First Part: Nineteenth century Europe from the Congress of Vienna to the age of imperialism

Second Part: Ideologies and conflicts of the European twentieth century

First Part: an high school textbook of your choice of Contemporary History (on the period from 1815 to the present day). It must be published after 2015.

Second Part:

Two books to be chosen from the following:
A. Basciani – E. Ivetic, Italia e Balcani. Storia di una prossimità, Il Mulino;
R. Brizzi – M. Marchi, Storia politica della Francia repubblicana (1871-2011), Le Monnier;
F. Chabod, Storia dell’idea d’Europa, Laterza;
U. Gentiloni Silveri, Storia dell’Italia contemporanea, Il Mulino;
E. Hobsbawm, Nazioni e nazionalismi dal 1780. Programma, mito, realtà, Einaudi;
N. Kazantzakis, La mia Grecia, Crocetti Editore;
R. Morozzo della Rocca, Passaggio a Oriente. La modernità e l’Europa ortodossa, Morcelliana;
S. Aleksievič, La guerra non ha un volto di donna, Bompiani.

The course focuses on the main themes of early modern history and modern history (from XV century to XIX century), with particular attention to the historiographic categories, the use of sources and the interpretative approaches of the historians. The different political, cultural, social, economic and religious aspects of the modern age will be studied from a local and global outlook, with a certain regard to the relations between the Italian peninsula, the European continent and extra-European realities.
In the second part of the course, will be explored the characteristics of lunacy among diagnosis, treatment and care in the modern ages, from the 16th to the 19th century. There will be in-depth studies and explorations of this topic, mostly on a comparative basis, even in subsequent and more recent eras and interdisciplinary forays into the history of art, literature and philosophy.

Testi di riferimento (da studiare):
1) R. Bizzocchi, Guida allo studio della Storia moderna, Roma-Bari, Laterza

2) C. Capra, Storia moderna (1492-1848), Firenze, Le Monnier

3) V. Fiorino, Il manicomio di Roma Santa Maria della pietà: il profilo istituzionale e sociale (1548-1919), in Mélanges de l’École française de Rome, 116-2 (2004), pp. 831-881

4) M. Foucault, Storia della follia nell’età classica, Milano, Rizzoli

(Gli studenti non frequentanti aggiungeranno, da studiare:
S. Catucci, Introduzione a Foucault, Roma-Bari, Laterza)


Testi di approfondimento (da leggere):
Due letture da scegliere, una dalla proposta A, una dalla proposta B:
Proposta A)
⁃ Erasmo da Rotterdam, Elogio della follia
⁃ L. Ariosto, Orlando furioso
⁃ W. Shakespeare, Re Lear
⁃ M. Cervantes, Don Chisciotte della Mancia
⁃ R. Burton, Anatomia della Melanconia
⁃ W. Goethe, I dolori del giovane Werther
⁃ F. Dostoevskij, L’idiota

Proposta B)
⁃ P. Pinel, Trattato medico-filosofico sopra l’alienazione mentale, dalla tipografia Orcesi (pdf)
⁃ V. Chiarugi, Della pazzia in genere e in specie, presso Luigi Carlieri (pdf)
⁃ L. Roscioni, Il governo della follia. Ospedali, medici e pazzi nell’età moderna, Bruno Mondadori
⁃ R. Porter, Storia sociale della follia, Garzanti
⁃ A. Musi, Malinconia barocca, Neri Pozza
⁃ M. Foucault, Il potere psichiatrico. Corso al Collège de France (1973-1974), Feltrinelli
⁃ E. Shorter, Storia della psichiatria. Dall’ospedale psichiatrico al Prozac, Masson

The course aims to present Voltaire's theory of tolerance by placing it in the context of Enlightenment thought and by outlining its main features through the analysis of the "Treatise on Tolerance" and comparing it with Voltaire's position on the Jews. The latter represents an interesting case study to show the limits of this theorisation in relation to Voltaire's question of whether a Jew can also be a philosophe.
The course includes a brief introduction on Enlightenment theories of tolerance, a focus on Voltaire's theory of tolerance, an in-depth examination of Voltaire's position with respect to the Jews, and a concluding part dedicated to contextualising the issue of tolerance in contemporary times in order to offer insights into the enduring vitality of this concept.

Programme for Erasmus Students:
1. Volatire, Treatise on Tolerance, any editon
2. Marco Piazza, Voltaire against the Jews, or the Limits of Toleration, London, Palgrave, 2022.
3. Denis Lacorne, The Limits of Tolerance, engl transl., New York, Columbia University Press, 2019.
A text to be chosen from:
4. Herbert Marcuse, Repressive Tolerance, any edition.
5. Michael Walzer, On Toleration, any edition.

A:
Virtue, Agency and Happiness in Plato.
Part A will include weeks 1-6. The following issues will be covered: Socrates' intellectualism and Plato's criticism of it in the Republic, virtue and excellence, the soul's tripartition, justice and happiness.
B:
Virtue, Agency and Happiness in Aristotle.
Part B include weeks 7-12. The following issues will be covered: virtue and agency in Aristotle, virtue and contemplative life, happiness,

The syllabus of part A and the syllabus of part B must be studied in order to obtain 12 ECTS.

A

[1] B. Centrone, Prima lezione di filosofia antica, Laterza, Roma-Bari 2015.
R.Chiaradonna e P. Pecere, Vivere la Conoscenza, Mondadori Education, Milano, 2022, Volume 1A: Dalle origini ad Aristotele.
R. Chiaradonna, Platonismo, Il Mulino, Bologna, 2017.

[2] Platone, Repubblica, libro 1 e libro 4, trad. di M. Vegetti, Rizzoli, Milano 2007..
M. Vegetti, Quindici Lezioni su Platone, Einaudi, Torino, 2003.
M. Vegetti, L'etica degli antichi, Laterza, Roma-Bari, 2023 (VII ristampa).

[3] Students are required to prepare a paper (2500 words) on one of the following topics (for the bibliography, see [1]):

[i] The origins of Greek philosophy: myth and logos, the Milesian school, Heraclitus
[ii] Parmenides, his followers and his critics: Parmenides, Zeno, Melissus, Gorgias, Plato
[iii] The so-called 'pluralistic' cosmologies in the fifth century BC: Empedocles, Anaxagoras, Democritus
[iv] Being and causes in Plato and Aristotle

B

[1] B. Centrone, Prima lezione di filosofia antica, Laterza, Roma-Bari 2015.
R.Chiaradonna e P. Pecere, Vivere la Conoscenza, Mondadori Education, Milano, 2022, Volume 1A: Dalle origini ad Aristotele.
R. Chiaradonna, Platonismo, Il Mulino, Bologna, 2017.

[2] Aristotele, Etica Nicomachea, libro 1 e libro 10, a cura di C. Natali, testo greco a fronte, Laterza-Bari 1999.
M. Vegetti e F. Ademollo, Incontro con Aristotele, Einaudi, Torino 2016.
M. Vegetti, L'etica degli antichi, Laterza, Roma-Bari, 2023 (VII ristampa).

[3] Students are required to prepare a paper (2500 words) on one of the following topics (for the bibliography, see [1]):

[i] The origins of Greek philosophy: myth and logos, the Milesian school, Heraclitus
[ii] Parmenides, his followers and his critics: Parmenides, Zeno, Melissus, Gorgias, Plato
[iii] The so-called 'pluralistic' cosmologies in the fifth century BC: Empedocles, Anaxagoras, Democritus
[iv] Being and causes in Plato and Aristotle

The first part of the course introduces the most relevant theories of communication, with a specific focus on interpersonal communication. The following topics are considered: verbal and non-verbal communication, interaction rituals, framing practices, rules of conversation, the relation between communication and social identities, pathological forms of communicative interaction.
The second part of the course provides students with the tools for studying media, referring to media reception and theoretical perspectives in the sociology of media. A focus will be on forms of symbolic pollution and, in particular, on media images and soundscapes. Finally, the social changes led by digital media in the contemporary society and the medial representations of identities will be considered.

a) Anna Lisa Tota, 2020, Ecologia della Parola. Il piacere della Conversazione, Einaudi, Torino.
b) Anna Lisa Tota, 2023, Ecologia del pensiero. Conversazioni con una mente inquinata, Einaudi, Torino.
c) Moreover, the following readings:

1) José Van Dijck, Thomas Poell, Martijn de Waal (2019), Platform Society. Valori pubblici e società connessa, edizione italiana a cura di G. Boccia Artieri e A. Marinelli (only the introduction, “Per un’economia politica delle piattaforme” and the first chapter, “Platform Society: un concetto controverso”), Guerini, Milano, pp. 9-21 e 35-74.
2) Giovanni Boccia Artieri, Fausto Colombo, Guido Gili (2022), Comunicare. Persone, relazioni, media (only the chapter 5, “Dall’intelligenza artificiale al papiro (e ritorno)”), Laterza, Roma-Bari, pp. 132-163.
3) Stuart Hall (1980), “Codifica e decodifica”, in Tele-visioni, a cura di A. Marinelli e G. Fatelli (2000), Meltemi, Roma, pp. 66-83.

Anthropology of contemporaneity

The course outlines the formation and development of the main capitalistic economies both in Europe and out of Europe between 19th and 20th centuries.

I. The first and second industrial revolution
- The preconditions for capitalist development in modern Eastern Atlantic, Centuries 17-18th.
- Expanded commercial agricultural revolution and industrial revolution in Britain in the eighteenth century.
- The process of capitalist concentration in the nineteenth century and the second industrial revolution.
II. Economic development in the 20th century
- Industry, trade networks, financial markets on the eve of the First World War.
- The economic cycles in the post-war period
- The crisis of 1929 and national policies in the '30s.

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.

The course will deal in general with some themes from the history and philosophy of space and time. Short anthological excerpts from Plato, Aristotle, Augustine, Galileo, Descartes, Leibniz Newton, Kant Einstein and Bergson will be read. One of the main themes of the course will concern the nature of the present moment: its interest depends on the fact that while physics does not deal with it, from the point of view of our experience it separates the immutable past from a future that is not fatalistically understood, but instead appears 'open' to our free decision.

1) Friedel Weinert The March of Time. Evolving Conceptions of
Time in the Light of Scientific Discoveries Springer 2022

2) N. Huggett, 1999, Space from Zeno to Einstein, MIT PRESS

Communication is investigated in all of its technological and body modalities (words, prosody, intonation, gestures, facial expression, gaze, touch, posture, proxemics). Analysis and detection of sincere and deceptive, cooperative and aggressive communication, and of its uses in interpersonal interaction, on the job, in education, politics, art, music, entertainment.

For the exam of 12 Credits, two books are to be studied for the oral examination:

A. Poggi I.: Psicologia della comunicazione. La mente, il corpo, gli altri. Mondadori Università, Milano 2022.

B. One book selected within the following list:

1. Poggi I.: Parlare con gli occhi. Lo sguardo come forma di comunicazione. Carocci, Roma 2023. (if studying this book, you can skip the following parts of Text A: Chapters 1 to 4 included, and chapters 7-8, 13-14, 23, 38)
2. Poggi I e D’Errico F.: Comunicazione multimodale e influenza sociale. Il corpo e il potere. Carocci, Roma 2020. (if studying this book, you can skip part IX of text A.)
3. Castelfranchi C. e Poggi I. Bugie finzioni sotterfugi. Per una scienza dell'inganno. Carocci, Roma 2005 (if studying this book, you can skip Chapter 1 of this same book, “Bugie finzioni sotterfugi”, and Chapter 9 of text A., “Psicologia della comunicazione. La mente, il corpo. Gli altri”)
4. Proverbio A.M.: Percezione e creazione musicale. Fondamenti biologici e basi emotive. Zanichelli 2022. (if studying this book, you can skip Part X of text A.)
5. Domaneschi F. e Penco C.: Come non detto. Usi e abusi dei sottintesi. Laterza, Bari 2016.
6. Lombardi Vallauri E.: La lingua disonesta. Mulino, 2019.
7. Paglieri F.: Disinformazione felice. Cosa c’insegnano le bufale. Mulino 2020
8. Scianna C.: Ironia. Indagine su un fenomeno linguistico, cognitivo e sociale. Carocci, 2022.
9. Pietrandrea P.: Comunicazione, dibattito pubblico, social media. Carocci 2021.
10. Proverbio A.M.: Neuroscienze e differenze sessuali. Carocci 2024.
11. Caruana F., Palagi E.: Perché ridiamo? All’origine del cervello sociale. Mulino 2023.
12. Seth A.: Come il cervello crea la nostra coscienza. Raffaello Cortina, 2023.
13. Cristianini N.: Machina sapiens. L’algoritmo che ci ha rubato il segreto della conoscenza. Mulino 2024.
14. Urbinati N.: L’ipocrisia virtuosa. Mulino, 2023.
15. Ferrari C.: Che cosa sono le neuroscienze sociali. Carocci 2022.
16. Fossa F., Schiaffonati V., Tamburrini G. Automi e persone. Introduzione all’etica dell’Intelligenza Artificiale e della Robotica. Carocci, Roma 2021.

Other texts can be substituted for the above ones upon agreement with the teacher.



2. Exam for 6 Credits

Students taking the exam for only 6 Credits at the oral examinations will have to report about the following book:

Poggi I.: Psicologia della comunicazione. La mente, il corpo, gli altri. Mondadori, Milano 2022.

The course introduces the voices and problems of political thought, with a focus on the intertwining of language, politics and social processes.
There will be an in-depth study of the link between democracy, urban spaces and social conflicts.

- F. Giardini, L’alleanza Inquieta. Dimensioni politiche del linguaggio, Le lettere, Firenze 2010.
- A. Cavarero, Surging Democracy. Notes on Hannah Arendt's Political Thought, Stanford University Press 2021
- F. Castelli, Jane Addams, Chicago e la Hull House. Una democrazia radicata, Castelvecchi 2024
- J. Addams, "Recent Immigration, a Field Neglected by Scholar", University of Chicago Record, IX, 1905 (pp. 274-284)
- bell hooks, "Choosing the margin as a space of radical openness", in The Journal of Cinema and Media , 1989, No. 36 (1989), pp. 15-23 (Available Online)

Those who do not attend lectures are advised to read the handouts made available on the course's Moodle channel.
For Erasmus students it is possible to take the examination in English (or French)

The course aims to provide conceptual and historical tools around a specific topic in the philosophy of action: habitual actions. The first module aims to provide a synthetic overview of philosophical theories on habit and habitual actions in correlation with the contemporary debate. The second module will focus on the specificity of habitual actions, on which philosophy, including analytical philosophy, has only recently resumed its attention, in close dialogue with psychology, sociology and neuroscience. To this end, a number of doctrines that provide key elements for reflection on the relationship between action, intentionality, automatisms and habits will be examined, including the Aristotelian and pragmatist doctrines.

For Erasmus Students:
D.U. 1:
C. Carlisle, On Habit, London, Routledge, 2014
Ch. S. Peirce, The Fixation of Belief, any edition

D.U. 2:
B. Pollard, “Habitual Actions”, in T. O’Connor, C. Sandis (ed. by), A Companion to the Philosophy of Action, Oxford, Wiley-Blackwell, 2010, pp. 74-81
B. Pollard, “Identification, Psychology, and Habits”, in New Waves in Philosophy of Action, edited by J. Aguilar, A. Buckareff and K. Frankish, 8 New York: Palgrave Macmillan, 2011, pp. 81–97
A. Noë, Out of Our Heads: Why You Are Not Your Brain, and Other Lessons from the Biology of Consciousness. Hill and Wang, 2010 (limited to chap. V).

Urban landscapes and heritages: a political and cultural history.
The second module aims to retrace some moments in the history of Euro-Mediterranean cities in the Middle Ages, focusing in particular on two thematic axes: 1) presence, uses, and reuses of material structures inherited from Antiquity and Late Antiquity (walls, gates, public palaces, temples, basilicas, squares, bridges); 2) the symbolic, ceremonial, and political values attributed to those structures, then paying further attention to monuments such as statues and columns, and the various memorial narratives attributed to them over time. From this point of view, medieval cities present themselves as an important laboratory of experimentation: indeed, from that laboratory emerged the concept of «urban decorum», which is now at the center of political and cultural debate. The module will involve a cross-analysis of material and written sources, among which inscriptions and the so-called «city praises» (laudes urbium) will be favored.

For attending students, the exam is based on the materials provided by the teacher and discussed in class;

For non-attending students, the exam is based on the following texts:
- D. Internullo, Una prospettiva politica sui monumenti. Il «decoro urbano» di Roma tra Medioevo e Rinascimento, in Paesaggi urbani e suburbani nella Roma dei secoli XIII-XVI, ed. A. Cortonesi, S. Passigli, Roma 2023, pp. 1-18
- A. Fiore, La pietrificazione dell'identità civica (Italia centro-settentrionale, 1050-1220 c.), in Construir para perdurar. Riqueza petrificada e identidad social (siglos XI-XIV), Pamplona 2022, pp. 185-211

- J.-C. Maire Vigueur, Così belle così vicine: viaggio insolito nelle città dell'Italia medievale, Il Mulino, Bologna 2023.

The course introduces the different forms of social and political relations.
Further focus will concern a specific issue or author.

F. Giardini, I nomi della crisi, capp. 2 e 4 (reperibile on line)
F. Giardini, Relazioni, capp. 11, 12, 14, 15 (reperibile on line)

M. Foucault, Storia della follia nell’età classica, 1973, passi scelti ***
G. Canguilhem, Il normale e il patologico, 1966, passi scelti, ***
M. Foucault, Postfazione a G. Canguilhem, Il normale e il patologico ***

*** Testi reperibili on line a questo link:
https://drive.google.com/drive/folders/1i9t6m61wenmQGdmO48u5trnDOscjM5ZK?usp=sharing

Philosophy, Literature, and Pathology in David Foster Wallace

The Philosophy of Literature course aims to explore the transdisciplinary intersection between philosophy and literature from a theoretical perspective, highlighting concepts and themes that testify how philosophical thought relates to literature in different ways, not so much as an object of analysis, rather in terms of their interaction and proximity.
The course will examine the link between philosophical enquiry and its pathological declination in the fiction and non-fiction of the American writer David Foster Wallace, highlighting some conceptual knots - solipsism, addiction, boredom, self-deception - that reveal the fascinating yet problematic interweaving between philosophizing and writing.
The programme will focus on the following topics:
- Introduction to the relationship between philosophy and literature.
- Introduction to the life and work of D.F. Wallace
- Critical analysis of the concepts of solipsism, alienation, boredom in their problematic intertwining of philosophy, literature and pathology
- Exposition of the relationship between addiction, self-deception, and logical paradoxes

D.F. Wallace, The Empty Plenum: David Markson's Wittgenstein's Mistress, in Both Flesh and Not, Little, Brown and Co 2012.
D.F. Wallace, Good Old Neon, in Oblivion, Little Brown & Co 2004.
D.F. Wallace, The Planet Trillaphon as It Stands in Relation to the Bad Thing, in The Amherst Review, vol. XII (1984).
D.F. Wallace, The depressed person, in Brief Interviews with Hideous Men, Back Bay Books 2000.
D.F. Wallace, Suicide as a sort of present, in Brief Interviews with Hideous Men, Back Bay Books 2000.
G. Baggio, Filosofia e patologia in D.F. Wallace. Solipsismo, noia, alienazione… e altre cose (poco) divertenti, Rosenberg & Sellier 2022.
D. Laing, The Divided Self: An Existential Study in Sanity and Madness, Penguin 2005 (first part).
C. Scarlato, Attraverso il corpo. Filosofia e letteratura in David Foster Wallace, Mimesis 2020 (primo capitolo)
M. Piazza, La scrittura dei filosofi e la filosofia degli scrittori, in «Bollettino Filosofico», n. 210, 2013.

The course aims to trace the stages of the genesis and evolution of economic policy from the English Industrial Revolution to the 2008 crisis, focusing on the formation processes of the major capitalist systems in Europe and beyond.

The Industrial Revolution
Economic thought from Smith to Friedman
Hegemony and crisis of the capitalist system
Economic policy and the social question.

Attending students:

M. Franzini, Politica Economica, Egea, Milano 2014.
A. Roncaglia, Breve storia del pensiero economico, Laterza, Roma 2016.

plus a further book:

F. Hayek, Liberalismo, Rubbettino, Soveria Mannelli 2012
K. Marx, Introduzione alla critica dell'economia politica, Quodlibet Macerata, 2010.

Non-attending students

Q. Slobodian, Globalists. La fine dell’impero e la nascita del neoliberalismo, Meltemi, Milano 2021

Weeks 1-6: Greek philosophy from the origins to Aristotle. The following issues will be explored:

[i] The origins of Greek philosophy: myth and logos, the Milesian school, Heraclitus
[ii] Parmenides, his followers and his critics: Parmenides, Zeno, Melissus, Gorgias, Plato
[iii] The so-called 'pluralistic' cosmologies in the fifth century BC: Empedocles, Anaxagoras, Democritus
[iv] Being and causes in Plato and Aristotle

B. Centrone, Prima lezione di filosofia antica, Laterza, Roma-Bari 2015.
R.Chiaradonna e P. Pecere, Vivere la Conoscenza, Mondadori Education, Milano, 2022, Volume 1A: Dalle origini ad Aristotele (per intero).
R. Chiaradonna, Platonismo, Il Mulino, Bologna, 2017.

Reading and commentary on some classical texts of History of Ancient and Medieval Philosophy.

Bibliography provided by the teachers during the lessons.

Historical overview of the main lines of thought of medieval philosophy.
The concept of law in the metaphysics and theology of Thomas Aquinas.

E. Gilson, La filosofia nel Medioevo, Rizzoli, Milano, 2011.
R. Garrigou-Lagrange, Il senso del mistero e il chiaroscuro intellettuale, Fede & Cultura, Verona, 2019.
S. L. Brock, Percorsi di sapienza naturale. Dodici lezioni sulla metafisica di San Tommaso, Edusc, Roma, 2022.
Tommaso d'Aquino, La somma teologica, V. XII, La legge, Casa editrice Salani, 1965.

In our society religion and religious issues have an important space, which can be recognized in different forms of belief.
This class offers an introduction to the principle themes and theories which emerge in the history of the studies about religion/religions. We will try to tackle the difficult question "What is religion? What are religions?". In particular, we will discuss different theories about religion, its essence, its function in the society, up to the last approaches which underline the imbrication of religion with cultures, politics and societies.
Key words and topics (body, gender, violence, space) will be discussed in a comparative and historical approach.
The history of religious studies is taught through a multidisciplinary perspective, which allows students to focus on different approaches such as history, anthropology, sociology, cognitive sciences. The historical study of tools and approaches in religious studies are as follows:
What is religion? Different definitions
Religious diversity in Italy
Issues and questions
Histories of religions

Attending students
1. Appunti del corso e letture indicate nel percorso (vedi materiali didattici on line e l’ulteriore materiale che verrà distribuito dal docente durante le lezioni)

a book among:
N. Spineto, La festa, Laterza, Roma Bari, 2015 oppure
C. Ghidini, P. Scarpi, La Scelta Vegetariana, Ponte alle Grazie, Firenze 2019 oppure
G. Filoramo, Manuale di storia delle religioni, Laterza, Roma Bari, 2005 oppure
N. Spineto, Manuale di storia delle religioni Le Monnier, 2023
O un libro da concordarsi con la Professoressa.

Attending students will change n.1 with
G. Filoramo, Manuale di storia delle religioni, Laterza, Roma Bari, 2005 oppure
N. Spineto, Manuale di storia delle religioni 2023

Programme of the module 1 (for those who must acquire only 6 CFU/ECTS and for those who must acquire 12 CFU/ECTS)

Basic principles in geographical systemic reading, with particular reference to the concepts of environment, ecosystem, territory, region, landscape, with reference to the cultural organization of space - population, migration, settlement, languages, religions, economic exploitation, development, scale, trans-scalarity etc.
It is essential for all the systematic use of an updated school atlas.


Programme of the module 2 (+ 6 CFU/ECTS: for those who must acquire 12 CFU/ECTS)

Application of the principles of geocultural analysis to the production and reading of literary, film and artistic representations in general, both educated and popular. Identification of geocultural elements in the forms of the anthropic landscape, in the symbolic valorisation of the territory, in the toponomastics etc.

In the absence of a basic knowledge in geography, the study of a school textbook of general geography and geography of the States of the world is strongly recommended.
The systematic use of an updated school atlas is essential for all students.

Texts for the module 1 (6 CFU/ECTS)
1) A.L. GREINER, G. DEMATTEIS, C.LANZA, Geografia umana. Un approccio visuale, Torino, UTET, 2023
2) G. DEMATTEIS, Geografia come immaginazione. Tra piacere della scoperta e ricerca di futuri possibili, Roma, Donzelli, 2021
3) M. d’ERAMO, Il selfie del mondo. Indagine sull’età del turismo, Milano, Feltrinelli, 2022




Texts for the module 2 (+6 CFU/ECTS: for those who must acquire 12 CFU/ECTS)
1) B. CHATWIN, Le vie dei canti, Milano, Adelphi, 1995 (o altra edizione)
2) I. CALVINO, Le città invisibili, Torino, Einaudi, 1972 (o altra edizione)
3) I. CALVINO, Palomar, Torino, Einaudi, 1983 (o altra edizione)

Topics are broadly divided into two sets: 1) general physics, which is useful to develop the basic methodology, 2) modern research topics, which are useful to illustrate current research topics and the attitude of physics researches in dealing with open questions in the study of the natural world. Each part of the course is given in about 18 hours of classes, including exercises in class and at the blackboard. Classes will present general physics subject: classical mechanics, gravitation, electrostatics, physics of waves and light. In the part on modern physics will be presented the following subjects: microscopic theory of thermodynamics, special relativity, quantum mechanics, the nature of antimatter, the issue of the dark matter of the universe.
A detailed listing of all topics and textbooks chapters followed for each topics is available on the web at the address http://webusers.fis.uniroma3.it/franceschini/iff.html

Marion - Physics and the Physical Universe – Wiley (general and modern physics)
Feynman, Leighton, Sands - The Feynman Lectures on Physics Vol. 3 (quantum mechanics)
Born - Einstein's theory of relativity – Dover (mechanics, relativity)

Notes on the web http://webusers.fis.uniroma3.it/franceschini/iff.html

a) Pier Paolo Pasolini, La Divina Mimesis, Milano, Mondadori, 2019

b) Pier Paolo Pasolini, Petrolio, edited by Walter Siti, Milano, Garzanti, 2022

c) Marco Antonio Bazzocchi, Alfabeto Pasolini, Roma, Carocci, 2022

d) Vedere, Pasolini, edited by Andrea Cortellessa and Silvia De Laude, Vicenza, Ronzani, 2022 + Andrea Cortellessa, Una ragione in più per andare all’Inferno. Vedere, Pasolini, Roma, Treccani, 2025

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

First and foremost, the course aims to provide an overview of the main aesthetic categories--from the beautiful to the ugly, from the interesting to the Kitsch, from the sublime to horror and terror--to assess their relevance in contemporary art practices.
In addition to this, we will explore - in general - prehistoric Venuses, the role of women in prehistory, and the conception of love between tradition and innovation.

Francesca Iannelli: Dissonanze contemporanee. Arte e vita in un tempo inconciliato. Quodlibet 2010 (up p. 206).

Thomas Cirotteau, Eric Pinkas & Jennifer Kerner, Lady Sapiens: Breaking Stereotypes About Prehistoric Women, Legend Press 2022.

Paul A. Kottman, Love as Human Freedom, Stanford University Press, 2017

Information theory and coding, elaboration and data structuring.
Introduction to programming languages, in particular the Python language and the NLTK tool

slides and handouts available on the course webpage https://sites.google.com/view/intro-info-rm3/home

Unconscious and new melancholies

The course consists of three fundamental steps: 1) questioning the philosophical division between reason and unreason (Bodei); 2) offer a reconstruction of Jacques Lacan's thought starting from the seminar on the Ethics of Psychoanalysis; 3) analyze the new forms of melancholy that characterize the contemporary subject (Recalcati).

J. Lacan, Seminar. Book VII. The ethics of psycoanalisis 1959-1960.
M. Recalcati, Jacques Lacan, Feltrinelli.
M. Recalcalti. Le nuove melanconie. Destini del desiderio nel tempo ipermoderno, Raffaello Cortina Editore.

A text between:

R. Bodei, Le logiche del delirio, Laterza.
R. Bodei, Piramidi di tempo, Laterza.

Any other bibliography will be indicated in class.

The Routledge Companion to Landscape Studies, London-New York, Routledge (only Part One and Two, pp. 1-273)

Title: Music and Emotions

The course will explore the following questions:
What is the relationship between music and emotions?
How can we justify attributing emotional qualities to music? What do we mean when we say, for example, that certain music is sad, joyful, or melancholic?
How can music evoke emotions (such as excitement, sadness, euphoria) in the listener?
How can we explain our emotional responses to music?
Finally, what kinds of emotions are generated by music listening?

- Kivy, P., An Introduction to the Philosophy of Music, Clarendon Press 2022 (chapters. 1-7).
- Hanslick, E., On the Beautiful in Music (any English edition) (chapters 1-3).
- Langer, S., Philosophy in a New Key (any edition) (ch. 8: On significance in music).
- Lentini, D., La musica e le emozioni. Percorsi nell’estetica analitica, Mimesis, Milano, 2014 (chapters 1, 2, 4, 5)
- Mado Proverbio, A., Neuroscienze cognitive della musica, Zanichelli, Roma, 2019 (chapters 11, 12, 13).

During the course, students will deal with an excursus in different philosophers, focusing on the concept of justice.
Through the reading and analysis of texts, students deal with different theories and notions of justice in the following authors:
Plato;
Aristotle;

Aristotle, Nicomachean Ethics, Book V, ed. by S. Broadie, C. Rowe, Oxford University Press 2002
Plato. The Republic, Allen, R.E. (trans.), New Haven: Yale University Press 2006

Module 1: Analysis of the tradition regarding the teaching of philosophy in Italy, from the Gentile reform, to the Brocca commission project, to the guidelines for upper secondary schools.
Module 2: analysis and comparison of the main teaching models of philosophy teaching.
Module 3: the centrality of the philosophical text in the teaching of philosophy: analysis, commentary, paraphrase.
Module 4: argumentative writing: the philosophical essay between demonstration and argumentation; main rhetorical arguments.
Module 5: assessing philosophical competences: which didactic methodologies for which competences.
Module 6: Classroom exercises.

Caputo A. (2019), Manuale di didattica della filosofia, Armando editore.
Gaiani A. (2020), Insegnare concetti. La filosofia nella scuola di oggi, Carocci.
Gambetti F. (2023) Teaching Philosophy in Italy. A Country Report, in «Journal of Didactics of Philosophy», 7, pp. 1-4, https://doi.org/10.46586/JDPh.2023.10400
Modugno A. (2014), Filosofia e didattica. Apprendimento e acquisizione di competenze a scuola, Carocci.

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:
1) an organic knowledge of the main research programs, concepts and problems of the mind sciences, experimental psychology and cognitive sciences;
2) the ability to contextualize, analyze, and critically interpret the ideas and models of explanation of the mind sciences also in relation to other research disciplines, material history, culture, ethics, and technological evolution;
3) the historical and theoretical tools for understanding the transformations of psychological and scientific models of cognitive and communication processes.
4) the lexical and conceptual tools necessary for the study of the history of the sciences of the mind and useful for acquiring good analytical and argumentative skills in written and oral form.

Part 1) General history of the mind sciences:
I) History of science and history of psychology 1. Why study the history of the mind sciences 2. Historiography of science: continuism and scientific revolutions 3. Normal science and paradigms 4. Historiography of psychology and neuroscience.
II) The long philosophical past 1. Early psychological problems 2. The problem of the soul in classical thought 3. Psychology from classical thought to Christianity 4. From the Arabs to the Renaissance 5. The change in the conception of man with Humanism and Renaissance 6. Descartes 7. Rationalism and empiricism 8. From Descartes to the “idéologues” 9. Kantian interdiction
III) The birth of experimental psychology: from Helmholtz to Wundt 1. The birth of experimental psychology 2. Helmholtz: specific nervous energy and unconscious inference 3. Ewald Hering's phenomenological hymnatism 4. Wilhelm Wundt and physiological psychology 5. Titchener and North American structuralism
IV) The reaction to Wundt in Europe and America 1. Brentano and the Brentanians 5. American functionalism, between evolutionism and pragmatism
V) Gestalt psychology 1. The beginnings 2. The laws of Gestalt 3. The isomorphism 4. The field model 5. Rise and diaspora
VI) The psychodynamic perspective and psychoanalysis 1. Introduction 2. From organicistic to psychodynamic conception of mental illness 3. Janet's theory 4. Psychoanalysis from Freud to the 1950s 5. Jung's theory 6. Adler's theory 7. Psychoanalysis themes of the second twentieth century and new themes 8. Phenomenological psychiatry 9. Theories of personality 10. Integrated models between health and pathology of the mind
VII) The behaviorist perspective I. Introduction 2. American psychology at the beginning of the century: structuralism and functionalism 3. Behaviorism from Watson to the 1950s 4. Skinner and the behaviorist utopia 5. Operationism in psychology 6. Personality, psychopathology and social learning in the behaviorist perspective
VIII) The cognitivist perspective 1. Introduction 2. The study of cognitive processes: from the Würzburg school to Bartlett 3. Theories of intelligence 4. Theories of psychic development 5. Piaget's theory 6. The probabilistic and ecological theories of mental processes 7. Cognitivism 8. Cognitive science
IX) The cultural-historical perspective 1. Introduction 3. The cultural-historical theory of mind from Vygotsky to the 1960s 4. Activity theory 5. Social constructionism. Cultural psychology
X) The biological and neuroscientific perspective 1. Introduction 2. Animal and comparative psychology. Ethology 3. Research on brain function in the early twentieth century 4. Bechterev's reflexology 5. Pavlov's theory of higher nervous activity 6. Holistic theories of mind and brain functioning in the early twentieth century 7. Hebb's neuroconnectionism 8. Research on brain function and behavior: 1950-70 9. Lurija's theory of functional brain systems 10. Cognitive, affective and social neuroscience.
XI) The contemporary debate 1. Crisis of theories or crisis of psychology 2. Empirical verification in psychology 3. Common sense psychology and alternative psychologies 4. The primacy of neuroscience 5. The discomfort of psychotherapy 6. Psychology and contemporary society.

Part 2) Monograph
This part of the program aims to critically illustrate the history of the biomedical concept of drug addiction/addiction as a disease/pathology of the brain

Luccio R. (2013). Storia della psicologia: un’introduzione. Roma- Bari: Laterza (capitoli: 1; 2; 3; 4; 5 paragrafi 5.1 e 5.5; 6).
Mecacci L. (2019). Storia della psicologia dal Novecento a oggi. Roma- Bari: Laterza (capitoli: 3; 4; 5; 6 paragrafi 1,3,4,5; 7; 8).
Stefano Canali, Cosa sono le dipendenze, Carocci, in corso di stampa

Beginning with an overview of the historical and epistemological development of psychoanalysis, the course situates its origins and evolution within the broader context of psychodynamic psychology. Students will explore both developmental and structural models that underpin psychological functioning, gaining insights into the development and organization of personality.
Special attention is given to the role of early relational experiences, memories, and object relations in shaping individual behavior and perception of reality. By understanding these foundational aspects, students will be able to comprehend the roots of mental health disorders, providing an alternative perspective to traditional psychiatric classifications such as the DSM-5TR.
A significant portion of the course is dedicated to exploring personality organizations according to the Kernberg model (neurotic, borderline, psychotic), as well as examining defense mechanisms, conflict vs deficit theory, attchament patterns and different psychopathological conditions.
Within lessons an experential approach to learning will help students get beyond theoretical understanding to 'embed' in clinical practice. Real clinical cases and vignettes will be presented and analitically discussed, a starting point to fully explore the complexity of the human psyche, its relationship with the real life events and lived events of the life history of the patient, the reactualization of the past in the present. This method will allow the practical application of the theoretic knowledge learned in frontal lessons and to gain a in-depth understanding of the other.

McWilliams N (2011). Psychoanalytic Diagnosis Second Edition. Understanding Personality Structure in the Clinical Process. Guildford Press.
McWilliams N. (1999). Psychoanalytic Case Formulation. Guildford Press.
For further knowledge (manual will be explained in lessons)
Lingiardi, V., & McWilliams, N. (Eds.). (2017). Psychodynamic diagnostic manual: PDM-2 (2nd ed.). The Guilford Press. [specifically, lessons will be on: PART 1 – ADULTHOOD (pp. 15-262), PART IV ASSESSMENT AND CLINICAL ILLUSTRATION (pp. 889-1040)] - available in Teams channel
OPD Task Force (Eds). Operationalized Psychodynamic Diagnosis OPD-2: Manual of Diagnosis and Treatment Planning. Hogrefe.

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

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 course, students will have the opportunity to read parts three and four of Spinoza's Ethics, which address theories of the passions and virtues, respectively, as well as the entirety of the Political Treatise, which considers the issue of institutions from a democratic perspective. The course's objective is to explore the interconnections between ontology, ethics, and politics. It will also attempt to draw attention to the ways in which the Ethics and Political Treatise diverge from the earlier Theologico-Political Treatise, as well as to the critical dialogue that Spinoza engages in with his main interlocutors, Descartes and Hobbes.

Baruch Spinoza, Ethics, Parts III e IV (Curley ed., Princeton UP)
Political Treatise (Curley ed, Princeton UP).