Genealogy of Intellectual Labour: Walter Benjamin and Antonio Gramsci.
The course aims to compare Walter Benjamin and Antonio Gramsci in highlighting the disciplining and automation of conduct as a prerequisite for transformations in the mode of intellectual labour.

W. Benjamin, Charles Baudelaire: A Lyric Poet in the Era of High Capitalism, Verso, 1997.
A. Gramsci, Americanism and Fordism, in Prison Notebooks (any edition).

G.W.F. Hegel's Aesthetics

G. F. W. Hegel, Lectures on the Philosophy of Art: The Hotho Transcript of the 1823 Berlin Lectures, Robert F. Brown (tr.), Oxford University Press

Anisemitism: the mytological machine between old and new antijudaism

FurioJesi, Secret Germany, Seagull
Gershom Scholem, "Major Trends in Jewish Mysticism", Schoken (Random House), New York 1995 (ch. 7-8)
P. A. Taguieff "Antisemitism", Tim, 2017
P. A Taguieff , Rising From the Muck: The New Anti-Semitism in Europe, Ivan R. Dee, 2004.
J. Paul Sartre, "Antisemitism", any edition

The course intends to present some central aspects of the 19th and 20th century debate on the philosophies of habit with a particular focus on the French debate between philosophy, psychology and literature through the analysis of the thought of Ravaisson and Proust.
The course is divided into a brief general overview of the history of the concept of habit, a focus on 19th- and 20th-century theories of habit, with specific insights into the theories of Ravaisson and Proust, and is completed by a survey of the main developments in the philosophical investigation of habit in contemporary philosophy.

For Erasmus Students:
Clare Carlisle, On Habit, London, Routledge, 2014
A. Elsner, T. Stern (eds. by), The Proustian Mind . London, Routledge, 2023 (Only: Chapters 9-10-11)
Mark Sinclair, Being Inclined, Oxford, Oxford University Press, 2019

Thomas De Vio Cajetan's interpretation of Thomas Aquinas.

Tommaso d’Aquino, La conoscenza di Dio, Fabbri Editori-RCS, Milano, 2001.
Tommaso d'Aquino, L'ente e l'essenza, Bompiani, Milano, 2017.
A. V., L'analogia dell'essere, Testi antichi e medievali, a cura di G. Catapano, C. Maurelli, E. Moro, Padova University Press, Padova, 2020.
A. Cappiello, Un tomista dissidente. Tommaso De Vio Gaetano, Edizioni di Pagina, Bari, 2020.

Starting from the role of emotions in the orientation in the world and in the education process, as thought by Martha C. Nussbaum, the programme wants to examine the laycal and social meaning the abovesaid assigns to compassion. To that concept is contrasted the critical interpretation of Hannah Arendt (who considers Rousseau's compassion as a prereflessive and presocial feeling proper of the «humanity in dark times», to be replaced by the political category of friendship as conceived by Lessing). Following the contemporary interpretation of french and german enlightment, the course will examine Derrida's concept of lie, showing its coincidences with Rousseau's thought.

Hannah Arendt, On Lying and Politics: A Library of America Special Publication Paperback –
Hannah Arendt, On Humanity in the darks Times, Paperback
Martha C. Nussbaum, Upheavals of Thought: The Intelligence of Emotions, Cambridge University Press
Jacques Derrida, The Politics of Friendship Paperback

Domination or hegemony between economics and politics
In a famous passage from the Prison Notebooks, Antonio Gramsci clarifies that the «supremacy of a social group» can manifest itself in two ways: «as ‘domination’ and as ‘intellectual and moral direction’». The second way coincides with the notion of ‘hegemony’, which has become topical again in recent decades thanks to cultural and postcolonial studies. Giovanni Arrighi and Beverly Silver, using Gramsci to understand the crisis of the global order that had established itself in the aftermath of the Second World War, call that of the United States after 1989 a «domination without hegemony». But while the category of hegemony has once again conquered the scene, there are fewer questions about that of domination. Through the fundamental work of Max Weber and Joseph Schumpeter, the Course will explore precisely the concept of domination (Herrschaft), with particular focus on the latter's ability to intertwine the economic and political spheres. The focus on domination will thus be an opportunity to return to the problem of hegemony, in Gramsci and in contemporary political debate.

Weber M., Economia e società, IV Volume (ed. Donzelli), Dominio (pp. 3-32) e I tre tipi puri di dominio legittimo (pp. 541-564).
Schumpeter J., Teoria dello sviluppo economico (ed. Sansoni), II capitolo e Parte I e II (senza Appendice) del III capitolo (scaricabili su Moodle).
Gramsci A., Quaderni del carcere (ed. Einaudi), passi scelti del Quaderno 13 e del Quaderno 22.
Arrighi G., Silver B., Caos e governo del mondo (ed. Mimesis), Introduzione (pp. 25-67).

Bruno Latour, Riassemblare il sociale. Actor-Network theory, Meltemi 2022, cap. 4 ***
Donna Haraway, Chthulucene. Sopravvivere su un pianeta infetto, Nero 2019 ***
Günther Teubner, Ibridi ed attanti. Attori collettivi ed enti non umani nella società e nel diritto, Mimesis 2015, cap. 1 ***
S. Barca, Forze di riproduzione, Edizioni ambiente 2024

Letture introduttive:
F. Giardini, Assemblaggio. Una mappatura
https://rivistapolitics.files.wordpress.com/2017/12/01_giardini_politics7_01-13.pdf
- Cosmopolitiche. Ripensare la politica a partire dal Chosmos
https://romatrepress.uniroma3.it/wp-content/uploads/2020/01/Cosmopolitiche.-Ripensare-la-politica-a-partire-dal-%E2%80%9CKosmos%E2%80%9D.pdf
A. Ghelfi, Terrestre, Chthulucene, Cosmopolitica ***
- Ecologia e politica in mondi più che umani ***
G. Pierazzuoli, Una Cosmo-politica per Gaia***

*** Testi disponibili a questo link:
https://drive.google.com/drive/folders/1DYtv3RxbJ0fswqyM-QDKqk7pUM-dUNW9?usp=sharing

Synthetic reasoning between sense and concept

The course aims to investigate the theory of gesture understood as a dynamic and continuous process of synthesis between sense and concept. In particular, starting from an analysis of the notion of synthetic judgment, the theory of transcendental schematism and mathematical and geometrical synthesis in Kant, we will then move on to analyze the metaphysical and mathematical question of the infinite and continuum in Georg Cantor and Charles S. Peirce. Finally, a proposal of mathematical gesture as a cognitive process will be explored.

The program syllabus will unfold as follows:
- Analysis of the Kantian distinction between synthetic and analytic judgments
- Analysis of Transcendental Schematism and the Kantian idea of the construction of mathematical and geometrical synthesis
- Proposal of an interpretative hypothesis of transcendental schematism as an active and dynamic synthesis of sense and concept through gesture
- Examination of Peirce's proposal of a logic of continuity
- Examination of Poincaré's conception of mathematics
- Proposal of a hypothesis on the mathematical gesture as a cognitive process starting with Giuseppe Longo

- I. Kant, “Introduction” and “On the schematism of pure concepts of understanding”, in Critique of the Pure Reason, Cambridge University Press 1998.
- C. S. Peirce, “Detached Ideas continued and the Dispute between Nominalists and Realists", in The New Elements of Mathematics (NEM), edited by C. Eisele, Mouton Publishers 1976, 4: 331-346.
- Henri Poincaré, Science and Hypothesis, Introduction, first and second part
- G. Maddalena, The Philosophy of Gesture, McGill Queens Univ 2015.
- G. Longo, "Gestualità umana nelle prove e l'incompletezza del formalismo", in Matematica e senso, Mimesis 2021, pp. 127-163.
- G. Baggio, Transcendental schematism and Quasi-transcendental semiotics. A working hypothesi. In S.P.̈. Krzysztof Piotr Skowronski (a cura di), Kant and Pragmatism, Nordic Pragmatism Network, 2019, pp. 77-97.

Recommended Texts

- G. Cantor, “Comunicazioni per la dottrina del transfinito (§§ 1-7)”, in La filosofia dell’infinito. Scritti scelti (1884-1888), Mimesis 2021, pp. 45-82.
- F. Zalamea, Peirce’s Continuum. A Methodological and Mathematical Approach.
- G. Maddalena, Metafisica per assurdo. Peirce e i problemi dell’epistemologia contemporanea, Rubbettino 2009, pp.127-223.
- F. La Mantia, C. Alunni, F. Zalamea (eds.), Diagrams and Gestures. Mathematics, Philosophy, and Linguistics, Springer 2023
- D.F. Wallace, Everything and More. A Compact History of Infinity, W. W. Norton & Company 2003

Nature and Capital

The course intendes to examine the transformations of the ontology of nature in relation to the current phenomenon of climate change, relating it to the changes in capytalist dynamics on the one hand and with the emergence of the active force of "geohistory" on the other.

D. Chakrabarty, La sfida del cambiamento climatico. Globalizzazione e Antropocene, ombre corte.
D. Chakrabarty. Clima, storia e capitale, Nottetempo.
J.W. Moore, Antropocene o Capitalocene?, ombre corte.
E. Fornari, Cybercapitalismo. Fine del legame sociale?, Bollati Boringhieri.

A text between:

N. Fraser, Capitalismo cannibale. Come il sistema sta divorando la democrazia, il nostro senso di comunità e il pianeta, Laterza.
J. Butler, Che mondo è mai questo?, Laterza.
J. W. Moore, Ecologia-mondo e crisi del capitalismo. La fine della natura a buon mercato, ombre corte (chosen chapters).

Any other bibliography will be indicated in class.

The course deals especially with a series of texts directly or indirectly linked to the theme of philosophical or aesthetic education in Western philosophy of the nineteenth and twentieth centuries – from Kant, Hegel and Nietzsche to Arendt, Lyotard and Danto – in order to compare them with the particular attitude of conceiving philosophy as a way of life in China and Japan. The theoretical texts will be accompanied by eight films that problematize some great questions about education, existence and freedom of thought.

a)
- I. Kant: Che cosa significa orientarsi nel pensiero? Mimesis, Milano 2015.
- G.W.F. Hegel: La Scuola. Discorsi e relazioni, Norimberga 1808-1816, Ed. Riuniti, Roma 1993, pp. 43-98.

b)
- F. Nietzsche: Schopenhauer come educatore, Adelphi, Milano 1985.
- H. Arendt, Socrate, Raffaello Cortina, Milano 2015.

c)
- J. F. Lyotard, Pourquoi philosopher? Presses Universitaires de France 2015
- A.C. Danto: "The Artworld," Journal of Philosophy 61 (1964), 571-584.

d)
- F. Jullien, De l'Être au vivre, Lexique euro-chinois de la pensée, Gallimard, 2015, (students may choose three chapters)
- D. Richie, A Tractate on Japanese Aesthetics, Stone Bridge Press, 2007.

Students (whether attending or not) should choose one text from each session (a, b, c, d) for a total of four texts. In addition, the attending students will have to choose one of the following texts (both compulsory for the non attending students):


E. Morin, Enseigner à vivre. Manifeste pour changer l'éducation, Actes Sud Editions, 2014.

or

Cinema e filosofia. I grandi temi della filosofia «visti» sullo schermo
di Angelo Mascherpa

For Erasmus students:
Erasmus Students may substitute this volume of Mascherpa with

Eric Rohmer: Filmmaker and Philosopher, by Vittorio Hösle, 2016.


The following films will be shown in the classroom, followed by a debate and accompanied by a critical reflection questionnaire (which must also be watched by non-attendants):

Interstellar (2014) by Christopher Nolan
Jeder für sich und Gott gegen alle (1974) by Werner Herzog
A torinói ló (2011) by Béla Tarr and Ágnes Hranitzky
Hannah Arendt (2013) by Margarethe von Trotta
The Tree of Life (2011) by Terrence Malick
The square (2017) by Ruben Östlund
Balzac et la petite tailleuse chinoise (2002) by Dai Sijie
An (2015) by Naomi Kawase

The teaching program will focus on the relationship between law and morals. After an introductory part aimed at presenting the basic terms of this classic theme, some of its most relevant aspects will be explored through the analysis of the following areas of legal philosophy reflection:
I. Theory of values (equality, freedom)
II. Rights theory (structure, classification, justification and interpretation of individual rights)
III. Philosophy of criminal law (theory of crime)
IV. Legal paternalism (relationship between dignity and autonomy of the individual).

Introductory part:
- H.L.A. Hart, Il positivismo e la separazione fra diritto e morale, in Il positivismo giuridico contemporaneo. Una antologia, (eds.) A. Schiavello, V. Velluzzi, Giappichelli, Torino, 2005, pp. 48-89;
- G. Pino, Diritto e morale, in Che cosa è il diritto. Ontologie e concezioni del giuridico, (eds.) G. Bongiovanni, G. Pino, C. Roversi, Giappichelli, Torino, 2016, pp. 3-30.
Part I:
- L. Ferrajoli, L’eguaglianza e i suoi nemici, in Teoria e pratica dell’eguaglianza. Prospettive di analisi critica, a cura di F. Mastromartino, L’Asino d’oro Edizioni, Roma, 2018, pp. 197-223.
Part II:
- G. Pino, Il costituzionalismo dei diritti. Struttura e limiti del costituzionalismo contemporaneo, Il Mulino, Bologna, 2017, capp. III (La grammatica dei diritti), pp. 141-163.
Part III:
- L. Ferrajoli, Quando proibire?, in Id., Il paradigma garantista. Filosofia e critica del diritto penale, 2a ed., Editoriale scientifica, Napoli, 2016, parte seconda, cap. II, pp. 91-108; P. Tincani, In difesa del principio del danno, in N. Riva (ed.), L'antipaternalismo liberale e la sfida della vulnerabilità, Carocci, Roma, 2020, pp. 13-32.
Per la parte IV:
- M. Sandel, Quello che i soldi non possono comprare. I limiti morali del mercato, Feltrinelli, Milano, 2012, Introduzione (Mercati e morale) e cap. 3 (Come i mercati allontanano la morale), rispettivamente pp. 11-22 e pp. 95-130.
- F. Mastromartino, Esiste un diritto generale all'obiezione di coscienza, in "Diritto e questioni pubbliche", 1, 2018, pp. 159-181.

the politics of technology

Philosophy of technology is a relatively recent discipline that deals with relationships between Technology, knowledge and society.
The course wants to answer to the following questions:
What is technology?
Is it possible to think about science without a reflexion on technology in the present technoscientific environment?
Which are the relationships between society and technology?
Which are the relevant changes introduced by technology in living styles?
Is it possible to consider technology as neutral and value and ideology free?
Technology has a relevant and permanent influence on science and on knowledge building in general but also on the definition of society and its working assets. Technical artefacts produce changes on society and are influenced by social choices, political constraints and economical investments.
In this course we will discuss the importance of philosophy of technology for philosophy itself, if we accept the idea that philosophy is a research for understanding and for acting on present. If we accept this perspective we cannot ignore the importance of technology.
Technology is created according to projects, objectives and standards on which society has no direct control, but technical objects have relevant consequences on the functioning of social practices including the epistemological ones.
Technology is a normative discipine (different from science). Its object is not the study of how things are in the world. it imposes an organization on the world in order for its devices to work correctly. It proposes and orders a regulation for society and it is in need that society imposes a regulation on its implementation: not all that it is feasible technically it is allowed.

Parini E. G. e Pellegrino G.(eds) (2009) S come scienza T come tecnica e riflessione sociologica, Liguori Ed., Milano, pp. 120-264.
Stiegler B.(2019) La società automatica, Mimesis, Milano.
Lovink G. (2022) Stuck on the platform: Reclaiming the internet, VAliz, London.

Over the past few years, philosophy of science has become increasingly "local," shifting its focus from the general characteristics of scientific practice to the theories, methods and problems of scientific disciplines. The philosophies of psychology, neuroscience and cognitive science arise from this greater delimitation.
The mind that psychologists and neuroscientists are concerned with today is the child of the cognitivist revolution and is therefore defined as a set of information-processing processes carried out in the brains of complex organisms. What makes the cognitivist investigation of the mind peculiar is its being suspended between two worlds: on the one hand, the ordinary image of ourselves as persons, that is, as subjects of conscious experiences, intentional states and deliberate action; on the other hand, the subpersonal sphere of brain events, the subject of neuroscience. This course aims to introduce the reader to the cognitivist study of the mind, but always against the background of the philosophical effort to shed light on the relationships that link these different ways in which we describe ourselves.

A. Kind, Philosophy of Mind: The Basics. Routledge, London 2020.
W. Bechtel and Linus Ta-Lun Huang, Philosophy of Neuroscience, Cambridge University Press, Cambridge 2022.

In 2003, Nick Bostrom conjectured that we could be living in a computer simulation. Twenty years later, progress in AI (Artificial Intelligence) has refreshed the interest in the theoretical scenario envisaged by the conjecture. The very same progress is making increasingly hard to tell apart an AI software from a ‘natural’ (that is, non-artificial) intelligent agent, at least in online environments.
In this course, we will talk about all this: AI, simulations, and how hard it could be, at least in principle, to tell them apart from ‘natural’ intelligent agents and reality, respectively. We will see that this is a particular variation of a question that has been repeatedly asked along human civilization, and that such a question is relevant in all those scenarios in which we can imagine a systematic indistinguishability between two mutually exclusive alternatives that are logically distinct from one another. Standard examples here involve dream and reality, illusion and reality, simulation and reality, natural intelligent agents and artificial intelligent agents.
The course will focus on how this indistinguishability is connected to the exact information available to us, and to the fact that the indistinguishability can persist even if we increase our information. In particular, we will discuss the implications of these scenarios for the stability and the truth of our beliefs on the distinction between simulation (illusion, dream) and reality, on the one hand, and the distinction between natural intelligence and artificial intelligence, on the other. The course will be taught in English.

Chalmers D. (2022) Reality+. Virtual Worlds and the Problems of Philosophy, Norton, New York.

Descartes R. (2005) Discourse on Method and The Meditations, Penguin, London. (Discourse on Method first published in French in 1637).

The course asks about the prospects and problems of the project of a 'cognitive neuropsychiatry' or 'clinical cognitive neuroscience'. The first part of the module examines some specific cases of interaction between psychiatry and cognitive science. In the second part, attachment theory, as a psychodynamic tradition with an ethological, cognitive and evolutionary framework, is taken as a framework within which classic psychoanalytic themes such as emotion regulation, defenses, trauma and dissociation are reexamined.

1) J.Y. Tsou, Philosophy of Psychiatry, Cambridge University Press, Cambridge 2022.
2) D. Murphy, Psychiatry in the Scientific Image, MIT Press, Cambridge (MA) 2012.
3) C. Letheby, Philosophy of Psychedelics, Oxford University Press, Oxford 2021.

The course encourages direct and active participation from students, emphasizing participatory learning and critical thinking. The course is structured around two main themes:
1) Intersubjectivity and psychic functioning, focusing on how the mind is structured, its mechanisms, and the interconnections between individuals and society from a contemporary psychoanalytic perspective.
2) The centrality of emotional-affective and unconscious dynamics.
Contemporary psychoanalytic literature will be studied and discussed in class to stimulate critical and reflective thinking (relective practice). Each topic will be explored in depth, supplemented with additional theoretical knowledge and empirical case studies.
Specifically, the course will focus on the intersections between the individual and society (i.e., the psychic and social worlds), examining the cultural, social, and political implications of trauma, starting from the pioneering contributions of Ferenczi and Fromm, and then addressing - through the contributions of some contemporary psychoanalysts - topics such as freedom, introjective and projective mechanisms underlying the construction of identity (both individual and social). The course will also delve into the role and function of institutions in managing anxiety, as well as the intricate power dynamics inherent in psychic subjugation and submission, examining their connection with the concept of disavowal.
This year, in particular, the contributions of Lynne Layton to social psychoanalysis and her conceptualization of "normative unconscious processes," and those of Raluca Sorenau on working through socially rooted collective trauma, will be analyzed.

A list of references will be uploaded on the course's Teams channel, along with supplementary materials. Papers will be critically discussed and analyzed in class.

For non-attending students, the exam also include the following volumes:
Sorenau, R. (2018). Working-through collective wounds: Trauma, denial, recognition in the Brazilian uprising. Palgrave Macmillan.
Layton, L. (2020). Toward a social psychoanalysis: Culture, character, and normative unconscious processes. Routledge Press.

The Epistemology and Communication course aims to present some theoretical tools of epistemology (classical and social) and to consider their application to two spheres of communication: scientific and digital communication. The course will therefore be divided into three parts, to each of which two weeks will be devoted. The first part, Outlines of Epistemology, will address some classic themes from classical epistemology, e.g., logic and argumentative fallacies, and from social epistemology, e.g., witnessing or epistemic injustice. The second part, Communication in & of Science, will present some elements of the internal social structure of science, such as peer review and the division of cognitive labor, as well as the topic of scientific communication. Finally, the third part, Communication and Digital, will discuss issues such as the propagation of (dis)information through social networks, some ethical and welfare issues related to the architecture of certain platforms as well as the problem of deepfakes.

The course is developed in two parts. In the first part, the characteristics and limits of evolutionary explanations will be addressed, especially in the frameworks of ethology, sociobiology and evolutionary psychology, and in relation to the principles of modern and extended synthesis.
In the second part of the course, the problem of how to explain, from an evolutionary point of view, the behavioural and mental diversity of human beings will be addressed, mainly with respect to their capacity for social interaction and cultural learning.

The teacher will provide tests to the students.

Students not attending classes, and those who lack preliminary knowledge of the principles of evolutionary theory should also read Rosenberg, Alex, and Daniel W. McShea. Philosophy of biology: A contemporary introduction. Routledge, 2007.

1. Dupré, John. Introduction and chapter 3 How much must evolution explain? Eds. (2001) Human Nature and the Limits of Science. Oxford University Press.

2. Griffiths, Paul E. "Ethology, Sociobiology, and Evolutionary Psychology." A Companion to the Philosophy of Biology (2007): 393-414.

3. Jablonka, Eva, and Marion J. Lamb. "Soft inheritance: challenging the modern synthesis." Genetics and Molecular Biology 31 (2008): 389-395.

4. Stotz, Karola. "Human nature and cognitive–developmental niche construction." Phenomenology and the Cognitive Sciences 9 (2010): 483

5. Laland, Kevin, et al. "Does evolutionary theory need a rethink?." Nature 514.7521 (2014): 161-164.

6. Mesoudi, Alex. "Cultural evolution: Integrating psychology, evolution and culture." Current Opinion in Psychology 7 (2016): 17-22.

7. Whiten, Andrew, and Erica van de Waal. "Social learning, culture and the ‘socio-cultural brain’of human and non-human primates." Neuroscience & Biobehavioral Reviews 82 (2017): 58-75.

8. Heyes, Cecilia. "Précis of cognitive gadgets: The cultural evolution of thinking." Behavioral and Brain Sciences 42 (2019): e169.

9. Roige, Aida, and Peter Carruthers. "Cognitive instincts versus cognitive gadgets: A fallacy." Mind & Language 34.4 (2019): 540-550.

10. Tramacere, Antonella, and Fabrizio Mafessoni. "Cognitive twists: The coevolution of learning and genes in human cognition." Review of Philosophy and Psychology (2022): 1-29.

The course will examine the principal philosophical works of Julien Offray de La Mettrie. The reading will concentrate on the subject of materialism and its anthropological and moral implications. From the anthropological standpoint, the question will initially be posed as to how the notion of a 'machine man' can claim to account for the experience of thinking and feeling. It will also examine the boundary that, in a materialistic context, simultaneously connects and distinguish animals and humans. Additionally, the course will examine La Mettrie's arguments against the concept of free will. From a moral standpoint, it will analyse the link between a materialistic and deterministic ontology on the one hand, and, on the other, the revaluation of pleasure, voluptuousness, and their distinction from libertinism, a revaluation of repentance and guilt, and the criticism of the rigidity of the penal system. The position held by La Mettrie will be situated within the broader historical context of modern materialism, from Hobbes and Spinoza to d'Holbach and Sade.

La Mettrie, Oeuvres philosophiques (Fayard)

Travelling, seeing. Manganelli, Arbasino

a) Giorgio Manganelli, Esperimento con l’India, Milano, Adelphi, 1992 and/or Id., La favola pitagorica, Milano, Adelphi, 2005 and/or Id., L’isola pianeta, Milano, Adelphi, 2006 + Viaggio in Africa, Adelphi 2018

b) Giorgio Manganelli, Emigrazioni oniriche. Scritti sulle arti, Milano, Adelphi, 2023

c) Alberto Arbasino, Il meraviglioso, anzi, Milano, Garzanti, 1985 and/or Id., Le muse a Los Angeles, Milano, Adelphi, 2000 + Id., Ritratti italiani, Milano, Adelphi, 2014 and/or Ritratti e immagini, Milano, Adelphi 2016

or

Alberto Arbasino, Fratelli d’Italia, Milano, Adelphi, 1993 (or further editions)

d) Andrea Cortellessa, Filologia fantastica. Ipotizzare, Manganelli, Ancona, Argolibri 2022

or

Andrea Cortellessa, Il libro è altrove. Ventisei piccole monografie su Giorgio Manganelli, Roma, Luca Sossella, 2020

e) Arbasino A-Z, a cura di Andrea Cortellessa, Milano, Electa, 2023

f) Luigi Marfè, Oltre la «fine dei viaggi». I resoconti dell’altrove nella letteratura contemporanea, Olschki 2009

f) to give a context in 20th and 21st century italian literary history:
Giulio Ferroni, Storia della letteratura italiana, quarto volume: Il Novecento e il nuovo millennio, Milano, Mondadori Università, 2012

The origins of modern science: from Copernicus to Newton. Astronomy, astrology, mechanics and religion in Europe, 1500-1750 .Social and institutional settings of science in early modern Europe.

Copernico, De revolutionibus (Book I), Einaudi, Torino ;
Galileo Galilei, Dialogo sopra i due massimi sistemi del mondo, Einaudi, Torino (selections from the work);
Isaac Newton, Principia mathematica philosophiae naturalis, Tr it. Utet (selections from the work);
Didactic material circulated by the teacher

The course will be divided into two submodules:

Part A: a detailed overview will first be given of the issue of scientific realism in its historical and theoretical dimension - also with direct reference to significant writings of contemporary philosophers; the realism/antirealism dispute will then be looked at from the perspective of the special sciences.

Part B: an introduction to quantum mechanics, with special focus on the conceptual issues it raises, especially in connection with the notion of realism; a presentation of the various interpretations of the theory, and of its main metaphysical implications.

Part A:
P. Dicken, A Critical Introduction to Scientific Realism, Bloomsbury, or, S. Psillos, Scientific Realism. How Science Tracks Truth, Routledge.
I. Hacking, Representing and Intervening, Cambridge University Press.
B. Van Fraassen, The Scientific Image, Oxford University Press.

Part B:
G. Ghirardi, Sneaking a Look at God's Cards, Princeton University Press, chapters 1-11, 15-16; or L.M. Lederman and C.T. Hill, Quantum Physics for Poets, Prometheus Books, chapters 1-7, 9 and the Appendix.
L. Sklar, Philosophy of Physics, Oxford University Press.

The course focuses on the relationship between language and narrative from a cognitive and evolutionary point of view. In contrast to the theories considering the sentence as the essence of language, the course suggests an interpretative hypothesis based on the priority of discourse over sentence; specifically, it is suggested that the ability to tell stories is the distinctive trait both of language and human nature.
The course includes experimental activities aimed at supporting the theoretical model proposed.

programma da 12 cfu

- Corballis M. (2020), La verità sul linguaggio, Carocci, Roma.
- Scott-Phillips (2017) Dì quello che hai in mente. Le origini della comunicazione umana, Carocci, Roma
- Ferretti F. (2022), L'istinto persuasivo. Carocci, Roma

This course aims to give the students the basic concepts of applied ethics (with a specific interest in ethics of artificial intelligence) and the relation between ethics and communication (with a specific interest in film communication).

The goal of the course is that the students understand these fundamental issues of moral philosophy. At the end of the course, the students will be able to understand the essential features of these discussions.

1. M. De Caro, M.F. Magni, M.S. Vaccarezza, Le sfide dell'etica (capp. 11-18)
2. M. De Caro, E. Terrone, I valori al cinema, Mondadori
3. M. Spitzer, Intelligenza artificiale, Corbaccio 2024.

The students taking the pre-exam at the end of the course will have to study a reduced program (which will be explained during the course), and write a short paper. All the other students will have to study the whole program above.

Through a critical-thinking approach, the course analyzes the emergence of capitalism in the medieval age up to contemporary society by covering the main forms of capitalism (merchant, industrial and financial) and the thought of Smith, Marx, Weber, Schumpeter, Keynes and Hayek.

Attending students:

Michel Beaud, A History of Capitalism, 1500-2000, Monthly Review Press, New York 2002.

plus a further book:

Fernand Braudel, Afterthoughts on Material Civilization and Capitalism, Johns Hopkins Univiversity Press, Baltimora 1979.

A historical perspective on religions must grasp the stratification of their presence on the territory and reconstruct their dynamics and strategies: since 2007, more than half of the world's population lives in urban areas and cities have become the privileged space of contestations, conflicts, negotiation of interests, creation of symbolic resources and capital concerning religion. Innovations and trends concerning religious beliefs and practices are created in cities. Theoretical knowledge will be provided on the concept of religious space/place, the results of empirical research on the presence of religious places in increasingly plural spaces also due to migration movements and diaspora processes.

The main case study will be that of shared religious places. In particular, places where religions coexist in public spaces and in urban and suburban contexts will be analysed. In particular, studies on the relationship between space and religion: from the geography of religion to the geographies of religions.

Theories, concepts, terminology, methods related to the study of religious places and the location of the sacred in space through materiality and planning relations will be exposed and discussed.

Attending Students

1. Course notes and readings indicated in the course (see online teaching materials and additional material to be distributed by the lecturer during lectures)

2. C. Russo, A. Saggioro, Roma città plurale, Bulzoni 2018 or
M.Giorda, M. Burchardt, Materializzare la tolleranza: luoghi multireligiosi tra conflitto e adattamento. “Annali di Studi Religiosi” 20, 2019 (open access - on line).
or D. Albera, M. Couroucli, I luoghi sacri comuni ai monoteismi. Tra cristianesimo, ebraismo e islam. Brescia, Morcelliana, 2013.
or M. Giorda, La Chiesa romena in Italia, Viella 2023

3. Sessione monografica di Humanitas 2021 su “Ecologia e religioni” (curato da B. Nuti)

Not attending students:
1. C. Russo, A. Saggioro, Roma città plurale, Bulzoni 2018 and
M.Giorda, M. Burchardt, Materializzare la tolleranza: luoghi multireligiosi tra conflitto e adattamento. “Annali di Studi Religiosi” 20, 2019 (open access - on line).

2. D. Albera, M. Couroucli, I luoghi sacri comuni ai monoteismi. Tra cristianesimo, ebraismo e islam. Brescia, Morcelliana, 2013.

3. Sessione monografica di Humanitas 2021 su “Ecologia e religioni” (ed B. Nuti)

The course presents the essential characters of civilization, or better, of Slavic civilizations. It ranges chronologically from the era of the Slavic settlement in Eastern and Central Europe to the present day. Historical, political, economic, social, cultural events are analyzed in the Slavic world.
Historical description of Slavic civilizations in time and space.

M. Garzaniti, Gli slavi, Carocci editore
the study of the linguistic chapters is optional, although it is still recommended to read them; The same applies to the boxes scattered throughout the book to supplement the text

Objectives:
The course aims to provide a critical understanding of the historical development of the main themes, problems and models of scientific explanation of behavior and psychological processes, from the earliest naturalized conceptualizations of mind and behavior to experimental psychology and contemporary neuroscience. The evolution of the sciences of behavior, mind, and neuroscience will be discussed in its relationship to the history of philosophical ideas and other human sciences such as sociology and anthropology, in its close intertwining with the natural and biological sciences, and situated in the context of concrete historical transformations of material, economic, and technological kinds.
The course will also examine the history of the cultural and moral impact of developments in the behavioral sciences and neurosciences with special emphasis on the applications of neuroscience in the social and economic spheres, and neuropsychopharmacological and neurotechnological applications in the 20th century.
Within the framework of this course, teaching aims to provide:
An organic knowledge of the main research programs, concepts, and issues in behavioral sciences, experimental psychology, and neuroscience;
The ability to contextualize, analyze, and critically interpret ideas and explanatory models in behavioral sciences and neuroscience, also in relation to other research disciplines, material history, culture, ethics, and technological evolution;
The lexical and conceptual tools necessary for studying the history of behavioral sciences and neuroscience, useful for acquiring good analytical and argumentative skills in both written and oral form.

Program

Institutional Part on the General History of Behavioral Sciences and Neurosciences:

I) History of Science and History of Psychology
Why Study the History of the Sciences of the Mind
Historiography of Science: Continuity and Scientific Revolutions
Normal Science and Paradigms
Historiography of Psychology and Neuroscience

II) Prehistory of Behavioral Sciences:
Mind and Behavior in Ancient Philosophy
The First Scientific Conceptions of Behavior during the Renaissance and the Scientific Revolution
From Descartes to the "Idéologues"
Theories of Mind and Behavior in Empiricism
The Advent of the Biological Perspective in Behavioral Theories: Evolutionism

III) The Birth of Experimental Psychology: From Helmholtz to Wundt
The Birth of Experimental Psychology
Helmholtz: Specific Nerve Energy and Unconscious Inference
The Phenomenological Innatism of Ewald Hering
Wilhelm Wundt and Physiological Psychology
Titchener and North American Structuralism

IV) American Functionalism, Between Evolutionism and Pragmatism

V) The Psychodynamic Perspective and Psychoanalysis
Introduction
From Organic to Psychodynamic Conceptions of Mental Illness
Janet's Theory
Psychoanalysis from Freud to the 1950s
Jung's Theory
Adler's Theory
Themes in Late 20th Century Psychoanalysis and New Topics
Phenomenological Psychiatry
Theories of Personality
Integrated Models of Mental Health and Pathology

VI) The Behaviorist Perspective
Introduction
American Psychology at the Beginning of the Century: Structuralism and Functionalism
Behaviorism from Watson to the 1950s
Skinner and the Behaviorist Utopia
Operationalism in Psychology
Personality, Psychopathology, and Social Learning in the Behaviorist Perspective

VII) The Cognitive Perspective
Introduction
The Study of Cognitive Processes: From the Würzburg School to Bartlett
Theories of Intelligence
Theories of Psychological Development
Piaget's Theory
Probabilistic and Ecological Theories of Mental Processes
Cognitivism
Cognitive Science

VIII) The Historical-Cultural Perspective
Introduction
The Historical-Cultural Theory of Mind from Vygotsky to the 1960s
Activity Theory
Social Constructionism: Cultural Psychology

IX) The Biological and Neuroscientific Perspective
Introduction
Animal and Comparative Psychology: Ethology
Early 20th Century Research on Brain Functions
Bechterev's Reflexology
Pavlov's Theory of Higher Nervous Activity
Holistic Theories of Mind and Brain Function in the Early 20th Century
Hebb's Neuroconnectionism
Research on Brain Functions and Behavior: 1950-1970
Luria's Theory of Functional Brain Systems
Cognitive, Affective, and Social Neurosciences

X) The Contemporary Debate
Crisis of Theories or Crisis of Psychology?
Empirical Verification in Psychology
Common-Sense Psychology and Alternative Psychologies
The Primacy of Neuroscience
The Discomfort of Psychotherapy
Psychology and Contemporary Society



Monographic Part:
Mind, Nature, and Emotions. History of Philosophical and Scientific Thought on Emotions

The Concept of Passion from Ancient Philosophy to Empiricism
The Invention of the Modern Psychological Category of Emotion
The First Biological Conceptions of Emotions: Evolutionists and Darwin
Somatic Theories of Emotions
Emotions and Language: Constructionist Theories of Emotions
The Neurobiology of Emotions
Emotions and Illness: The History of Psychosomatics
Modulating Emotions: The History of Psychopharmacology and Neurotechnologies for Intervening in Disturbing Emotions

Mecacci L. (2019). Storia della psicologia dal Novecento a oggi. Roma- Bari: Laterza (capitoli: 4; 5; 7; 8).

For the monographic part
Professor's handouts

Never before in recent years has the idea of Europe been at the center of public debate: for some, it is the only lifeline against nationalism and war; for others, it is the ultimate cause of all our problems and woes, especially economic ones. The invasion of Ukraine by Vladimir Putin's Russia in February 2022 has not only revived the classic themes of war and peace in public discourse but also brought back into focus the issue of the eastern expansion of the concept of Europe, a question with extraordinary historical depth.
Only a profound understanding of the long-term history of European civilization and its interactions with other civilizations around the globe can allow us to decode issues that only superficially appear to be purely contemporary. In the first part of the course, we will focus on the evolution of the notion of Europe, the various thoughts about Europe, and the long-term development of European consciousness. In the second part, we will delve into the phenomenon of exodus and internal migrations within the continent for religious reasons: whether voluntary or forced, they are the dramatic outcome of the process of confessionalization and the construction of modern statehood, characterized by the pursuit of purity through the expulsion and marginalization of religious diversity

First section: 'History of Europe: ideas, perspectives, reflections' (6 ECTS)

Reference books:

Lucien Febvre, L’Europa. Storia di una civiltà, Roma, Donzelli.
Federico Chabod, Storia dell’Idea d’Europa, Roma-Bari, Laterza.
Additional book for students who will not attend the lessons: Egidio Ivetic, Studiare la storia del Mediterraneo, Bologna, Il Mulino, 2024


Second section: "The Europe of exoduses and migrations 'religionis causa'".

Reference books:

Nicholas Terpstra, Purezza e fede. Esuli religiosi nell’Europa moderna, Bologna, Il Mulino.
Bruno Pomara Saverino, Rifugiati. I moriscos e l'Italia, Firenze, Firenze University Press, scaricabile gratuitamente dal sito: https://www.fupress.com/catalogo/rifugiati/3516

Those who only need to take 6 ECTS are required to study the first teaching unit.
IT IS POSSIBLE TO USE THIS BIBLIOGRAPHY STARTING FROM JUNE-JULY 2025, EXCLUSIVELY.

The functions of language: cognitive vs. communicative function
The (classical) cognitive science of language
Modularity of mind

Levels of language processing
Microanalysis deficits: aphasias
Broca's aphasia
Wernicke's aphasia

The pragmatics of language
Pragmatic disorders: autism spectrum disorder

Pragmatics of discourse
Schizophrenia
Traumatic brain injury

!! Syllabus valid from June 2025 exam session unique for all students (no difference between attending and non-attending students) !!!

[-- Those taking the exam in the January-February 2025 session should refer to syllabus 2023-24]


1 book + 2 articles:

(Book 1) Adornetti I. (2018) Pathologies of language and communication. Carocci, Rome.

(Article 1) will be communicated at the beginning of the course

(Article 2) will be communicated at the beginning of the course

The course will address the Aesthetics of Gilles Deleuze.

1) D. Angelucci, Là fuori. La filosofia e il reale, Ombrecorte, Verona.
2) A group of texts of your choice from the following, devoted to literature (a), painting (b), or film (c).

a)
G. Deleuze, Proust e i segni, Einaudi, Torino.
G. Deleuze, F. Guattari, Kafka. Per una letteratura minore, Quodlibet, Macerata.
G. Deleuze, Claire Parnet, Conversazioni, Ombrecorte, Verona. soltanto il capitolo II
G. Deleuze, La letteratura e la vita in Critica e Clinica, Cortina, MIlano (Fotocopie fornite dalla docente)

or

b)
G. Deleuze, Logica della sensazione, Quodlibet, Macerata
G. Deleuze, Corso sulla pittura, Einaudi, Torino.

or

c)
G. Deleuze, Immagine-movimento , Ubulibri, Milano.
G. Deleuze, Immagine-tempo, Ubilibri, MIlano.

From the logical argument put forward by Aristotle in De Interpretatione to the theological one raised by the thesis of divine omniscience and predestination, from the determinism of classical physics to the contemporary contribution of neuroscience, the problem of the existence of free will is perhaps the most important one in the Western philosophical tradition. In fact, it involves not only the moral and legal responsibility of our actions but also the place of the human being in the universe. The course aims to reinterpret the main theses advanced in the history of Western metaphysics in light of the contributions of contemporary analyticphilosophy.

D. Dennett Freedom evolves, Penguin, 2004
C. List Why free will is real, Harvard UP, 2018

The course aims to provide an introduction to the contemporary debate on the ontology of art:
What kinds of objects are artworks? Are they physical objects, events, ideal types, or Platonic forms?
What elements define their nature?
Are there substantial ontological differences between paintings, sculptures, and musical works?
How are artworks related to the mental states and/or intentions of artists, critics, and the audience?
Under what conditions do artworks emerge, survive, or cease to exist?
And why does it make sense to ask these questions?

- Varzi, Achille, Ontologia, Laterza, 2008: Cap. 1, ‘Che cos’è l’ontologia’, pp. 7-31.
- Berto, Francesco, Plebani, Matteo, Ontology and Metaontology. A Contemporary Guide, Bloomsbury 2015, ‘Introduzione’, parti 1-4, pp. 1-9.
- Stephen Davies, ‘Ontology of Art’, in Oxford Handbook of Aesthetics, 2003, pp. 155-180.
- Rohrobaugh, Guy, ‘The Ontology of Art’, in The Routledge Companion to Aesthetics, Routledge, 2013, pp. 235-245.
- Wollheim, Richard, Art and its objects, Cambridge 1968/1980, parti 4-10, 20-23, 35-36, e ‘A note on the physical object hypothesis’.
- Hospers, John, ‘The Croce-Collingwood Theory of Art’, The Journal of the Royal Institute of Philosophy, 1956, pp. 291-308.
- Giombini, Lisa Musical Ontology. A Guide for the Perplexed, ch. 1, ‘Idealism’, pp. 45-59
- Goodman, Nelson, Languages of art, Cap. 3 ‘Art and Authenticity’, pp. 99-122. (tr. it.: Linguaggi dell’arte, cap. 3, ‘Arte e autenticità’)
- Lamarque, Peter, Work and Object, Oxford University Press 2010, Chapters 3-4
- Kivy, Peter, ‘Platonism in Music: Another Kind of Defense’, American Philosophical Quarterly, 24, 3 1987.
- Dodd, Julian, ‘Musical Works as Eternal Types’, The British Journal of Aesthetics, 40 (2000), pp. 424-440.
- Levinson, Jerrold, ‘What a Musical Work Is’, The Journal of Philosophy, 77, 1980, pp. 5-28.
- Howell, R., ‘Types, Indicated and Initiated’, British Journal of Aesthetics, 42, 2002, pp. 105-127.
- Thomasson, Amie L., ‘Debates about the Ontology of Art: What Are We Doing Here?’, Philosophy Compass, 1, 3, 2006, pp. 245–255.
- Davies, David. ‘The Primacy of Practice in the Ontology of Art’, Journal of Aesthetics and Art Criticism 67 (2009): 159–72.

The teaching program will focus on the relationship between conflicting values and fundamental principles. After an introductory section, aimed at presenting the fundamental terms of bioethics and biolaw, some of the most relevant and today's most discussed issues will be explored in depth, through constant reference to practical and case law cases:
I. Dignity and autonomy between bioethics and the market (surrogacy, prostitution)
II. Dignity and self-determination (end-of-life choices and informed consent)
III. Conscientious objection

Introductory section:
- P. Borsellino, Bioetica tra “morali” e diritto, Raffaello Cortina, Milano, 2018, cap. 1 (La bioetica. Problemi, sviluppi, prospettive), con esclusione del par. 9: pp. 21-57; M. Reichlin, Fondamenti di bioetica, Il Mulino, Bologna, 2021: cap. 2 (Tipi di etiche normative: pp. 29-47); cap. 8 (Il diritto alle cure e l'allocazione delle risorse sanitarie), escludendo il par. 8.3; e cap. 9 (Il potenziamento delle capacità umane), limitato al solo par. 9.1.
.

Thematic sections:
I
- L. Ferrajoli, Dignità e libertà, in Dignità e autonomia tra bioetica e mercato, a cura di F. Mastromartino, G. Pino, in “Rivista di filosofia del diritto”, 1, 2019, pp. 23-32; O. Giolo, Il giusfemminismo e le sfide del neoliberismo. A proposito di soggetti, libertà e diritti, in Teorie critiche del diritto, a cura di M.G. Bernardini, O. Giolo, Pacini, Firenze, 2017, pp. 207-230; F. Poggi, Dignità e autonomia: disaccordi semantici e conflitti di valore in Dignità e autonomia tra bioetica e mercato, a cura di F. Mastromartino, G. Pino, in “Rivista di filosofia del diritto”, 1, 2019, pp. 33-50; Sandel, Quello che i soldi non possono comprare. I limiti morali del mercato, Feltrinelli, Milano, 2012, Introduzione (Mercati e morale) e cap. 3 (Come i mercati allontanano la morale), rispettivamente pp. 11-22 e pp. 95-130

II
- L. d’Avack, Il dominio delle biotecnologie, cap. II (Scelte di fine vita e consenso informato), Giappichelli, Torino, 2018: pp. 69-159 (ma tenendo presente Riferimenti normativi e carte internazionali)

III
- F. Mastromartino, Esiste un diritto generale all’obiezione di coscienza?, in “Diritto e questioni pubbliche”, 1, 2018, pp. 159-181.

Files of the course exam texts, except for L. d'Avack's volume will be uploaded to the e-learning platform.

STUDENTS WHO DO NOT ATTEND THE COURSE LECTURES ARE REQUIRED TO SUPPLEMENT THE PROGRAM BY STUDYING THE FOLLOWING TEXTS:
- A. Facchi, O. Giolo, Libera scelta e libera condizione, Il Mulino, Bologna, 2020.
- F. Mastromartino, Due concetti di dignità per due concetti di autonomia?, in “Diritto e questioni pubbliche”, 1, 2021, pp. 239-263.

Sequent Calculus Proofs
***************************************
Natural Deduction

Sequent Calculus for Classical Logic (LK) and Intuitionistic Logic (LJ)

Cut elimination for LK and LJ sequent proofs

Sequent calculus for Linear Logic(LL)

Cut Elimination Theorem for LL

Focusing Theorem for LL proofs

Proof Nets
*************************************
(proof-structures, correctness, normalization, adequacy, sequentialization, focusing, complexity)

Pure Multiplicative Proof Nets

Multiplicative and Additive Proof Nets

Multiplicative and Exponenial Proof Nets

Handbooks, papers, NOTES AND SLIDES AVAILABLE ON THE COURSE WEB PAGE
https://sites.google.com/view/lm510/

The course will present and discuss basic notions of neuroethics, an interdisciplinary research fields at the interplay between moral philosophy, moral psychology, and cognitive neuroscience. In particular, the course will focus on the topic of moral cognition, investigating the basis of moral reasoning, motivation, choice, and judgment.

Students will acquire:
- Capacity to read an analyze texts
- Capacity to navigate the contemporary debate on the bases and mechanisms of moral cognition
- Capacity to orally present and defend theses

THE PROGRAM INCLUDES THE FOLLOWING TEXTS:
1 – A. Lavazza, V. Sironi (eds.), 2022, Neuroetica, Carocci (selected parts);
2 – A. Mele (2009), Effective Intentions: The Power of Conscious Will

Papyrus in the Middle Ages: A Mediterranean History (4th-11th Centuries).

This course aims to address, through seminar-style approaches, the history of papyrus in the Middle Ages. It is a classic topic that, starting from Henri Pirenne's research, has been consistently investigated by scholars of written culture, who have viewed papyrus as a writing material, as well as by historians of economics, who have regarded papyrus as an indicator of trade relations across the Mediterranean.

Taking into account interpretations and debates surrounding this topic or related themes, the lessons aim to discuss studies (books, essays), and especially sources (translated into Italian) based on a specific questionnaire: in which areas of the Mediterranean was papyrus produced, and how? What were the logics, dynamics, and economic actors of its circulation across the Mediterranean after the fall of the Western Roman Empire (476)? Did circulation encounter obstacles after the 7th century due to religious differences between Islam and Christianity? What were its areas of usage? How did these areas of usage vary depending on the cultural, geographical, economic, and political contexts? What impact did the economic logic of papyrus have on European cultural dynamics? When did the history of papyrus end, and why? How does the history of papyrus interact with our understanding of the cultural and economic history of the medieval Mediterranean?

Note well: In addition to participating in the discussions during the lessons, in the final section of the course students will be required to prepare and discuss, individually or in groups, a brief written text.

For attending students, the exam is essentially based on the materials provided by the professor and discussed in class. For reference reading, one can consider D. Internullo, Il papiro, la pergamena e le origini della memoria archivistica dell’Europa occidentale (secoli VI-XI), in Segni, sogni, materie e scrittura dall’Egitto tardoantico all’Europa carolingia, ed. by A. Ghignoli, M. Boccuzzi, A. Monte, N. Sietis, Roma 2023, pp. 119-162 (it will be available in the proper Teams channel)

For non-attending students, the examination is based on the comprehensive study of:
H. Pirenne, Maometto e Carlomagno, any of the many editions available
- C. Picard, Il mare dei califfi. Storia del Mediterraneo musulmano (secoli VII-XII), Roma, Carocci, 2017
- D. Internullo, Il papiro, la pergamena e le origini della memoria archivistica dell’Europa occidentale (secoli VI-XI), in Segni, sogni, materie e scrittura dall’Egitto tardoantico all’Europa carolingia, ed. by A. Ghignoli, M. Boccuzzi, A. Monte, N. Sietis, Roma 2023, pp. 119-162
Note well: in addition to an integral study, non-attending students are also asked to make the three readings interact with each other, trying in particular to understand: a) how our knowledge of Mediterranean history has changed since Pirenne's book publication - thus paying attention to Picard's book in this regard; b) how the data on papyrus circulation (cf. Internullo's essay) interacts with our knowledge of the Mediterranean.

Note well 2: A remedial programme must be agreed with the lecturer for those who have never taken a basic Medieval History examination (M-STO/01).

Part 1: Decidability and fundamental results of recursion theory. Primitive recursive functions and elementary functions: definitions and examples, elementary coding of the finite sequences of natural numbers, an alternative definition of the set of elementary functions. Ackermann's function and the (partial) recursive functions. Arithmetical hierarchy and representation (in N) of recursive functions. Arithmetization of syntax: coding of terms and formulas, satisfiability in N of Delta formulas is elementary, coding of sequence and derivations. The fundamental theorems of recursion theory. Decidability, semi-decidability, undecidability.

Part 2: Peano arithmetic. Peano's axioms and first order Peano’s axioms. The models of (first order) Peano arithmetic. The representable functions in (first order) Peano arithmetic. Incompleteness and undecidability: Church’s undecidability theorem, fixed point, Gödel’s first incompleteness theorem, Gödel’s second incompleteness theorem, final remarks on incompleteness, hints on incompleteness and second order logic.

Testi: V. Michele Abrusci e Lorenzo Tortora de Falco, Logica. Vol. 2 Incompletezza, teoria assiomatica degli insiemi, Springer, 2018

The course offers a comprehensive exploration of fundamental aspects of psychodynamic treatment and key intervention methodologies. Through a blend of lectures and guided practical exercises, students will develop a nuanced understanding of essential elements such as working alliance, negotiation processes, and the dynamics of rupture and repair, which form the bedrock of clinical practice.
The course further explores diverse themes, including free association, transference and countertransference dynamics, interpretation and insight, resistance analysis, enactment, affective regulation and mentalization-based interventions, as well as the use of reverie and oneric thinking within the field theory and intersubjective perspective.
Real clinical cases are presented and supervised in class, facilitating a reflective practice approach that enables students to analyze and understand what is happening in the "here and now" of a specific therapeutic session. Through this direct experience, students will have the opportunity to put into practice the theoretical concepts learned during the lectures, gradually developing their clinical reasoning abilities.

The seminar addresses issues related to the territory and the city. The story of cardinal concepts such as cities, communities, habitats, nature, territory, landscapes, and projects will be presented, discussed and updated, from different perspectives: philosophy, art, political theory, sociology, history, geography, architecture, law, economics, political ecology, communication.
By january 2025 the general programme will be published.

A bibliographic selection accompanying the lecture topics will be provided by January 2025

The course is intended to provide an introduction to contemporary debates on the main contributions to theoretical-political research in the field of feminism and gender studies. It consists of a series of lectures dedicated to fundamental voices and positions to orient oneself in the constellation of feminisms, accompanied by workshop and group activities.

Lucy Delap, Feminisms: A Global History, Pelican 2021
+ the materials relating to the workshop meeting(s) chosen for the focus study (the detailed bibliography relating to the workshop meetings will be shared in February)

For Erasmus students it is possible to write the final paper in English (or French)

During the workshop, students will read, present in class and comment together on the first four parts of Adam Smith's ‘Treatise on Moral Sentiments’. In doing so, they will discuss the foundations of Smith's theory of sympathy, its main anthropological and moral implications, and its tensions or difficulties. Smith's theory will also be compared with his main interlocutors, in particular Hume and Lord Kames, and with his main - and at least apparent - polemical targets, such as Hobbes and Mandeville.

Adam Smith, Theory of moral sentiments (every complete edition)

Design, Drafting, and Revision of the Bachelor’s Thesis.
The course will cover the following topics:
1. Thesis Project: selecting a topic; conducting research; selecting, analyzing, and cataloging sources; the overall structure of the work.
2. Drafting the Paper: the characteristics and components of argumentation; citations and the use of sources; various types of notes and their application; compiling the bibliography.
3. Revision of the Work: grammatical and orthographic accuracy; coherence of structure, content, and style; principles of text formatting.

P. Italia (con la collaborazione di D. Bennati e M. Giuffrida), Scrivere all'Università. Manuale pratico con esercizi e antologia di testi, Firenze, Le Monnier Università 2014.

Goals
What is self-control and what is emotion regulation? How do they work; what psychological and brain mechanisms do they depend on? Why is voluntary control of psychological processes, such as staying focused, resisting distractions, managing a negative emotion, restraining brooding or the mind's tendency to wander, so difficult? And why does voluntary control of actions often fail? That is, for what reasons do we fall back into habits we no longer want to have, into different forms of addiction, toward psychoactive substances, behaviors, emotionally destructive relationships? And for what reasons do we so frequently fail to contain an inappropriate impulse or expression of emotion that we know is potentially harmful?
Are there techniques, training, practical exercises for developing self-control, regulating emotions more effectively, governing our habits? What psychological and brain mechanisms are they based on? How are they performed and what evidence of effectiveness exists in the scientific literature?
The Course, aims to provide participants with knowledge of the main theoretical elements and models of explanations of the processes of self-control and emotion regulation, between neuroscience, psychosocial science and philosophy.
At the same time, the Course aims to teach exercises and techniques useful for improving self-regulatory capacity, including several Mindfulness-based practices, illustrating their scientific basis and experimental verification of effectiveness.
At the end of the Course, the student should know and understand the main explanatory models of self-control and emotion regulation and will have a basic mastery of the most popular and scientifically validated techniques, exercises and trainings for cognitive enhancement, self-control and emotion regulation.

Program

1. General neuroscience principles for understanding self-control and emotions.
- Brain and mind. Between biological evolution, heredity, environment and experience
- The maturation of brain circuits of emotions and voluntary control of behavior
- Attention, working memory, self-control
Exercises:
- How do you feel? Description of affective states and enhancement of emotional literacy
- The experience of (dis)control of the mind

2. We become what we repeatedly do: the plasticity of the brain and behavior
- How the neuron and neurotransmission work
- Neuroplasticity and learning
- The different types of associative learning
- Construction and fixation of habits and automatisms
Exercises:
- Exploring memory
- Training attention with breathing

3. What is an emotion?
- Emotions as adaptive programs/ Emotions as constructs
- The main theories of emotion
- Human history and the evolutionary incongruence of emotional programs
Exercises:
- Basic meditation
- Well-remembered and reactivated well-being
- Naming emotions (Strengthening vocabulary of emotions)


4. Emotions Regulation
- Outlines of the psychobiology of emotions
- Emotions and language, Recognizing and naming an emotion as implicit emotion regulation
- The different possible strategies of emotion regulation, adaptive/ dysfunctional
- Learning and modification of emotional response styles
Exercises:
- Introduction to body scan
- STOP technique - Stop, Take a breath, Observe, Proceed

5. Emotions and stress
- Brief history of the concept of stress, from pathophysiology, to the cognitive dimension of emotions
- The mechanisms of stress
- The impact of chronic stress on the brain and cognitive and executive functions
Exercises:
- Measuring perceived stress
- Relaxation training
- Diaphragmatic breathing
- Gratitude journal


6. Cognitive training and contemplative practices. Mindfulness-based practices: scientific evidence and general introduction
- What is Mindfulness
- Risks and consequences of chronic distraction and Mind wandering
- Mind wandering and negative mood
- Mindfulness and emotion regulation
- Mindfulness and neuroplasticity
Exercises:
- Basic Mindfulness Meditation
- Meditation in motion


7. Voluntary control of behavior: how it works, how it discharges, how it is enhanced
- The neural basis of self-control
- Attention and self-control
- Self-control and ego depletion (Ego depletion)
Exercises:
- Self-affirmation;
- Implementation of intentions
- Mantra Meditation

8. Voluntary control of behavior: how to strengthen it
- Self-control can be trained and enhanced
- Physical Exercise as a form of training self-control
- Ego depletion, Mindfulness and other exercises to train the “muscle” of self-control
Exercises:
- Basic Mindfulness Meditation
- Mindfulness meditation on emotions

9. Prosocial behaviors, cognitive empathy
- Prosocial behaviors, executive functions and self-control
- Prosocial behaviors, psychological health and well-being
- What is empathy 1: Cognitive empathy and brain correlates
Exercises:
- Developing empathic communication: The technique of Reflective Listening;
- Empathy Training


10. Prosocial behaviors, affective empathy and compassion
- What is affective empathy and brain correlates
- Empathy as embodied simulation of others' emotions
- Neuroplasticity and the prosocial brain
Exercises:
- Compassion meditation
- Feeling connected

Stefano Canali, Regolare le emozioni. Teorie e metodi per lo sviluppo e il potenziamento dell’autocontrollo. Carocci, Roma, 2021. Mandatory
The adopted text is essential for taking the learning progress tests after each lecture and for the final test, all questions will be formulated on the contents of the adopted text