The course aims to provide an advanced knowledge on cognitive and emotional processes through a philosophical approach linked to cognitive sciences that will try to show the problematic and complexity of the phenomenology of these processes by integrating in a philosophical perspective the subpersonal approach of neuroscience and the more functional approach, linked to constructs and experimentation, of psychology.
Particular space will be given to processes related to the recognition of emotions and empathy in a multidimensional perspective in which the cognitive dimension is intertwined with the emotional-affective dimension and with the motivational dimension.
In terms of knowledge and understanding: the student acquires the ability to critically analyze cognitive and emotional processes and to articulate their complexity and problematic nature beyond the models useful for the construction of constructs aimed at experimentation. Skills in philosophy and phenomenology of cognitive and emotional processes will be developed both in normative and atypical conditions related to development. In this way, the educator will be able to use advanced theoretical models for the planning of educational and social interventions in contexts of difficulty or discomfort and for the coordination of services.
In terms of ability to apply knowledge and understanding:
The student acquires a high ability to interconnect the knowledge gained in the field of philosophy of cognitive and emotional processes with that of cognitive sciences, especially cognitive and developmental psychology, neuroscience and cognitive pedagogy. This allows the use of an integrated theoretical, methodological and technical competence for the design, organization, evaluation of socio-educational interventions.
In terms of making judgements:
The student must be able to judge and evaluate the possibilities of understanding cognitive and emotional processes and to make practical design decisions. They must also be able to evaluate the impact that the philosophical analysis of these processes has on the actualization of the potentialities of the normo-typical and atypical subject.
In terms of communication skills:
The student must be able to communicate the knowledge and models learned within the working group and in public, showing that he/she is able to use an adequate scientific and professional language to sufficiently describe and promote the processes of understanding, recovery and inclusion of the subject within social and educational structures.
In terms of learning skills:
The student must be able to use the knowledge of semiotics of cognition and emotions and the ability to "learn to learn" in any training and postgraduate learning paths (II level master's degree, PhD) and in professional contexts where he/she is called to carry out his/her role as coordinator.
Particular space will be given to processes related to the recognition of emotions and empathy in a multidimensional perspective in which the cognitive dimension is intertwined with the emotional-affective dimension and with the motivational dimension.
In terms of knowledge and understanding: the student acquires the ability to critically analyze cognitive and emotional processes and to articulate their complexity and problematic nature beyond the models useful for the construction of constructs aimed at experimentation. Skills in philosophy and phenomenology of cognitive and emotional processes will be developed both in normative and atypical conditions related to development. In this way, the educator will be able to use advanced theoretical models for the planning of educational and social interventions in contexts of difficulty or discomfort and for the coordination of services.
In terms of ability to apply knowledge and understanding:
The student acquires a high ability to interconnect the knowledge gained in the field of philosophy of cognitive and emotional processes with that of cognitive sciences, especially cognitive and developmental psychology, neuroscience and cognitive pedagogy. This allows the use of an integrated theoretical, methodological and technical competence for the design, organization, evaluation of socio-educational interventions.
In terms of making judgements:
The student must be able to judge and evaluate the possibilities of understanding cognitive and emotional processes and to make practical design decisions. They must also be able to evaluate the impact that the philosophical analysis of these processes has on the actualization of the potentialities of the normo-typical and atypical subject.
In terms of communication skills:
The student must be able to communicate the knowledge and models learned within the working group and in public, showing that he/she is able to use an adequate scientific and professional language to sufficiently describe and promote the processes of understanding, recovery and inclusion of the subject within social and educational structures.
In terms of learning skills:
The student must be able to use the knowledge of semiotics of cognition and emotions and the ability to "learn to learn" in any training and postgraduate learning paths (II level master's degree, PhD) and in professional contexts where he/she is called to carry out his/her role as coordinator.
Curriculum
scheda docente
materiale didattico
The aim of the course is to provide an account of the Semiotics of Emotions. More precisely it anayses the two dimensions of the production and comprhension of the emotions not only as a cultural code with a fixed and intersubjective rule governed creativity, but also as a natural function whic has a basis in opur capacity to decode emotion expressions, to share other’s emotions, to develop an emotional and a cognitive role taking and perspective taking to the other’s internal living.
The core of the course is articulated in four sections: 1. The first detects the semiotics of the emotions as it is oultined in the theory of Ekman which discovered universal of facial expressions poroviding us the first and only tool for measuring facial movement; 2. The second explains the relationship between semiotics of the emotions, psychology and philosophy of the emotions and the theory of the empathy; 3. The third investigates the multidimensiuonal models of the empathy, the process of the empathic responsiveness from mirror neurons to role taking and language, the relationship between cognitive and emotional processes; 4. The fourth analyzes the particular case of the lie and the possibility to understand it trough micro facial expressions which reveal what subjects are trying to hide.
E.Lecardano, Simpatia, Raffaello Cortina, 2013.
V. Gallese, U. Morelli, Cosa significa essere umani? Corpo, cervello e relazione per vivere nel presente, Raffaello Cortina, 2024.
P. Ekman, I volti della menzogna. Gli indizi dell'inganno nei rapporti interpersonali, Giunti Editore 2011.
Three essays from L'empatia tra teoria e clinica edited by Baggio G. e Quinzi G., Rosenberg & Sellier, 2023.
Materials made available by the teacher on Formonline.
Programma
The course aims to address the theme of the philosophical possibility of knowledge of the other and of an authentic intersubjective opening between subjects. We will deal with the topic of empathy already addressed by the philosophical phenomenology of the past century explaining the new affective turn of embodied cognitive science that provided a new complex theory of emotions and that underlined the role of the sensory-motor resonance and the mirroring processes in the empathic responsiveness.The aim of the course is to provide an account of the Semiotics of Emotions. More precisely it anayses the two dimensions of the production and comprhension of the emotions not only as a cultural code with a fixed and intersubjective rule governed creativity, but also as a natural function whic has a basis in opur capacity to decode emotion expressions, to share other’s emotions, to develop an emotional and a cognitive role taking and perspective taking to the other’s internal living.
The core of the course is articulated in four sections: 1. The first detects the semiotics of the emotions as it is oultined in the theory of Ekman which discovered universal of facial expressions poroviding us the first and only tool for measuring facial movement; 2. The second explains the relationship between semiotics of the emotions, psychology and philosophy of the emotions and the theory of the empathy; 3. The third investigates the multidimensiuonal models of the empathy, the process of the empathic responsiveness from mirror neurons to role taking and language, the relationship between cognitive and emotional processes; 4. The fourth analyzes the particular case of the lie and the possibility to understand it trough micro facial expressions which reveal what subjects are trying to hide.
Testi Adottati
P. Albiero, G. Matricardi, Che cos'è l'empatia, 2006, Carocci, Roma, Collana Le Bussole.E.Lecardano, Simpatia, Raffaello Cortina, 2013.
V. Gallese, U. Morelli, Cosa significa essere umani? Corpo, cervello e relazione per vivere nel presente, Raffaello Cortina, 2024.
P. Ekman, I volti della menzogna. Gli indizi dell'inganno nei rapporti interpersonali, Giunti Editore 2011.
Three essays from L'empatia tra teoria e clinica edited by Baggio G. e Quinzi G., Rosenberg & Sellier, 2023.
Materials made available by the teacher on Formonline.
Bibliografia Di Riferimento
P. Albiero, G. Matricardi, Che cos'è l'empatia, 2006, Carocci, Roma, Collana Le Bussole. E.Lecardano, Simpatia, Raffaello Cortina, 2013. V. Gallese, U. Morelli, Cosa significa essere umani? Corpo, cervello e relazione per vivere nel presente, Raffaello Cortina, 2024. P. Ekman, I volti della menzogna. Gli indizi dell'inganno nei rapporti interpersonali, Giunti Editore 2011. Three essays from L'empatia tra teoria e clinica edited by Baggio G. e Quinzi G., Rosenberg & Sellier, 2023. Materials made available by the teacher on Formonline.Modalità Frequenza
Attendance at classes is not mandatory, but strongly recommended.Modalità Valutazione
Oral exam