
The exam will be written, in person, with open-ended questions. It will be held in the second semester. For each text to be studied, there will be a question, which the candidate must answer within 45 minutes. The grades needed to pass the exam range from 18 to 30 with honours. The height of the grade is directly proportional to the quality of preparation and presentation.
scheda docente
materiale didattico
During the first semestral class the aim is to thoroughly examine key historical breaking points from the so called ‘double revolution’ (french revolution - industrial revolution). Then, the class will study the european restoration, the liberal revolutions, the rise of newly born nations, social and welfare issues and finally the development and crisis of imperialism.
The second class will examine world war one and the consequences of peace, the rise of totalitarian movements, the Great Depression, world war two, the cold war, the consumer society, the bipolar world and its end.
Fulvio Cammarano, Maria Serena Piretti, Giulia Guazzaloca, STORIA CONTEMPORANEA. Dal XIX al XXI secolo, Mondadori Education, seconda edizione (ad eccezione dei capitoli 16 e 17)
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Presentation of one of the volumes indicated during the course
For those who need to achieve 5 or 6 credits:
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Luca Tedesco, La Confintesa e il mancato «fronte padronale» (1956-1958). Ceti medi, agrari, industriali e l'apertura a sinistra, Rubbettino, 2023
Presentation of one of the volumes indicated during the course
For those who need to achieve 3 or 4 credits:
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Luca Tedesco, La Confintesa e il mancato «fronte padronale» (1956-1958). Ceti medi, agrari, industriali e l'apertura a sinistra, Rubbettino, 2023
For those who need to obtain 1 or 2 credits:
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Programma
The course will initially analyze the periodization of late modern history.During the first semestral class the aim is to thoroughly examine key historical breaking points from the so called ‘double revolution’ (french revolution - industrial revolution). Then, the class will study the european restoration, the liberal revolutions, the rise of newly born nations, social and welfare issues and finally the development and crisis of imperialism.
The second class will examine world war one and the consequences of peace, the rise of totalitarian movements, the Great Depression, world war two, the cold war, the consumer society, the bipolar world and its end.
Testi Adottati
For those who need to achieve 7 or 8 credits:Fulvio Cammarano, Maria Serena Piretti, Giulia Guazzaloca, STORIA CONTEMPORANEA. Dal XIX al XXI secolo, Mondadori Education, seconda edizione (ad eccezione dei capitoli 16 e 17)
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Presentation of one of the volumes indicated during the course
For those who need to achieve 5 or 6 credits:
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Luca Tedesco, La Confintesa e il mancato «fronte padronale» (1956-1958). Ceti medi, agrari, industriali e l'apertura a sinistra, Rubbettino, 2023
Presentation of one of the volumes indicated during the course
For those who need to achieve 3 or 4 credits:
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Luca Tedesco, La Confintesa e il mancato «fronte padronale» (1956-1958). Ceti medi, agrari, industriali e l'apertura a sinistra, Rubbettino, 2023
For those who need to obtain 1 or 2 credits:
Serena Sani, La politica scolastica del Centro-Sinistra (1962-1968), Morlacchi, 2000
Bibliografia Di Riferimento
The one contained in the exam textsModalità Erogazione
The teaching will be held mainly in person. The lessons can be followed remotely in the forms provided for by the Guidelines approved by the Academic Senate.Modalità Frequenza
Attendance is not mandatoryModalità Valutazione
The exam will be written, in person, with open-ended questions. It will be held in the second semester. For each text to be studied, there will be a question, which the candidate must answer within 45 minutes. The grades needed to pass the exam range from 18 to 30 with honours. The height of the grade is directly proportional to the quality of preparation and presentation.