The course has the fundamental objective of introducing students to the knowledge of the main philosophical issues typical of modern and contemporary society, with particular attention to the relationship between philosophy, culture and education. Specifically, the course aims to promote in the student an awareness that many of our ideas and mental constructs have a complex identity, which depends on how historically man and his relationship to the world and society was conceived.
The course aims to promote the following specific training objectives for students:
- distinguishing the main philosophical currents, typical of modern and contemporary culture;
- using the language of philosophy appropriately;
- recognizing the role of training within society and the importance of philosophy within it;
- knowing how to produce a critical and reasoned reading of a text, an event or a tendency typical of a culture;
- knowing how to identify emerging or underlying philosophical doctrines within socio-cultural phenomena;
- recognizing different levels of relationship between philosophy and self-building;
- understanding a multidisciplinary context;
- organizing a speech /report using philosophical reading tools of social reality.
The course aims to promote the following learning outcomes:
Knowledge and understanding:
Increased knowledge acquired in high school within the humanities, acquiring greater reasoning skills and offering more refined tools for personal reflection.
Specific objectives include knowledge of the main lines of modern and contemporary philosophical debate and its relations with other educational sciences.
Ability to distinguish and compare different cultural development trends based on different philosophical matrices.
Recognition of the relationship between philosophy and education.
Applied knowledge and understanding:
The course will enable students to understand specific elements of the history of philosophy, providing significant interpretative keys to understand contemporary society.
This includes knowledge and understanding of the concepts and theories covered in the program, as well as the ability to recognize the phases and fundamental matrices of contemporary culture.
Autonomy of judgment:
Increased capacity for critical reflection on all kinds of human activities at personal, cultural, socio-political, and professional levels.
This involves recognizing systemic development trends in society starting from its history, rational and universal interpretative keys, and the ability to support or criticize a philosophical thesis based on historical knowledge.
Addressing contemporary issues with a critical spirit and identifying the foundation of educational practices and cultural influences on them.
Communication skills:
Improving communication skills by broadening the language spectrum with a conscious use of fundamental philosophical notions.
- Enhancing the ability to interpret human and social phenomena with greater philosophical competence
- communicate knowledge of philosophy effectively, speak publicly on philosophical topics and their relation to society,
- recognize theoretical assumptions and philosophical content in educational activities.
Learning skills:
Promoting autonomous learning skills through dialogue with the teacher, the course will improve:
- the ability to analyze and critically evaluate contemporary cultural trends in their fundamental methodological aspects.
- the development of skills for philosophical reflection and analysis concerning issues related to various social contexts, particularly those related to education.
The course aims to promote the following specific training objectives for students:
- distinguishing the main philosophical currents, typical of modern and contemporary culture;
- using the language of philosophy appropriately;
- recognizing the role of training within society and the importance of philosophy within it;
- knowing how to produce a critical and reasoned reading of a text, an event or a tendency typical of a culture;
- knowing how to identify emerging or underlying philosophical doctrines within socio-cultural phenomena;
- recognizing different levels of relationship between philosophy and self-building;
- understanding a multidisciplinary context;
- organizing a speech /report using philosophical reading tools of social reality.
The course aims to promote the following learning outcomes:
Knowledge and understanding:
Increased knowledge acquired in high school within the humanities, acquiring greater reasoning skills and offering more refined tools for personal reflection.
Specific objectives include knowledge of the main lines of modern and contemporary philosophical debate and its relations with other educational sciences.
Ability to distinguish and compare different cultural development trends based on different philosophical matrices.
Recognition of the relationship between philosophy and education.
Applied knowledge and understanding:
The course will enable students to understand specific elements of the history of philosophy, providing significant interpretative keys to understand contemporary society.
This includes knowledge and understanding of the concepts and theories covered in the program, as well as the ability to recognize the phases and fundamental matrices of contemporary culture.
Autonomy of judgment:
Increased capacity for critical reflection on all kinds of human activities at personal, cultural, socio-political, and professional levels.
This involves recognizing systemic development trends in society starting from its history, rational and universal interpretative keys, and the ability to support or criticize a philosophical thesis based on historical knowledge.
Addressing contemporary issues with a critical spirit and identifying the foundation of educational practices and cultural influences on them.
Communication skills:
Improving communication skills by broadening the language spectrum with a conscious use of fundamental philosophical notions.
- Enhancing the ability to interpret human and social phenomena with greater philosophical competence
- communicate knowledge of philosophy effectively, speak publicly on philosophical topics and their relation to society,
- recognize theoretical assumptions and philosophical content in educational activities.
Learning skills:
Promoting autonomous learning skills through dialogue with the teacher, the course will improve:
- the ability to analyze and critically evaluate contemporary cultural trends in their fundamental methodological aspects.
- the development of skills for philosophical reflection and analysis concerning issues related to various social contexts, particularly those related to education.
scheda docente
materiale didattico
Modern and contemporary images of the self
Who am I? Answering this question is perhaps the greatest challenge in our lives. We want to understand who we are in order to realize our life and try to live well with ourselves and others. To know ourselves is not first of all to know how to "enter" within ourselves, to probe our inner self, to come to know our desires. And what do we encounter when we search for ourselves?
Philosophy has, throughout its history, given various answers to these questions. Certainly, as emerges especially from St. Augustine, the investigation of one's interiority has been considered a fundamental moment in the journey that leads to the discovery of ourselves. The way of making such an inquiry has undergone considerable changes throughout the history of our culture and today easily lands on individualistic, even narcissistic outcomes, as Christopher Lasch had denounced. What are we to do? What directions can we take? Today, various psychological sciences and practices are attempting to offer paths and solutions, but it remains proper for philosophy to investigate what are the deep stirrings of the human heart and the dangers that in contemporary culture move us away from a full understanding of ourselves as subjects and as persons.
The program will be divided into two parts:
In the first part, we will address the reading of texts by two fundamental authors: St. Augustine and John Locke.
In the second part, we will offer a glimpse into the contemporary world and how a healthy conception of the individual and his dignity should be recovered. To do this, we will measure ourselves against the reflections of a contemporary French philosopher: Chantal Delsol.
Agostino, Le Confessioni, tr. it. M. Bettetini, Einaudi, Torino 2015, books I-X.
J. Locke, Saggio sull'intelligenza umana, libro II, cc. 23-27, tr. it. C. Pellizzi, G. Farina, Laterza, Roma-Bari 2011, pp. 325-403.
About the second part:
G. Lipovetsky, L'era del vuoto, Luni, Milano 2013
Other complementary materials will be made available during the course.
Programma
Who am I?Modern and contemporary images of the self
Who am I? Answering this question is perhaps the greatest challenge in our lives. We want to understand who we are in order to realize our life and try to live well with ourselves and others. To know ourselves is not first of all to know how to "enter" within ourselves, to probe our inner self, to come to know our desires. And what do we encounter when we search for ourselves?
Philosophy has, throughout its history, given various answers to these questions. Certainly, as emerges especially from St. Augustine, the investigation of one's interiority has been considered a fundamental moment in the journey that leads to the discovery of ourselves. The way of making such an inquiry has undergone considerable changes throughout the history of our culture and today easily lands on individualistic, even narcissistic outcomes, as Christopher Lasch had denounced. What are we to do? What directions can we take? Today, various psychological sciences and practices are attempting to offer paths and solutions, but it remains proper for philosophy to investigate what are the deep stirrings of the human heart and the dangers that in contemporary culture move us away from a full understanding of ourselves as subjects and as persons.
The program will be divided into two parts:
In the first part, we will address the reading of texts by two fundamental authors: St. Augustine and John Locke.
In the second part, we will offer a glimpse into the contemporary world and how a healthy conception of the individual and his dignity should be recovered. To do this, we will measure ourselves against the reflections of a contemporary French philosopher: Chantal Delsol.
Testi Adottati
About the first part:Agostino, Le Confessioni, tr. it. M. Bettetini, Einaudi, Torino 2015, books I-X.
J. Locke, Saggio sull'intelligenza umana, libro II, cc. 23-27, tr. it. C. Pellizzi, G. Farina, Laterza, Roma-Bari 2011, pp. 325-403.
About the second part:
G. Lipovetsky, L'era del vuoto, Luni, Milano 2013
Other complementary materials will be made available during the course.
Modalità Erogazione
The course will be carried out mainly through the frontal lesson. Active student interventions or proposals will be encouraged. Use of the "Formonline" platform for uploading and communicating additional support material. The use of the "Teams" platform for any individual or group activities. In the case of a new proposition of the health emergency from COVID-19, all the provisions that regulate the methods of carrying out the teaching activities and student assessment will be implemented. In particular, we will give distance lessons provided through the "Teams" platform.Modalità Frequenza
Given the complexity of the topics, attendance is highly recommendedModalità Valutazione
The final evaluation will consist of an oral exam, during which the student will be subjected to several questions (at least three) assessing their ability to recognize the main doctrines of the authors, classify texts and authors within a certain philosophical tradition, and establish the contents present in a text. During the exam, the instructor will assess whether the student is capable of going beyond a mere mnemonic presentation of what has been taught, presenting a text in a personal manner and combining the effectiveness of exposition with the ability to express themselves using the language specific to philosophy. To achieve the final evaluation, a single test covering the entire program will be administered, allowing the student to range across topics, propose connections, offer relevant comparisons between texts, and provide broad critical observations. The evaluation will differentiate between insufficient (1-17) and sufficient evaluations. An insufficient evaluation will be given if the majority of answers are missing or contain significant gaps or errors. Within the sufficient evaluations, a range from 18 to 30 will be proposed. Grades from 28 to 30 represent the optimal evaluation, where the distinction is justified by a lesser effectiveness on non-substantial elements of the response, concerning the elaboration of discourse, the ability to argue, and the rendering of content. In cases where the student demonstrates not only optimal achievement of objectives but also a particular ability in articulating philosophical discourse, a "30/30" grade will be awarded with honors.