The Iron Century. North and South in the History of Italy after the Carolingian Empire (late 9th century to early 11th century).
Through participatory analysis of documents and historiography, the course aims to analyse the specific features of politics and society in the 10th century on the Italian peninsula.

Part I (students taking a 6 cfu exam will only study Part I texts)
Paolo Cammarosano, Nobili e re. L'Italia politica dell'alto Medioevo, Roma-Bari, Laterza, 1998, chapters 10-15
Chris Wickham, L'eredità di Roma. Storia d'Europa dal 400 al 1000 d. C., Roma-Bari, Laterza, 2014, chapters 18 e 21.
Selected sources, analyzed during the lessons.
Non-attending students will replace the study of selected sources analyzed during the lessons with Italia e Bisanzio alle soglie dell'anno mille: Liutprando di Cremona, ed. Massimo Oldoni, Pierangelo Ariatta, Novara, Europia, 1998.

Part II (students taking a 12 cfu examination will study the texts of Part I and Part II)
V. Loré, Sulle istituzioni nel Mezzogiorno longobardo. Proposta di un modello, in "Storica", 29 (2004), pp. 27-55.
V. Loré , Beni principeschi e partecipazione al potere nel Mezzogiorno longobardo, in Italia, 888-962: una svolta?, ed. M. Valenti, C. Wickham, Turnhout, Brepols, 2013, pp. 15-40.
A. Di Muro, Le contee longobarde e l'origine delle signorie territoriali nel Mezzogiorno, in "Archivio Storico per le province napoletane", 128 (2010), pp. 1-70.
V. Loré, L'aristocrazia salernitana nell'XI secolo, in Salerno nel XII secolo. Istituzioni, società, cultura, a cura di P. Delogu, P. Peduto, Salerno, 2004, pp. 81-102.
Selected sources, analyzed during the lessons.
All students having to take a 12-credit examination, attending or not, are required to agree with the professor on some other readings, taken from the reference bibliography or other texts.

The Islam and Gender course aims to provide heuristic and methodological tools for students to analyze the complex and multivariate dynamics surrounding gender relations in Muslim societies and in the Islamic theological and legal tradition. Primarily, stereotypes and imaginaries concerning Islam and gender relations among Muslims will be contested, for instance, the idea that Muslims are ancestrally patriarchal and religiously zealous, as well as the idea that Muslim women are only oppressed and victimized. Contesting these clichés serves to furnish a more comprehensive outlook on gender in Muslim societies to avoid monolithic, essentialist and culturalist views. Part of the course is devoted to the exploration of normative and theological arrangements on gender in the Islamic tradition: therefore, the features of male and female sexuality will be explicated. A part will be spent on the analysis of feminist and historically contextualized readings of Islamic sources. The interplay of gender relations in modern Muslim communities will then be dealt with, emphasizing the breakthrough of colonialism, the rise of nation-states and globalization. In this, it will consider developments such as the surfacing of Islamic reformist movements (including Salafism and Jihadism) and Islamic and secular feminist movements. Matters of the construction of patriarchy in Islamic societies, their norm-setting as well as the establishment of the diverse emotional and embedded agency of women and men will be central to the lessons.

Duderija, Adis, Alina Isac Alak, and Kristin Hissong, Islam and gender: major issues and debates, London: Routledge 2020.

Wadud, Amina. Qur'an and woman: Rereading the sacred text from a woman's perspective. Oxford University Press, USA, 1999;

Ahmed, Leila. Women and gender in Islam: Historical roots of a modern debate. Yale University Press, 2021;

Mir-Hosseini, Ziba, Mulki Al-Sharmani, and Jana Rumminger. Men in charge?: rethinking authority in Muslim legal tradition. Oneworld, 2014.

CONTENT:

PART I – Introduction and description of the course

1) Introduction : East Asia as a regional entity (geopolitics and culture)
2) Historical overview : The pre-war order in East Asia (the Sino-centric order and the Japanese particularism) – Part I
3) Japan and China facing the first great challenge (Modernity)
4) Japan and China facing the second great challenge (Globalization)
5) Revision
6) Mid-term.

PART II

1) Security, identity and stability in East Asia
2) China and the Japan-U.S. alliance - The security dilemma in East Asia
3) Ambiguous Japan: Japan’s national identity at century’s end
4) Power and purpose in Pacific East Asia
5) Revision
6) Final Exam

Students are expected to write a 2.500 words, theoretically informed, research paper on a topic of their choice which has been previously discussed with the instructor.

This course is taught in English.

Required readings:

1) Makoto Iokibe, The Diplomatic History of Postwar Japan, Routledge 2010;
2) Rebecca E. Karl, China's Revolutions in the Modern World, Verso Books 2020;
3) Michael Yehuda, The International Politics of the Asia-Pacific (Fourth and Revised Edition), Routledge 2019;
4) Akihiro Iwashita, Yong-Chool Ha et al., Geo-Politics in Northeast Asia, Routledge 2022;
5) Oliviero Frattolillo, A Cultural History of Postwar Japan, Routledge 2023.

The first part of he course focuses on the historical question of African history and the history sources for this continent. Particular reference is made to oral sources and methodology. The course will then move on to the fundamental aspects.
The course aims to provide basic background knowledge of the history of the continent and its modern day problems, this in the light of a historical understanding of different cultures.
Subjects covered:
Aspects of African culture (Clans and ancestry, totemism, theism, social structures)
The impact of colonialism
The Africanisation of the colonialistic western culture

- Bernardo Bernardi, Africa. Tradizione e Modernità, Carocci, 2001

- Catherine Coquery Vidrovitch, Breve storia dell'Africa, Il Mulino, 2012 (French original edition)

The course will reconstruct the historical evolution of cartography, retracing the modes of representation from antiquity to the eighteenth-century geodetic revolution, up to the creation of the Military Geographic Institute. Particular emphasis will be given to the deconstruction of geocartographic materials, to their use in geo-historical research for the study of landscape transformations

Attending students:
- The exam will focus on the topics covered in class, on slides in ppt and supplementary learning material provided during the course.

Non-Attending Students:
-E. Boria, Storia della cartografia in Italia dall’Unità a oggi. Tra scienza, società e progetti di potere, Milano, Utet, 2020 (pp.XI-299)

The course aims to address the study of the characteristics of Latin and Greek manuscripts, with particular regard to their value for philological and historical-cultural studies. In this regard, both the external characteristics of manuscripts will be examined (material techniques for the preparation of the book as a physical object, methods and tools for its preparation, with regard to the professional figures involved in the production process), and the cultural panorama of the times and places of origin of manuscript books. Therefore, each aspect will be illustrated by choosing a reference manuscript witness.
This course will include both the examination of reproductions of manuscripts, in paper and electronic format, and the direct examination of manuscripts and writing materials, through visits to archives and libraries.

The final exam will include the knowledge of the material provided during lessons and the discussion of one subject which the student will decide to study in depth. In addition students are required to study the following texts:
• M. Maniaci, Breve storia del libro manoscritto, Roma, Carocci, 2019;
• M. L. Agati, Il libro manoscritto da Oriente a Occidente. Per una codicologia comparata, L’Erma di Bretschneider, Roma 2009 (a selection of chapters);
• M. Cursi, Le forme del libro. Dalla tavoletta cerata all’e-book, Il Mulino, Bologna 2016, cap. III (pp. 97-160);
• Two articles among those presented during the course.

War, Violence and Society: Narratives of the American Civil War and Constructions of National Identity

The course aims to show how cinema can be a source for historical knowledge, a tool for narrating the past and an agent of history.
It is a source for historical knowledge of the present in which the film was filmed and processed: it provides us with information about the ideas and values of the society that produced it.

From the origins, cinema has been inspired by historical contents and events for its productions. The audience has always shown keen curiosity and interest in historical events narrated on screen. The course aims to show how cinema can be: a source for historical knowledge, an instrument to tell the past and an agent of history. Cinema is a source for the historical knowledge of the present in which the film has been shot and processed: it provides us with information on ideas and values of the producing society.
On the other hand, when we talk about cinema as an instrument to narrate the past, we refer to the public use of history, a field in which historians have to compete with other professional figures.

Finally, cinema can be considered an agent of history when studying its capability to influence and construct behaviours, trends, passions and identities.
Understanding the various languages and representations can be an essential tool for historians working in the field of cultural and social history interested in the transmission of values, ideas and representations of the historical past of different eras.

The course focuses on the film and television portrayal of ‘War, Violence and Society’, contextualising it in the period of the American Civil War (1861-1865)' and exploring aspects of the different identity narratives related to the warring parties and the overcoming of the war in a newly reunified national scene.

To this end, the following films and products for television will be analysed; students will have to see and analyse 10 of the following films.

The teaching is organised in seminars, the students will work in teams by deepening topics, readings and ideas related to the films indicated and to a bibliography agreed with the teacher.

• Victor Fleming, Gone with the Wind, 1939
• John Ford, The Horse Soldiers, 1959
• Edward Zwick, Glory, 1989
• Sergio Leone, Il buono, il brutto, il cattivo, 1966
• Steven Spielberg, Lincoln, 2012
• Clint Eastwood, The Outlaw Josey Wales, 1976
• Martin Scorsese, The gangs of New York, 2002
• Anthony Minghella, Cold Mountain, 2003
• Quentin Tarantino, The Hateful Eight, 2015
• Gary Ross, Free State of Jones, 2016
• Sofia Coppola, The Beguiled, 2017
• Antoine Fuqua, Emancipation, 2022
• John Amiel, Sommersby, 1993
• Kevin Costner, Dances with Wolves, 1990
• D. W. Griffith, The Birth of a Nation, 1915

Readings for the exam:

A) Both the books:

• Cortini L. (a cura di), Le fonti audiovisive per la storia e la didattica, Effigi, Arcidosso, 2014, pp. 39-60; 97-118
• A. Scurati, Guerra. Narrazioni e culture nella tradizione occidentale, Donzelli, Roma 2003.

B) One book of your choice between:

• Iaccio P., Cinema e storia. Percorsi, immagini, testimonianze, Liguori, Napoli 2000
• Miro Gori G. (a cura di), La storia al cinema. Ricostruzione del passato e interpretazione del presente, Bulzoni, Roma, 1994
• Ortoleva P., Cinema e storia. Scene dal passato, Loescher, Torino, 1991
• Sorlin P., I figli di Nadar, Einaudi, Torino, 2000
• Munslow A., Narrative and History, Palgrave Macmillan, Houndmills, 2007

For historical contextualization, it is recommended reading one of the following texts (available at public libraries), to which can be added other texts chosen by the student:
• Leander Stillwell, La Guerra Civile americana nelle memorie di un soldato comune, Liberty Bell, 2017
• Luraghi R., La guerra civile americana. Le ragioni e i protagonisti del primo conflitto industriale, Milano, BUR, 2013
• Levine B., La guerra civile americana. Una nuova storia, Torino, Einaudi, 2023
• Foner E., Storia degli Stati Uniti d'America. La «libertà americana» dalle origini a oggi, Roma, Donzelli, 2017
• Hobsbawm E. J., Nazioni e nazionalismi. Programma, mito, realtà, Torino, Einaudi, 2002
• Bhabha H. K., (a cura di), Nazione e narrazione, Milano, Meltemi, 2020
• Renan E., Che cos'è una nazione?, Roma, Donzelli, 2004
• Balibar E., Wallerstein I., Razza, nazione, classe. Le identità ambigue, Trieste, Asterios, 2020
• Anderson B., Comunità immaginate. Origini e diffusione dei nazionalismi, Roma-Bari, Laterza 2018
• Chabod F., L’idea di nazione, Roma-Bari, Laterza, 2021
• Rosso S. (a cura di), Le frontiere del far west. Forme di rappresentazione del grande mito americano, Milano, Shake edizioni, 2008
• Cartosio B., Verso Ovest. Storia e mitologia del Far West, Milano, Feltrinelli, 2020


Non-attending students must agree a program with the teacher by sending an email to: didattica.merluzzi@gmail.com

This course focuses on the global mediascape, the main domains of popular culture and the many interactions between the two from a historical perspective, touching at the same time upon the major theories elaborated within disciplines such as sociology, philosophy, economics, cultural and media studies. After introducing key notions such as “mass media” and “popular culture” within their historical and geopolitical contexts, we will outline their developments from the 19th century up to date, matched by the ideologies and paradigms that they have generated. The main core of the course will be devoted to exploring single media/technologies such as the printed media (newspapers, magazines, books), photography, telephony, cinema, radio, television and digital media, followed by relevant areas of popular culture such as tourism, gastronomy, counter and subcultures, advertising, fashion, sports and music. All these fields relate to themes that are central to the contemporary debate on society, technology and markets, such as globalization, identity (individual, collective), glamour and soft power, to mention just a few viewpoints allowing us to make sense of the deep societal transformations occurred in the last decades: changes that have been either welcomed with enthusiasm or fiercely opposed, keeping alive a longtime diatribe involving public opinion, industries, governments and academics.

In addition to lecturing and discussions, classes will include slides, pictures and audiovisual examples. The course provides an international gaze at the mediascape, but a few significant case studies will refer to Italy. There is not a textbook, but a choice of readings will be assigned during the course. Students who cannot attend in person must read these two books:

Winston, Brian. Media, Technology and Society: A History: from the Telegraph to the Internet, Taylor & Francis Group, 1998 - PART I, II and IV (chapters 13, 14 and 18)
Betts, Raymond F., and Lyz Bly. A History of Popular Culture: More of Everything, Faster and Brighter, Taylor & Francis Group, 2013.

At the end of the course students are required to write a paper of 1,500 to 2,000 words, whose topic must be agreed with the professor. Details about this and the grading policy will be made available during the course.

The course will focus on the study of environmental movements during the latter half of the 20th century. It will examine how these movements perceived and addressed major environmental issues, transformed into political parties, and interacted with the concept of modernity.
The course will provide an overview of the emergence of conservationist and protectionist movements in 19th century Europe and the first half of the 20th century. Then the main emphasis will be on the movements that arose between the 1960s and 1990s, with a comprehensive exploration of their organizational and cultural aspects.
Specific topics that will be covered include the rise of environmental conservation associations, the emergence of ecological protests, environmental movements, and animal rights activism. The course will also analyze the development of green cultures and parties in Italy, Britain, France, and Germany within the context of their respective political systems. Furthermore, the scientific and political debates surrounding climate change will be examined.
To facilitate a deeper understanding of the subject matter, the course will involve reading and discussing relevant documents from the studied period. These documents will shed light on the political cultures, ideas, and sensitivities that gave birth to these movements and fueled internal political debates.

G. Della Valentina, Storia dell’ambientalismo in Italia. Lo sviluppo insostenibile, Bruno Mondadori, 2011.
G. Guazzaloca, Primo: non maltrattare. Storia della protezione degli animali in Italia, Laterza 2018.
Readings given during classes and available on Moodle.

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

Sources, tools and methods for teaching geography. The Didactics of Geography course, through the study of the main issues related to the processes of learning/teaching geography, highlights the relationships that exist between research and the didactics of the discipline, and identifies methodologies and didactic tools capable of promoting in students an appropriate use of the lexicon and interpretive categories of the discipline in order to understand and contextualise the environmental and anthropic characteristics of the territory.
As an in-depth study, the course will focus on the sources, tools and methods for the study and teaching of different themes such as the sea, island territories and inland areas.
Course topics: Geographical knowledge in teaching and research; development of geographical skills; geographical education, territorial education; Agenda 2030; geography in schools and universities; national references and textbooks; geotechnologies and didactics.

THERE ARE NO SYLLABUS DISTINCTIONS FOR ATTENDING AND NON-ATTENDING STUDENTS

• De Vecchis G., Pasquinelli d'Allegra D & Pesaresi C., Didattica della Geografia, Utet, 2020.
• Predrag Matvejević, Breviario mediterraneo, Garzanti
• Sabatini F., Geografia delle aree interne. Discorsi e pratiche turistiche nella Sicilia fredda, Guerini, 2024.
• Materiali distribuiti dal docente.

Suggested readings:
Giovanni Verga, I malavoglia
Vito Teti, Il senso dei luoghi
Marilena Maffei, Donne di Mare
Ernesto Franco, Storie fantastiche di isole vere

THERE ARE NO SYLLABUS DISTINCTIONS FOR ATTENDING AND NON-ATTENDING STUDENTS

Environmental policy and sustainability. The course presents a brief overview of the main schools of thought in environmental matters, following their development especially in recent decades. The course discusses then about methods and tools of environmental policy, illustrates the geography of environmental resources and examines the role of the actors in environmental policy at different geographical scales, from global to local. The problems are also analyzed through some case studies related to different parts of the world. There will be lectures and eventual workshops/excursion.

MADAU Caterina, 2014, (PLEASE NOTE: CHAPTERS 2 and 3 ONLY)
«Entro i limiti del nostro pianeta Teorie e politiche della questione ambientale»
Bologna, PÀTRON

Supplementary book:
GIOVANNINI Enrico, 2024,
«L'utopia sostenibile»
Roma, LATERZA (tascabile)

Supplementary paper:
DI PAOLA Marcello, PELLEGRINO Gianfranco, 2018,
«La Terra reinventata. Etica dell’ambiente e Antropocene»
ACCESSIBILE GRATUITAMENTE SU: https://rosa.uniroma1.it/rosa03/semestrale_di_geografia/article/view/14949/14414

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

Seminars intend to discuss and scientifically analyze some of the most important aspects concerning Italian history of racism, their connections with contemporary forms of racial discrimination and the experiences of collective and individual resistance which constitute Italian antiracism. Racism will be always analyzed in an intersectional perspective, that is recognizing the mutual reproduction of it in the intersection with other social relationships of oppression based on gender, class, sexuality, religion.

Texts will be available to the students during the course.

The texts will be indicated during the meetings

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 aim of the course is to analyse the history of European systems in the second half of the 20th century from the angle of Italy, highlighting common challenges and national specificities.

For bureaucratic-administrative reasons the course is divided into two modules of 6 CFU each. Despite this, the lectures will follow a thematic pattern common to both modules. The topics of the books in the second module (‘Berlusconism’ and one of the countries of choice) will in fact already be addressed in the lectures on the first module. In short, the distinction is purely bureaucratic and not one of content. Attendance is therefore recommended to all for the entire duration of the course, regardless of the number of Cfu to be recorded.

In any case, since the bureaucratic subdivision is there, then in defining the syllabuses and course books the distinction should be made

TEMA:
L’Europa nella seconda metà del XX secolo e l’emergere dei movimenti populisti
TESTI:
- Leonardo Rapone (a cura di), "L’Europa del novecento", Carocci, 2020, da pag. 149 a pag. 436
- Marco Tarchi, L’Italia populista, Il Mulino, 2015

In più, A SCELTA, UNO dei seguenti temi, con relativi testi

TEMA: "L'Italia nelle trasformazioni internazionali tra la fine del XX secolo e l'inizio del XXI secolo"
TESTO: "L’Italia contemporanea dagli anni Ottanta a oggi", Carocci, Roma, 2015
- Vol. I, "Fine della guerra fredda e globalizzazione" a cura di Silvio Pons, Adriano Roccucci, Federico Romero
Chi sceglie questo volume deve studiare i saggi di:
- Federico Romero, "L'Italia nelle trasformazioni sociali di fine Novecento", pp. 15-34;
- Silvio Pons, "La bipolarità italiana e la fine della Guerra Fredda", pp. 35-53,
- Valerio Castronovo, "L’Italia nel mercato globale", pp. 71-83;
- Antonio Varsori, "Dalla caduta del Muro di Berlino a Tangentopoli: la dimensione internazionale della crisi della Prima Repubblica”, pp. 209-222;
- Daniela Preda, "Il lungo travaglio istituzionale europeo (1992-2012)", pp. 299-315

TEMA: "Mutamento sociale e cambiamento dei costumi nell'Italia tra la fine del XX e l'inizio del XXI secolo.
TESTO: "L’Italia contemporanea dagli anni Ottanta a oggi", Carocci, Roma, 2015
- Vol. II, "Il mutamento sociale", a cura di Enrica Asquer, Emanuele Bernardi, Carlo Fumian.
Chi sceglie questo volume deve studiare i saggi di:
- Chiara Saraceno, "Famiglie, rapporti di genere e generazioni, politiche sociali", pp. 81-97
- Paolo Capuzzo, "I consumi tra economia e cultura nell’Italia del dopo boom (1973-2008)", pp. 179-197,
- Emanuela Scarpellini, "Consumi e attori sociali: le nuove identità dei consumatori italiani", pp. 199-210,
- Stefano Cavazza, "Consumi, società e politica in Italia (1980-2000)", pp. 211-225
- Giovanni Gozzini, "La televisione tra due repubbliche", pp. 227-242

TEMA: Il Sistema politico degli anni Ottanta, la crisi e il crollo, "Tangentopoli", l'avvento di Berlusconi, il nuovo sistema politico bipolare tra fine XX e inizio XXI secolo
TESTO: "L’Italia contemporanea dagli anni Ottanta a oggi", Carocci, Roma, 2015
- Vol. III, "Istituzioni e politica", a cura di Simona Colarizi, Agostino Giovagnoli, Paolo Pombeni.
Chi sceglie questo volume deve studiare i saggi di:
- Simona Colarizi, "Politica e antipolitica dalla Prima alla Seconda repubblica", pp. 333-347;
- Paolo Segatti, "La nascita della Lega: un capitolo di una storia che ci appartiene", pp. 351-360;
- Filippo Sbrana. Nord non chiama Sud. Genesi e sviluppi della questione settentrionale", pp. 361-381
- Gianfranco Baldini, "Forza Italia: un partito unico", pp. 423-435;
- Andrea Possieri, "Un riformismo incompiuto: il primo governo Prodi", pp. 509-528.

I tre volumi da cui sono estratti i saggi, oltre ad essere acquistabili nelle librerie, sono disponibili presso la Biblioteca Nazionale Centrale, la Biblioteca di Storia Moderna e Contemporanea di Via Caetani, nonché le biblioteche dei principali istituti culturali, la cui collocazione è immediatamente rilevabile sul sito del sistema bibliotecario Nazionale, SBN.
In più, ne è stata fatta richiesta di acquisizione presso il Sistema Bibliotecario di Ateneo di Roma Tre.
Nel caso ci fossero difficoltà a reperirli, una copia in Pdf sarà caricata sulla piattaforma Moodle


Per il MODULO DUE, vanno studiati i seguenti temi, coi relativi testi

1) Il “Berlusconismo”, come fenomeno sociale e politico in una prospettiva comparativa internazionale
TESTO: Giovanni Orsina, "Il Berlusconismo nella storia d‘Italia", Marsilio, Venezia, 2013

2) Un approfondimento sulla storia politico sociale di uno dei principali paesi europei.
TESTI: portare UNO A SCELTA fra i seguenti testi:
- Riccardo Brizzi, Michele Marchi, "Storia politica della Francia repubblicana", Le Monnier, 2011, dal cap. 5 alla fine;
- Giulia Guazzaloca, "Storia della Gran Bretagna 1832-2014", Le Monnier, 2015, dal cap. 9 alla fine;
- Gustavo Corni, "Storia della Germania", Il Saggiatore, Milano, 2017, dal cap. 8 alla fine;
- Carmelo Adagio, Alfonso Botti, “Storia della Spagna democratica”, Bruno Mondadori, 2006

After a short historical and methodological introduction, students will be introduced to the most relevant themes and trends of the Islamic debate from the end of the 19th century until today. Topics covered include: Islam and modernity; the Reformist Movement (salafiyya); Islam and Nationalism; Political Islam in its declinations; Islamic Feminism. Part of the course will be dedicated to the Orientalist Representations and Distorsions of Contemporary Islam and Muslims.
Eventually, students will be invited to read primary texts, among those available, according to their languages knowledge.

C. Texts:

1. M. Campanini, Il pensiero islamico contemporaneo, Bologna: Il Mulino, 2016.
2. P. Caridi, Hamas. Dalla resistenza al regime. Nuova edizione, Milano: Feltrinelli, 2023.
3. One of the following (see teaching mode) :

- Sayyid Qutb, La battaglia tra Islam e capitalismo, Venezia: Marcianum Press, 2016;
- Sayyid Qutb, Milestones, disponibile a https://www.kalamullah.com/Books/Milestones%20Special%20Edition.pdf
- Sadik al-Azm, La tragedia del diavolo. Fede, ragione e potere nel mondo arabo, Roma: LUISS Press, 2016,
- Ruhollah Khomeyni, Il governo islamico, Il cerchio, 2006.
- Nasr Hamid Abu Zayd, Islam e storia, Torino: Bollati Boringhieri
- Tariq Ramadan, Islam e libertà , Torino: Einaudi, 2008
- T. Ramadan, Essere musulmano europeo, Troina (EN): Città Aperta, 2002
- T. Ramadan, Il riformismo islamico. Un secolo di rinnovamento musulmano, Troina (EN): Città Aperta, 2004.
- T. Ramadan, Islam and the Arab Awakening, Oxford: Oxford University Press, 2012.
- Hasan Hanafi, La teologia islamica della liberazione, Milano: Jaca Book, 2018.
- Abdou Filali-Ansary, Reformer l'Islam, Paris: La Découverte, 2004
- Mehran Kamrava (ed), The New Voices of Islam, London: IB Tauris, 2006,
- Mohammed ‘Abid El-Jabri, La ragione araba, Milano: Feltrinelli, 1995,
- Fatema Mernissi, Islam e democrazia, Firenze: Giunti, 2002
- F. Mernissi, L’harem e l’Occidente, Firenze: Giunti, 2006
- F. Mernissi, Le donne del profeta. La condizione femminile nell'Islam, Genova: ECIG, 1992.
- Amina Wadud, Il Corano e la donna. Rileggere il testo sacro da una prospettiva di genere, Cantalupa (TO): Effata’, 2012
- Amina Wadud, Inside the Gender Jihad. Women’s Reform In Islam, Oxford: Oneworld, 2006.
- ‘Ali ‘Abd el-Raziq, Islam and the Foundations of Political Power, Edinburgh: Edinburgh UP, 2012 (1925). Disponibile a: http://ecommons.aku.edu/cgi/viewcontent.cgi?article=1000&context=uk_ismc_series_intranslation
- Muhammad ‘Abduh, Trattato sull’unicità divina, Bologna: il ponte, 2003.
- Asef Bayat, Making Islam Democratic, Stanford: Stanford UP, 2007
- Khaled Abou El-Fadl, Islam and the Challenge of Democracy, Princeton: Princeton UP, 2004
- Khaled Abou El-Fadl, The Great Theft, NY: Harper, 2007
- Farid Esack, Qur’an: Liberation and Pluralism, Oxford: Oneworld, 1996;
- Mohammad A. Lahbabi, Il personalismo musulmano, Milano: Jaca Book, 2017.
- Hamid Dabashi, Islamic Liberation Theology: Resisting the Empire, London & NY: Rouledge, 2008.
- Jawdat Said, Vie islamiche alla nonviolenza, Zikkaron, 2017

Students can propose books not included above.

IMPORTANT: Students without prior knowledge of Islam, MUST read also:

- L. Declich, L’Islam in 20 parole, Roma-Bari: Laterza, 2016;
- P. G. Donini, Il mondo islamico. Breve storia dal ‘500 ad oggi, Roma-Bari: Laterza, ultima edizione.


or an an introductory textbook to Islam to choose among:

A. Bausani, Islam, Rizzoli, ultima edizione;

or

- G. Filoramo (a cura di), Islam, Laterza, ultima edizione.

or

- Carole Hillenbrand, Islam. Una nuova introduzione storica, Torino: Einaudi, 2016.

Main topics covered in the course:
Ancient and modern historiographical issues: the modalities of the Spanish conquest.
The formation of contemporary Latin America: the abolition of slavery in the nineteenth century.
Latin America in the twentieth century: economy, society, institutions, culture.
The current geopolitical continental situation.
Debate on economic development. Environment and access to resources. The indigenous minorities.

The examination is composed by two part: general part; monographic part.
General Part. One of the following books:
-De Giuseppe M., La Bella G., Storia dell’America Latina contemporanea, Bologna, Il Mulino, 2019;
-Zanatta, L., Storia dell’America latina contemporanea, Roma, Laterza, 2015 (or new edition).

Monographic part. One of the following books:
-Carmagnani, M., Le connessioni mondiali e l’Atlantico 1450-1850, Torino, Einaudi, 2018.
-Guarnieri Calò Carducci, L., La questione indigena in Perù, Roma, Bulzoni, 2010 (L’antologia di testi è parte essenziale del libro).
-Rojas Mix, M., I cento nomi d’America, Firenze, Le Lettere, 2005.
-Vangelista C., Scatti sugli indios. Ricerche di storia visiva, Aracne, Collana “America e Americhe. Storia, relazioni, immagini”, Roma, 2018.
-Vargas Llosa, A., Libertà per l’America latina. Come porre fine a cinquecento anni di oppressione dello Stato, Soveria Mannelli, Rubbettino, 2007.
-Nocera R., Wulzer, P., L'America Latina nella politica internazionale. Dalla fine del sistema bipolare alla crisi dell'ordine liberale, Roma, Carocci, 2020

The course examines the historical and political trajectory of the Middle East and North Africa from the Colonial Era until today. The students will be introduced to the debate on Orientalism, its role in the colonial era, and its relevance until today. A particular focus will be on the post-colonial era. Among the topics covered there will be: State formation, the role of ideologies (both secular and religious) in the shaping of the region, the intra-regional and international relations of the Region and the so-called ‘Arab Spring’. Students are expected to actively participate to the course.
All the available teaching materials, the announcements and all that is related to this course will be posted on the course webpage (https://drive.google.com/drive/folders/1-SU_oOYtEuo5xuBrjJtoSwfxcwUEK7AW).

REQUIRED READINGS:


R. Owen, State, Power and Politics in the Making of the Modern Middle East, Routledge: London & New York: 2004.
J. Chalcraft, “The Arab Uprisings of 2011 in Historical Perspective” in The Oxford Handbook of Contemporary Middle-Eastern and North African History, 2016 (available as a pdf file on the course website).
G. Achcar, “The Seasons after the Arab Spring”, Le Monde Diplomatique, June 2019 (available as a pdf file on the course website).
A. Shatz, "Israel's Descent", London Review of Books, June 2024, https://www.lrb.co.uk/the-paper/v46/n12/adam-shatz/israel-s-descent?fbclid=IwZXh0bgNhZW0CMTEAAR2VDYTvkWvPI5eh_YeF-a_EywKtSNhn0KHJhfYTe0l5VV1K8CHB8-mtvB0_aem_Aa4fZ_8aPf0b9SoRz2UWYOlU2s2YSBLMq3rjTlcSqT0WFHyHnyteanJHgNbuqvSooe_CT-hzW2Uk-unayRal5ZRO(available as a pdf file on the course website)

One of the following:

G. Achcar, The People Want. A Radical Exploration of the Arab Uprising, London: Saqi, 2013.
G. Achcar, Morbid Symptoms. Relapse in the Arab Uprisings, London: Saqi, 2016.
L. Anceschi, G. Gervasio & A. Teti (eds), Informal Power in the Greater Middle East. Hidden Geographies, London: Routledge, 2014 & 2016.
M. Aouragh & H. Hamouchene (eds), The Arab Uprisings. A Decade of Struggles, TNI & RLS, 2021, available online at: The Arab uprisings: A decade of struggles - Longreads
A. Bayat, Revolution without Revolutionaries: Making Sense of the Arab Spring, Stanford: Stanford UP, 2017.
A. Bayat, Revolutionary Life. The Everyday of the Arab Spring, Cambridge, MA: Harvard UP, 2021
F. Cavatorta & L. Storm (eds), Political Parties in the Arab World: Continuity and Change, Edinburgh: Edinburgh UP, 2018.
S. Cook, False Dawn: Protest, Democracy, and Violence in the New Middle East, Oxford: Oxford UP, 2017.
Corrao FM - Redaelli R (eds), States, Actors and Geopolitical Drivers in the Mediterranean. Perspectives on the New Centrality in a Changing Region, PalgraveMacMillan, 2021.
F. A. Gerges, ISIS: A History, Princeton: Princeton UP, 2017.
Sune Haugbolle and Mark LeVine (eds.), Altered States: The Remaking of the Political in the Arab World, London, Routledge, 2022.
Marc Owen Jones, Digital Authoritarianism in the Middle East: Deception, Disinformation and Social Media, Hurst/Oxford University Press, 2022.
A. Khalil (ed), Gender, Women and the Arab Spring, London & NY: Routledge, 2015.
H. Kraetzschmar & P. Rivetti (eds), Islamists and the Politics of the Arab Uprisings: Governance, Pluralisation and Contention, Edinburgh: Edinburgh UP, 2018.
Mark LeVine, We'll Play till We Die: Journeys across a Decade of Revolutionary Music in the Muslim World, University of California Press, 2022.
Shamiran Mako and Valentine M. Moghadam, After the Arab Uprisings: Progress and Stagnation in the Middle East and North Africa, Cambridge and New York: Cambridge University Press, 2021.
R. Owen, The Rise and Fall of Arab Presidents for Life, Cambridge, MA: Harvard UP, 2014.
J. Saab (ed.), A region in revolt: Mapping the recent uprisings in North Africa and West Asia, Ottawa: Daraja Press, 2020.
R. Stephan and Mounira M. Charrad (eds), Women Rising: In and Beyond the Arab Spring: New York, New York University Press, 2020.
I. Szmolka (ed.), Political Change in the Middle East and North Africa: After the Arab Spring, Edinburgh, Edinburgh UP, 2017.
Ch. Tripp, The Power and the People: Paths of Resistance in the Middle East, Cambridge: Cambridge UP, 2013.


IMPORTANT! Students without any prior knowledge of the History of the MENA, must read one of the following textbooks:

W. Cleveland & M. Bunton, A History of the Modern Middle East, Boulder: Westview Press, 2016,
Betty Anderson, A History of the Modern Middle East, Stanford: Stanford UP, 2016.

The course analyzes the historical evolution of China and its relations with the surrounding region, focusing on the main processes that occurred in the Far East. The course will discuss specific aspects of the history of the Chinese continent, and then focus on the recent transformation of the People's Republic of China. That transformation will be discussed in-depth, to understand the political, economic, social and cultural processes it produced, and its global and regional impact.

By the end of the course, students:

1. will master the fundamental turning points in the history of China from 1911 to 2020
2. will be aware that to understand historical phenomena and historical figures it is necessary to place them in their respective temporal and spatial contexts
3. will be able to reason about the causal relationships that link the different periods of the history of contemporary China, and which juxtapose the different realities of Sinic civilization
4. will be aware of the factors that have led and still lead to the existence of often widely divergent narrations, interpretations and perceptions

ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING

By the end of the course, students:

1. will be able to use their knowledge of Chinese history to identify the root of different narratives, representations and arguments
2. will be able to independently organize the study of a period, a phenomenon, a figure linked to the history of contemporary China
3. will be able to use the history of China to enrich their arguments and the knowledge acquired through attendance of other courses
4. will be able to undertake a course of specialized studies in the field of area, historical or international studies

Autonomy of judgement

By the end the course, students:

1. will be able to compare even very divergent interpretations of the same period, phenomenon, historical figure and evaluate them, arriving at their own opinion
2. will be able to identify narratives and representations of Chinese history inspired by different historiographical approaches and currents

Communication skills:

By the end of the course, students:

1. will be able to take part in a discussion regarding controversial or highly divisive issues by supporting their point of view through a calm and reasoned argument, formed on the basis of their readings
2. will be able to listen to the reasons of those who hold very different points of view, arriving at their own evaluation and expressing their opinion in a manner that respects the opinion of others
3. will be able to communicate in a clear and well-organized way, using a linguistic register appropriate to an academic context

1. Guido Samarani, La Cina contemporanea. Dalla fine dell’Impero ad oggi, Torino, Einaudi, 2017
2. (alternatively or in addition to the former textbook) R. Keith Schoppa, Revolution and its Past. Fourth Edition. New York and London: Routledge, 2020.

Travel’s reports of the past are a preferred source for the construction of geographical thought and culture. Particularly between the late Middle Ages and Modern Age, travel’s relations allows to retrace the complex process of widening of Europeans’ geographical horizon. In western society the relationship between geography and travel’s reports has changed over the centuries, to the need to sort and reprocess the information gathered, to create a geographical knowledge built on valid rules, correlations between phenomena and rational criteria for classification. During the course will be analyzed practices of travel, travelers and travel’s reports, in their various types. Will also be considered some examples of travel’s reports that, throughout history, have marked the collective imagination and the construction of the world’s modern image. Testimony of travel’s experiences, travel literature has become ever more an instrument of knowledge of the territory and of human communities, through understanding the other and the elsewhere, but also the culture that looks at the other and at the space, for as this was and still is organized on the basis of many human needs (exploration, knowledge, tourism, etc.).

The exam program will be valid from the 2025 summer session.

Not attending
- Guglielmo Scaramellini, La geografia dei viaggiatori. Raffigurazioni individuali e immagini collettive nei resoconti di viaggio, Milano, Unicopli, 1993 o 1998, solo la Parte seconda, pp. 55-111.
- Ilaria Luzzana Caraci, Dall’esperienza del viaggio al sapere geografico, in Geotema, n° 8 (1997), Il viaggio come fonte di conoscenze geografiche, pp. 3-12 (https://www.labgeocaraci.it/wp-content/uploads/2024/02/Caraci-Geotema-OCR.pdf).
- Annalisa D'Ascenzo, Il viaggio prima del viaggio. Credenze, miti e desideri dalle esperienze odeporiche terrestri a quelle extraterrestri, in Annalisa D’Ascenzo (a cura di), I viaggi e la modernità. Dalle grandi esplorazioni geografiche ai mondi extraterrestri, Roma, CISGE, 2021, pp. 265-297 (https://www.cisge.it/ojs/index.php/Volumi/article/view/1092/1070).

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.

The course is divided in two parts: the first one is a general introduction on the basic concepts of public communication. The included topics are: the Forms and Devices of Public Communication, the Relationship between Power and Communication, the Features of the Public Space as a space of discussion articulated on Global Communication Networks. The first part will mainly include frontal lessons supported by PowerPoint presentations.
The second part of the course explores the relationship between public communication and the media. The media will be approached as spaces of negotiation between civil society and the institutions, in which public knowledge is created and reproduced. In particular, the role of the ecosystem of digital platforms and social media will be addressed. Interested students can take part in laboratory activities focused on case studies on how old and new media platforms contribute to the narration of public and political phenomena.

Below are the exam texts presented in the suggested order of reading:

1) M. Castells (2017), Comunicazione e potere. UBE Paperback, Milano 2017 (nuova edizione). The following chapters:
- Le reti digitali e la cultura dell’autonomia;
- Il potere nella società in rete
- La comunicazione nell'età digitale
- Intervenire sulle reti di comunicazione: politica mediatica, politica dello scandalo e crisi della democrazia (up to paragraph “L’impatto politico della politica dello scandalo” INCLUDED)
- Riprogrammare le reti di comunicazione: movimenti sociali, politica insorgente e nuovo spazio pubblico (up to paragraph “Scaldarsi per il riscaldamento globale: il movimento ecologista e la nuova cultura della natura INCLUDED).

2) José van Dijck and Thomas Poell (2013), Understanding Social Media Logic, in Media and Communication, Volume 1, Issue 1, pp. 2–14
3) José van Dijck (2012), Facebook and the engineering of connectivity: A multi-layered approach to social media platforms, in Convergence: The International Journal of Research into New Media Technologies 19(2), pp. 141-155
4) José Van Dijck, Thomas Poell, Martijn De Waal (2019), Il sistema dell’informazione (capitolo terzo) in “Platform Society. Valori pubblici e società connessa”, Edizione Italiana a cura di Giovanni Boccia Artieri e Alberto Marinelli, Guerini, Milano, pp. 103-142.
5) Thomas Poell, José van Dijck (2018), Social Media and new protest movements. In The SAGE Handbook of Social Media, 546-561, edited by Jean Burgess, Alice Marwick & Thomas Poell, London, Sage.

The aim of the course is to provide an in-depth knowledge of the history of certain disciplines and approaches related to the field of religion and religions through a multidisciplinary and methodological history of studies.
In particular, we will explore:

History
Anthropology
Sociology
Juridical apporaches
Geography
Cognitive sciences

Comparison is also one of the themes addressed in the construction of studies and research on religion
The course deals with the stages through which religion and religions have gained independent ground in academia and become an object of study: through the creation of the 'religion' model and through a process of retro-projection into the past of what is considered a religion at a given historical moment, we deal with how different prototypes found in the contemporary and subsequently in the past, in a plurality of forms, have been assumed.

Attending Students

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

2. G. Filoramo, M. Giorda, N. Spineto, Manuale di scienze della religione, Morcelliana, Brescia 2019.

3. Geertz Armin W., Approcci cognitivi ed evoluzionistici alla religione Patron 2020
OR
G. Lapis, Dopo le “religioni mondiali”, Morcelliana 2022
OR
Brent Nongbri, Prima della religione. Storia di una categoria moderna, traduzione di Alessia Piana, Claudiana 2022.

Not attending students will replace point number 1 with:

G. Filoramo, Che cosa è la religione, Einaudi, Torino 2004.

1) Paola Carucci - Maria Guercio, Manuale di Archivistica. Nuova edizione, Roma, Carocci 2021 (in particolare i capitoli 1-2, 5-10, 12-13) alternatively Federico Valacchi, Diventare archivisti, Milano, Bibliografica, 2023.

2) Isabella Zanni Rosiello, Gli Archivi nella società contemporanea, Bologna, Il Mulino, 2009.

3) Raffaele Pittella, “Hence that sense of new air”. Archival debate and historiographical developments in Italy between the early and late 20th century, in “JLIS.it”, vol. 15, no. 2 (May 2024), pp.1-15.

4) G. Cencetti, Sull’archivio come «universitas rerum», in «Archivi», vol. IV, fasc. I (1937), pp. 3-13; G. Cencetti, Inventario bibliografico e inventario archivistico, in «L'archiginnasio», n. XXXIV, 1-3 (1939), pp. 106-117.

5) C. Pavone, Intorno agli archivi e alle istituzioni, Roma 2004, pp. 71-75 (Ma è poi tanto pacifico che l'archivio rispecchi l’istituto? [1970]).

1) Arnaldo D’Addario, Lineamenti di storia dell’archivistica (secc. XVI-XIX), in «Archivio storico italiano», 148/1 (1990), pp. 3-35.

2) Elio Lodolini, Storia dell'archivistica italiana. Dal mondo antico alla metà del secolo XX, Milano, Franco Angeli, 2013 (sono da escludere dallo studio i capitoli che si riferiscono al Mondo Antico).

3) Raffaele Pittella, «A guisa di un civile arsenale». Carte giudiziarie e archivi notarili a Roma nel Settecento, in La documentazione degli organi giudiziari nell’Italia tardo/medievale e moderna, atti del convegno di studi (Siena, 15/17 settembre 208), a cura di A. Giorgi, S. Moscadelli, C. Zarrilli, Roma, Ministero per i Beni e le Attività culturali, 2012, pp. 669-767.

4) Raffaele Pittella, «Le carte di questo tabulario non presentano quel grande interesse che sarebbe ragionevole il supporre». Mito e anti/mito di Roma nella fondazione dell’Archivio storico capitolino (1870/1914), in Erudizione cittadina e fonti documentarie. Archivi e ricerca storica nell’Ottocento italiano (1840/1880), a cura di A. Giorgi, S. Moscadelli, G. M. Varanini, S. Vitali, Firenze, Firenze University Press, 2019, pp. 779-815.

1453: The 55 Days that Changed the World (“Ci sono luoghi in cui la storia è inevitabile come un incidente automobilistico — luoghi in cui la geografia provoca la storia. Uno è Istanbul, alias Costantinopoli, alias Bisanzio”. Iosif Brodskij)
Byzantine History and Civilisation LM module, which primarily targets Art History; Archaeology; Religions, Cultures, History; History and Society; Philology, Literatures and History of Antiquity students, examines the fall of Constantinople by the Ottoman Turks on 29 May 1453, following fifty-five days of siege led by the young and ambitious Sultan Mehmet II Fatih.
A topographical survey of the Byzantine capital will be provided in the course: Using maps, a faithful reconstruction of the city on the eve of its fall will be presented, highlighting the defensive structures, including the great Theodosian walls, the sea walls around the Sea of Marmara and the Golden Horn, and the walls surrounding the imperial palace of the Blacherne.; finally, the harbour, which was barred to enemy ships in the event of an attack by stretching a long chain from Constantinople to Pera/Galata in front). After that, the course will clearly reconstruct the various phases of the siege and the final battle, illustrating the findings of the research conducted by the chair of Byzantinistics at Roma Tre and corroborated by articles published and presentations given in national and international scientific contexts. These findings contradict the widely held view that the victory of the Turks was inevitable, due to superior numerical strength and armament, or even due to the "will to fall" (Braudel) of an exhausted Byzantium on a political level.
For the conclusion of the course, students will have the opportunity to attend an educational trip to the Peloponnese, in particular to the archaeological site of Mystras (Unesco heritage site since 1989), organized in collaboration with the Italian Cultural Institute of Athens and the Ephorate of Antiquities of Lakonia. The main purpose of the event will be to present on site to the participants various elements illustrated during the course of the lectures.

MANDATORY TEXTS
- S. Ronchey, Lo Stato bizantino, Torino, Einaudi, 2002
- A. Pertusi (a c. di), La caduta di Costantinopoli, 2 voll., Fondazione Lorenzo Valla / Mondadori, Milano 1976

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).

Dante's «Purgatory»

The course aims to offer a comprehensive and in-depth reading of Dante's "Purgatorio." Defined by the historian Jacques Le Goff as the "poetic triumph" of the purgatorial realm, the second cantica of the "Commedia" represents the first and most significant artistic elaboration of this afterlife zone, the existence of which had been definitively recognized by the Church only a few years earlier (1274). Special attention will be given to the ways in which the poet constructs an extremely detailed and profoundly coherent space from multiple perspectives (cosmological, theological, penitential). Its various sources will be examined, with special attention to the religious practices and the theological speculation of the time. Furthermore, the course will delve deeply into Dante's reflection on poetry in this cantica: from his encounters with Casella, the troubadour Sordello, and the classical poet Statius; to his investigation of fame and artistic progress in Canto 11, and the pivotal Cantos 24 and 26 where Dante engages with various predecessors, fully defining his own poetics and a tradition of reference.

Texts:
- Dante, "Divina Commedia. Purgatorio", a cura di Anna Maria Chiavacci Leonardi, Milano, Mondadori, 1994 [and further editions]
NB: the "Purgatorio" must be read in its entirety.

Critical bibliography (on Moodle):
- E. Auerbach, "Sacrae scripturae sermo humilis", in Id., "Studi su Dante", Milano, Feltrinelli, 2002, pp. 167-175 [1941];
- G. Contini, "Dante come personaggio poeta", in Id., "Un’idea di Dante. Saggi danteschi", Torino, Einaudi, 20013, pp. 33-62;
- A. Pegoretti, "Dal «lito diserto» al giardino. La costruzione del paesaggio nel «Purgatorio» di Dante", Bologna, Bononia University Press, 2007.

Students not attending lectures will integrate their preparation reading the following essays (on Moodle):
- C. Delcorno, "Exemplum e letteratura tra Medioevo e Rinascimento", Bologna, il Mulino, 1989, Introduzione e pp. 195-227;
- E. Pasquini, "Il dominio metaforico", in Id., "Dante e le figure del vero. La fabbrica della «Commedia»", Milano: Bruno Mondadori, 2001, pp. 179-217
- E. Raimondi, "Rito e storia nel primo canto del «Purgatorio»", in Id., "Metafora e storia. Studi su Dante e Petrarca", Torino: Einaudi, 1977 [1970], pp. 65-94.

The course (first semester) is a reading, discussion and research seminar. The theme of the seminar will be announced at the beginning of the class.

Weekly readings, including essays in Italian and English, will be announced shortly. For both regular and “non attending” students, the readings will be available at the art history library “Luigi Grassi” (Piazza della Repubblica 10) and via Moodle.

Bibliographic research for the final paper is part of the required work and will be evaluated as such.

The course focuses on the crisis of the "developmentist" modernity, analyzing its original features and its institutional and regulative evolutions, in connection with the changing characters of social theory.
In the final part, we will try to imagine the features of a post-development society, taking inspiration from the "meridian thinking" by Franco Cassano.
Teaching language: English.

- O. Romano, "The sociology of knowledge in a time of crisis. Challenging the phantom of liberty", Routledge, New York & London 2014.
- F. Cassano, "Southern thought. And other essays on the Mediterranean", Fordham University Press, New York 2012.

The Laboratory aims to offer theoretical and practical knowledge on the tools for the recognition, enhancement and capitalization of cultural heritage, through the acquisition of technical and IT skills. In particular, each student will be introduced to the use of GIS software for the creation of a geodatabase for the census and geolocation of the assets under study, which also takes into account the territorialization processes that have taken place over time in the geographical context investigated.

Grava Massimiliano, Camillo Berti, Nicola Gabellieri e Arturo Gallia (2020), Historical GIS. Strumenti digitali per la geografia storica in Italia. Trieste, EUT. Disponibile al seguente link: https://www.openstarts.units.it/entities/publication/1c8649d3-39ae-42d1-af8d-0ce53f40c69d/details

Seminars intend to discuss and scientifically analyze some of the most important aspects concerning Italian history of racism, their connections with contemporary forms of racial discrimination and the experiences of collective and individual resistance which constitute Italian antiracism. Racism will be always analyzed in an intersectional perspective, that is recognizing the mutual reproduction of it in the intersection with other social relationships of oppression based on gender, class, sexuality, religion.

Texts will be available to the students during the course.

The texts will be indicated during the meetings

CONTENT:

PART I – Introduction and description of the course

1) Introduction : East Asia as a regional entity (geopolitics and culture)
2) Historical overview : The pre-war order in East Asia (the Sino-centric order and the Japanese particularism) – Part I
3) Japan and China facing the first great challenge (Modernity)
4) Japan and China facing the second great challenge (Globalization)
5) Revision
6) Mid-term.

PART II

1) Security, identity and stability in East Asia
2) China and the Japan-U.S. alliance - The security dilemma in East Asia
3) Ambiguous Japan: Japan’s national identity at century’s end
4) Power and purpose in Pacific East Asia
5) Revision
6) Final Exam

Students are expected to write a 2.500 words, theoretically informed, research paper on a topic of their choice which has been previously discussed with the instructor.

This course is taught in English.

Required readings:

1) Makoto Iokibe, The Diplomatic History of Postwar Japan, Routledge 2010;
2) Rebecca E. Karl, China's Revolutions in the Modern World, Verso Books 2020;
3) Michael Yehuda, The International Politics of the Asia-Pacific (Fourth and Revised Edition), Routledge 2019;
4) Akihiro Iwashita, Yong-Chool Ha et al., Geo-Politics in Northeast Asia, Routledge 2022;
5) Oliviero Frattolillo, A Cultural History of Postwar Japan, Routledge 2023.

The first part of he course focuses on the historical question of African history and the history sources for this continent. Particular reference is made to oral sources and methodology. The course will then move on to the fundamental aspects.
The course aims to provide basic background knowledge of the history of the continent and its modern day problems, this in the light of a historical understanding of different cultures.
Subjects covered:
Aspects of African culture (Clans and ancestry, totemism, theism, social structures)
The impact of colonialism
The Africanisation of the colonialistic western culture

- Bernardo Bernardi, Africa. Tradizione e Modernità, Carocci, 2001

- Catherine Coquery Vidrovitch, Breve storia dell'Africa, Il Mulino, 2012 (French original edition)

The Islam and Gender course aims to provide heuristic and methodological tools for students to analyze the complex and multivariate dynamics surrounding gender relations in Muslim societies and in the Islamic theological and legal tradition. Primarily, stereotypes and imaginaries concerning Islam and gender relations among Muslims will be contested, for instance, the idea that Muslims are ancestrally patriarchal and religiously zealous, as well as the idea that Muslim women are only oppressed and victimized. Contesting these clichés serves to furnish a more comprehensive outlook on gender in Muslim societies to avoid monolithic, essentialist and culturalist views. Part of the course is devoted to the exploration of normative and theological arrangements on gender in the Islamic tradition: therefore, the features of male and female sexuality will be explicated. A part will be spent on the analysis of feminist and historically contextualized readings of Islamic sources. The interplay of gender relations in modern Muslim communities will then be dealt with, emphasizing the breakthrough of colonialism, the rise of nation-states and globalization. In this, it will consider developments such as the surfacing of Islamic reformist movements (including Salafism and Jihadism) and Islamic and secular feminist movements. Matters of the construction of patriarchy in Islamic societies, their norm-setting as well as the establishment of the diverse emotional and embedded agency of women and men will be central to the lessons.

Duderija, Adis, Alina Isac Alak, and Kristin Hissong, Islam and gender: major issues and debates, London: Routledge 2020.

Wadud, Amina. Qur'an and woman: Rereading the sacred text from a woman's perspective. Oxford University Press, USA, 1999;

Ahmed, Leila. Women and gender in Islam: Historical roots of a modern debate. Yale University Press, 2021;

Mir-Hosseini, Ziba, Mulki Al-Sharmani, and Jana Rumminger. Men in charge?: rethinking authority in Muslim legal tradition. Oneworld, 2014.

Environmental policy and sustainability. The course presents a brief overview of the main schools of thought in environmental matters, following their development especially in recent decades. The course discusses then about methods and tools of environmental policy, illustrates the geography of environmental resources and examines the role of the actors in environmental policy at different geographical scales, from global to local. The problems are also analyzed through some case studies related to different parts of the world. There will be lectures and eventual workshops/excursion.

MADAU Caterina, 2014, (PLEASE NOTE: CHAPTERS 2 and 3 ONLY)
«Entro i limiti del nostro pianeta Teorie e politiche della questione ambientale»
Bologna, PÀTRON

Supplementary book:
GIOVANNINI Enrico, 2024,
«L'utopia sostenibile»
Roma, LATERZA (tascabile)

Supplementary paper:
DI PAOLA Marcello, PELLEGRINO Gianfranco, 2018,
«La Terra reinventata. Etica dell’ambiente e Antropocene»
ACCESSIBILE GRATUITAMENTE SU: https://rosa.uniroma1.it/rosa03/semestrale_di_geografia/article/view/14949/14414

The course will focus on the political history of energy and on the environmental consequences of the emergence of different energy regimes from the beginning of the 20th Century to the present time.

For everyone (2 books):

1. Textbook:
- Bruce Podobnik, "Global Energy Shifts. Fostering Sustainability in a Turbulent Age"

2. One book among the following:
- Giuliano Garavini, "The Rise and Fall of OPEC in the 20th Century"
- Adam Hanieh, "Crude Capitalism: Oil, Corporate Power, and the Making of the World Market"
- Stephen G. Gross, "Energy and Power: Germany in the Age of Oil, Atoms, and Climate Change"
- Brett Christophers, "The Price is Wrong: Why Capitalism Won't Save the Planet"

3. Only for "non frequentanti", in addition to the above books also:
- Van De Graaf/Sovacool, "Global Energy Politics"

War, Violence and Society: Narratives of the American Civil War and Constructions of National Identity

The course aims to show how cinema can be a source for historical knowledge, a tool for narrating the past and an agent of history.
It is a source for historical knowledge of the present in which the film was filmed and processed: it provides us with information about the ideas and values of the society that produced it.

From the origins, cinema has been inspired by historical contents and events for its productions. The audience has always shown keen curiosity and interest in historical events narrated on screen. The course aims to show how cinema can be: a source for historical knowledge, an instrument to tell the past and an agent of history. Cinema is a source for the historical knowledge of the present in which the film has been shot and processed: it provides us with information on ideas and values of the producing society.
On the other hand, when we talk about cinema as an instrument to narrate the past, we refer to the public use of history, a field in which historians have to compete with other professional figures.

Finally, cinema can be considered an agent of history when studying its capability to influence and construct behaviours, trends, passions and identities.
Understanding the various languages and representations can be an essential tool for historians working in the field of cultural and social history interested in the transmission of values, ideas and representations of the historical past of different eras.

The course focuses on the film and television portrayal of ‘War, Violence and Society’, contextualising it in the period of the American Civil War (1861-1865)' and exploring aspects of the different identity narratives related to the warring parties and the overcoming of the war in a newly reunified national scene.

To this end, the following films and products for television will be analysed; students will have to see and analyse 10 of the following films.

The teaching is organised in seminars, the students will work in teams by deepening topics, readings and ideas related to the films indicated and to a bibliography agreed with the teacher.

• Victor Fleming, Gone with the Wind, 1939
• John Ford, The Horse Soldiers, 1959
• Edward Zwick, Glory, 1989
• Sergio Leone, Il buono, il brutto, il cattivo, 1966
• Steven Spielberg, Lincoln, 2012
• Clint Eastwood, The Outlaw Josey Wales, 1976
• Martin Scorsese, The gangs of New York, 2002
• Anthony Minghella, Cold Mountain, 2003
• Quentin Tarantino, The Hateful Eight, 2015
• Gary Ross, Free State of Jones, 2016
• Sofia Coppola, The Beguiled, 2017
• Antoine Fuqua, Emancipation, 2022
• John Amiel, Sommersby, 1993
• Kevin Costner, Dances with Wolves, 1990
• D. W. Griffith, The Birth of a Nation, 1915

Readings for the exam:

A) Both the books:

• Cortini L. (a cura di), Le fonti audiovisive per la storia e la didattica, Effigi, Arcidosso, 2014, pp. 39-60; 97-118
• A. Scurati, Guerra. Narrazioni e culture nella tradizione occidentale, Donzelli, Roma 2003.

B) One book of your choice between:

• Iaccio P., Cinema e storia. Percorsi, immagini, testimonianze, Liguori, Napoli 2000
• Miro Gori G. (a cura di), La storia al cinema. Ricostruzione del passato e interpretazione del presente, Bulzoni, Roma, 1994
• Ortoleva P., Cinema e storia. Scene dal passato, Loescher, Torino, 1991
• Sorlin P., I figli di Nadar, Einaudi, Torino, 2000
• Munslow A., Narrative and History, Palgrave Macmillan, Houndmills, 2007

For historical contextualization, it is recommended reading one of the following texts (available at public libraries), to which can be added other texts chosen by the student:
• Leander Stillwell, La Guerra Civile americana nelle memorie di un soldato comune, Liberty Bell, 2017
• Luraghi R., La guerra civile americana. Le ragioni e i protagonisti del primo conflitto industriale, Milano, BUR, 2013
• Levine B., La guerra civile americana. Una nuova storia, Torino, Einaudi, 2023
• Foner E., Storia degli Stati Uniti d'America. La «libertà americana» dalle origini a oggi, Roma, Donzelli, 2017
• Hobsbawm E. J., Nazioni e nazionalismi. Programma, mito, realtà, Torino, Einaudi, 2002
• Bhabha H. K., (a cura di), Nazione e narrazione, Milano, Meltemi, 2020
• Renan E., Che cos'è una nazione?, Roma, Donzelli, 2004
• Balibar E., Wallerstein I., Razza, nazione, classe. Le identità ambigue, Trieste, Asterios, 2020
• Anderson B., Comunità immaginate. Origini e diffusione dei nazionalismi, Roma-Bari, Laterza 2018
• Chabod F., L’idea di nazione, Roma-Bari, Laterza, 2021
• Rosso S. (a cura di), Le frontiere del far west. Forme di rappresentazione del grande mito americano, Milano, Shake edizioni, 2008
• Cartosio B., Verso Ovest. Storia e mitologia del Far West, Milano, Feltrinelli, 2020


Non-attending students must agree a program with the teacher by sending an email to: didattica.merluzzi@gmail.com

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

This course focuses on the global mediascape, the main domains of popular culture and the many interactions between the two from a historical perspective, touching at the same time upon the major theories elaborated within disciplines such as sociology, philosophy, economics, cultural and media studies. After introducing key notions such as “mass media” and “popular culture” within their historical and geopolitical contexts, we will outline their developments from the 19th century up to date, matched by the ideologies and paradigms that they have generated. The main core of the course will be devoted to exploring single media/technologies such as the printed media (newspapers, magazines, books), photography, telephony, cinema, radio, television and digital media, followed by relevant areas of popular culture such as tourism, gastronomy, counter and subcultures, advertising, fashion, sports and music. All these fields relate to themes that are central to the contemporary debate on society, technology and markets, such as globalization, identity (individual, collective), glamour and soft power, to mention just a few viewpoints allowing us to make sense of the deep societal transformations occurred in the last decades: changes that have been either welcomed with enthusiasm or fiercely opposed, keeping alive a longtime diatribe involving public opinion, industries, governments and academics.

In addition to lecturing and discussions, classes will include slides, pictures and audiovisual examples. The course provides an international gaze at the mediascape, but a few significant case studies will refer to Italy. There is not a textbook, but a choice of readings will be assigned during the course. Students who cannot attend in person must read these two books:

Winston, Brian. Media, Technology and Society: A History: from the Telegraph to the Internet, Taylor & Francis Group, 1998 - PART I, II and IV (chapters 13, 14 and 18)
Betts, Raymond F., and Lyz Bly. A History of Popular Culture: More of Everything, Faster and Brighter, Taylor & Francis Group, 2013.

At the end of the course students are required to write a paper of 1,500 to 2,000 words, whose topic must be agreed with the professor. Details about this and the grading policy will be made available during the course.

The course will focus on the study of environmental movements during the latter half of the 20th century. It will examine how these movements perceived and addressed major environmental issues, transformed into political parties, and interacted with the concept of modernity.
The course will provide an overview of the emergence of conservationist and protectionist movements in 19th century Europe and the first half of the 20th century. Then the main emphasis will be on the movements that arose between the 1960s and 1990s, with a comprehensive exploration of their organizational and cultural aspects.
Specific topics that will be covered include the rise of environmental conservation associations, the emergence of ecological protests, environmental movements, and animal rights activism. The course will also analyze the development of green cultures and parties in Italy, Britain, France, and Germany within the context of their respective political systems. Furthermore, the scientific and political debates surrounding climate change will be examined.
To facilitate a deeper understanding of the subject matter, the course will involve reading and discussing relevant documents from the studied period. These documents will shed light on the political cultures, ideas, and sensitivities that gave birth to these movements and fueled internal political debates.

G. Della Valentina, Storia dell’ambientalismo in Italia. Lo sviluppo insostenibile, Bruno Mondadori, 2011.
G. Guazzaloca, Primo: non maltrattare. Storia della protezione degli animali in Italia, Laterza 2018.
Readings given during classes and available on Moodle.

Students are requested to study one textbook of international law, namely:
- Benedetto Conforti, Diritto internazionale, a cura di Iovane, Napoli, Editoriale scientifica, latest edition OR
- Pasquale De Sena, Massimo Starita, Corso di diritto internazionale, Il Mulino, 2023 or Natalino Ronzitti, VII ed., GIappichelli, 2023

Additionally students are requested to study:
Giuseppe Palmisano, Contributo allo studio giuridico dei metodi diplomatici per la soluzione delle controversie tra Stati, Torino, Giappichelli, 2019

Sources, tools and methods for teaching geography. The Didactics of Geography course, through the study of the main issues related to the processes of learning/teaching geography, highlights the relationships that exist between research and the didactics of the discipline, and identifies methodologies and didactic tools capable of promoting in students an appropriate use of the lexicon and interpretive categories of the discipline in order to understand and contextualise the environmental and anthropic characteristics of the territory.
As an in-depth study, the course will focus on the sources, tools and methods for the study and teaching of different themes such as the sea, island territories and inland areas.
Course topics: Geographical knowledge in teaching and research; development of geographical skills; geographical education, territorial education; Agenda 2030; geography in schools and universities; national references and textbooks; geotechnologies and didactics.

THERE ARE NO SYLLABUS DISTINCTIONS FOR ATTENDING AND NON-ATTENDING STUDENTS

• De Vecchis G., Pasquinelli d'Allegra D & Pesaresi C., Didattica della Geografia, Utet, 2020.
• Predrag Matvejević, Breviario mediterraneo, Garzanti
• Sabatini F., Geografia delle aree interne. Discorsi e pratiche turistiche nella Sicilia fredda, Guerini, 2024.
• Materiali distribuiti dal docente.

Suggested readings:
Giovanni Verga, I malavoglia
Vito Teti, Il senso dei luoghi
Marilena Maffei, Donne di Mare
Ernesto Franco, Storie fantastiche di isole vere

THERE ARE NO SYLLABUS DISTINCTIONS FOR ATTENDING AND NON-ATTENDING STUDENTS

The course will reconstruct the historical evolution of cartography, retracing the modes of representation from antiquity to the eighteenth-century geodetic revolution, up to the creation of the Military Geographic Institute. Particular emphasis will be given to the deconstruction of geocartographic materials, to their use in geo-historical research for the study of landscape transformations

Attending students:
- The exam will focus on the topics covered in class, on slides in ppt and supplementary learning material provided during the course.

Non-Attending Students:
-E. Boria, Storia della cartografia in Italia dall’Unità a oggi. Tra scienza, società e progetti di potere, Milano, Utet, 2020 (pp.XI-299)

Seminars intend to discuss and scientifically analyze some of the most important aspects concerning Italian history of racism, their connections with contemporary forms of racial discrimination and the experiences of collective and individual resistance which constitute Italian antiracism. Racism will be always analyzed in an intersectional perspective, that is recognizing the mutual reproduction of it in the intersection with other social relationships of oppression based on gender, class, sexuality, religion.

Texts will be available to the students during the course.

This workshop aims to be an introduction to the United Nations 2030 Agenda for Sustainable Development and will be structured in two parts, one more theoretical and one more applied.
The first part will give a general presentation of the 2030 Agenda, its origins, signatory and non-signatory countries (etc.) but above all the 17 Sustainable Development Goals commonly known as the SDGs of the 2030 Agenda will be examined. Ample space will be devoted to the critical discussion of the structure of the Agenda and of the links between its various objectives, both in terms of complementarity and in terms of possible contradictions.
The second part will then explore some of the Agenda's objectives, with a particular focus on the revitalization of marginal areas. Depending on the specific interests and/or the chosen study plans, questions will be asked about the "dimensions" of the marginality of people and geographical areas and about the various forms of exploitation that can arise from them. This analysis can be conducted both in Italy and in other European countries or on other continents.
At the same time, those who follow the workshop will be guided in the collective creation of audiovisual products, to promote the dissemination of the research carried out.

Identification of material during the laboratory.
Main reference:
https://asvis.it/agenda-2030/

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 aim of the course is to analyse the history of European systems in the second half of the 20th century from the angle of Italy, highlighting common challenges and national specificities.

For bureaucratic-administrative reasons the course is divided into two modules of 6 CFU each. Despite this, the lectures will follow a thematic pattern common to both modules. The topics of the books in the second module (‘Berlusconism’ and one of the countries of choice) will in fact already be addressed in the lectures on the first module. In short, the distinction is purely bureaucratic and not one of content. Attendance is therefore recommended to all for the entire duration of the course, regardless of the number of Cfu to be recorded.

In any case, since the bureaucratic subdivision is there, then in defining the syllabuses and course books the distinction should be made

TEMA:
L’Europa nella seconda metà del XX secolo e l’emergere dei movimenti populisti
TESTI:
- Leonardo Rapone (a cura di), "L’Europa del novecento", Carocci, 2020, da pag. 149 a pag. 436
- Marco Tarchi, L’Italia populista, Il Mulino, 2015

In più, A SCELTA, UNO dei seguenti temi, con relativi testi

TEMA: "L'Italia nelle trasformazioni internazionali tra la fine del XX secolo e l'inizio del XXI secolo"
TESTO: "L’Italia contemporanea dagli anni Ottanta a oggi", Carocci, Roma, 2015
- Vol. I, "Fine della guerra fredda e globalizzazione" a cura di Silvio Pons, Adriano Roccucci, Federico Romero
Chi sceglie questo volume deve studiare i saggi di:
- Federico Romero, "L'Italia nelle trasformazioni sociali di fine Novecento", pp. 15-34;
- Silvio Pons, "La bipolarità italiana e la fine della Guerra Fredda", pp. 35-53,
- Valerio Castronovo, "L’Italia nel mercato globale", pp. 71-83;
- Antonio Varsori, "Dalla caduta del Muro di Berlino a Tangentopoli: la dimensione internazionale della crisi della Prima Repubblica”, pp. 209-222;
- Daniela Preda, "Il lungo travaglio istituzionale europeo (1992-2012)", pp. 299-315

TEMA: "Mutamento sociale e cambiamento dei costumi nell'Italia tra la fine del XX e l'inizio del XXI secolo.
TESTO: "L’Italia contemporanea dagli anni Ottanta a oggi", Carocci, Roma, 2015
- Vol. II, "Il mutamento sociale", a cura di Enrica Asquer, Emanuele Bernardi, Carlo Fumian.
Chi sceglie questo volume deve studiare i saggi di:
- Chiara Saraceno, "Famiglie, rapporti di genere e generazioni, politiche sociali", pp. 81-97
- Paolo Capuzzo, "I consumi tra economia e cultura nell’Italia del dopo boom (1973-2008)", pp. 179-197,
- Emanuela Scarpellini, "Consumi e attori sociali: le nuove identità dei consumatori italiani", pp. 199-210,
- Stefano Cavazza, "Consumi, società e politica in Italia (1980-2000)", pp. 211-225
- Giovanni Gozzini, "La televisione tra due repubbliche", pp. 227-242

TEMA: Il Sistema politico degli anni Ottanta, la crisi e il crollo, "Tangentopoli", l'avvento di Berlusconi, il nuovo sistema politico bipolare tra fine XX e inizio XXI secolo
TESTO: "L’Italia contemporanea dagli anni Ottanta a oggi", Carocci, Roma, 2015
- Vol. III, "Istituzioni e politica", a cura di Simona Colarizi, Agostino Giovagnoli, Paolo Pombeni.
Chi sceglie questo volume deve studiare i saggi di:
- Simona Colarizi, "Politica e antipolitica dalla Prima alla Seconda repubblica", pp. 333-347;
- Paolo Segatti, "La nascita della Lega: un capitolo di una storia che ci appartiene", pp. 351-360;
- Filippo Sbrana. Nord non chiama Sud. Genesi e sviluppi della questione settentrionale", pp. 361-381
- Gianfranco Baldini, "Forza Italia: un partito unico", pp. 423-435;
- Andrea Possieri, "Un riformismo incompiuto: il primo governo Prodi", pp. 509-528.

I tre volumi da cui sono estratti i saggi, oltre ad essere acquistabili nelle librerie, sono disponibili presso la Biblioteca Nazionale Centrale, la Biblioteca di Storia Moderna e Contemporanea di Via Caetani, nonché le biblioteche dei principali istituti culturali, la cui collocazione è immediatamente rilevabile sul sito del sistema bibliotecario Nazionale, SBN.
In più, ne è stata fatta richiesta di acquisizione presso il Sistema Bibliotecario di Ateneo di Roma Tre.
Nel caso ci fossero difficoltà a reperirli, una copia in Pdf sarà caricata sulla piattaforma Moodle


Per il MODULO DUE, vanno studiati i seguenti temi, coi relativi testi

1) Il “Berlusconismo”, come fenomeno sociale e politico in una prospettiva comparativa internazionale
TESTO: Giovanni Orsina, "Il Berlusconismo nella storia d‘Italia", Marsilio, Venezia, 2013

2) Un approfondimento sulla storia politico sociale di uno dei principali paesi europei.
TESTI: portare UNO A SCELTA fra i seguenti testi:
- Riccardo Brizzi, Michele Marchi, "Storia politica della Francia repubblicana", Le Monnier, 2011, dal cap. 5 alla fine;
- Giulia Guazzaloca, "Storia della Gran Bretagna 1832-2014", Le Monnier, 2015, dal cap. 9 alla fine;
- Gustavo Corni, "Storia della Germania", Il Saggiatore, Milano, 2017, dal cap. 8 alla fine;
- Carmelo Adagio, Alfonso Botti, “Storia della Spagna democratica”, Bruno Mondadori, 2006

After a short historical and methodological introduction, students will be introduced to the most relevant themes and trends of the Islamic debate from the end of the 19th century until today. Topics covered include: Islam and modernity; the Reformist Movement (salafiyya); Islam and Nationalism; Political Islam in its declinations; Islamic Feminism. Part of the course will be dedicated to the Orientalist Representations and Distorsions of Contemporary Islam and Muslims.
Eventually, students will be invited to read primary texts, among those available, according to their languages knowledge.

C. Texts:

1. M. Campanini, Il pensiero islamico contemporaneo, Bologna: Il Mulino, 2016.
2. P. Caridi, Hamas. Dalla resistenza al regime. Nuova edizione, Milano: Feltrinelli, 2023.
3. One of the following (see teaching mode) :

- Sayyid Qutb, La battaglia tra Islam e capitalismo, Venezia: Marcianum Press, 2016;
- Sayyid Qutb, Milestones, disponibile a https://www.kalamullah.com/Books/Milestones%20Special%20Edition.pdf
- Sadik al-Azm, La tragedia del diavolo. Fede, ragione e potere nel mondo arabo, Roma: LUISS Press, 2016,
- Ruhollah Khomeyni, Il governo islamico, Il cerchio, 2006.
- Nasr Hamid Abu Zayd, Islam e storia, Torino: Bollati Boringhieri
- Tariq Ramadan, Islam e libertà , Torino: Einaudi, 2008
- T. Ramadan, Essere musulmano europeo, Troina (EN): Città Aperta, 2002
- T. Ramadan, Il riformismo islamico. Un secolo di rinnovamento musulmano, Troina (EN): Città Aperta, 2004.
- T. Ramadan, Islam and the Arab Awakening, Oxford: Oxford University Press, 2012.
- Hasan Hanafi, La teologia islamica della liberazione, Milano: Jaca Book, 2018.
- Abdou Filali-Ansary, Reformer l'Islam, Paris: La Découverte, 2004
- Mehran Kamrava (ed), The New Voices of Islam, London: IB Tauris, 2006,
- Mohammed ‘Abid El-Jabri, La ragione araba, Milano: Feltrinelli, 1995,
- Fatema Mernissi, Islam e democrazia, Firenze: Giunti, 2002
- F. Mernissi, L’harem e l’Occidente, Firenze: Giunti, 2006
- F. Mernissi, Le donne del profeta. La condizione femminile nell'Islam, Genova: ECIG, 1992.
- Amina Wadud, Il Corano e la donna. Rileggere il testo sacro da una prospettiva di genere, Cantalupa (TO): Effata’, 2012
- Amina Wadud, Inside the Gender Jihad. Women’s Reform In Islam, Oxford: Oneworld, 2006.
- ‘Ali ‘Abd el-Raziq, Islam and the Foundations of Political Power, Edinburgh: Edinburgh UP, 2012 (1925). Disponibile a: http://ecommons.aku.edu/cgi/viewcontent.cgi?article=1000&context=uk_ismc_series_intranslation
- Muhammad ‘Abduh, Trattato sull’unicità divina, Bologna: il ponte, 2003.
- Asef Bayat, Making Islam Democratic, Stanford: Stanford UP, 2007
- Khaled Abou El-Fadl, Islam and the Challenge of Democracy, Princeton: Princeton UP, 2004
- Khaled Abou El-Fadl, The Great Theft, NY: Harper, 2007
- Farid Esack, Qur’an: Liberation and Pluralism, Oxford: Oneworld, 1996;
- Mohammad A. Lahbabi, Il personalismo musulmano, Milano: Jaca Book, 2017.
- Hamid Dabashi, Islamic Liberation Theology: Resisting the Empire, London & NY: Rouledge, 2008.
- Jawdat Said, Vie islamiche alla nonviolenza, Zikkaron, 2017

Students can propose books not included above.

IMPORTANT: Students without prior knowledge of Islam, MUST read also:

- L. Declich, L’Islam in 20 parole, Roma-Bari: Laterza, 2016;
- P. G. Donini, Il mondo islamico. Breve storia dal ‘500 ad oggi, Roma-Bari: Laterza, ultima edizione.


or an an introductory textbook to Islam to choose among:

A. Bausani, Islam, Rizzoli, ultima edizione;

or

- G. Filoramo (a cura di), Islam, Laterza, ultima edizione.

or

- Carole Hillenbrand, Islam. Una nuova introduzione storica, Torino: Einaudi, 2016.

Main topics covered in the course:
Ancient and modern historiographical issues: the modalities of the Spanish conquest.
The formation of contemporary Latin America: the abolition of slavery in the nineteenth century.
Latin America in the twentieth century: economy, society, institutions, culture.
The current geopolitical continental situation.
Debate on economic development. Environment and access to resources. The indigenous minorities.

The examination is composed by two part: general part; monographic part.
General Part. One of the following books:
-De Giuseppe M., La Bella G., Storia dell’America Latina contemporanea, Bologna, Il Mulino, 2019;
-Zanatta, L., Storia dell’America latina contemporanea, Roma, Laterza, 2015 (or new edition).

Monographic part. One of the following books:
-Carmagnani, M., Le connessioni mondiali e l’Atlantico 1450-1850, Torino, Einaudi, 2018.
-Guarnieri Calò Carducci, L., La questione indigena in Perù, Roma, Bulzoni, 2010 (L’antologia di testi è parte essenziale del libro).
-Rojas Mix, M., I cento nomi d’America, Firenze, Le Lettere, 2005.
-Vangelista C., Scatti sugli indios. Ricerche di storia visiva, Aracne, Collana “America e Americhe. Storia, relazioni, immagini”, Roma, 2018.
-Vargas Llosa, A., Libertà per l’America latina. Come porre fine a cinquecento anni di oppressione dello Stato, Soveria Mannelli, Rubbettino, 2007.
-Nocera R., Wulzer, P., L'America Latina nella politica internazionale. Dalla fine del sistema bipolare alla crisi dell'ordine liberale, Roma, Carocci, 2020

The course examines the historical and political trajectory of the Middle East and North Africa from the Colonial Era until today. The students will be introduced to the debate on Orientalism, its role in the colonial era, and its relevance until today. A particular focus will be on the post-colonial era. Among the topics covered there will be: State formation, the role of ideologies (both secular and religious) in the shaping of the region, the intra-regional and international relations of the Region and the so-called ‘Arab Spring’. Students are expected to actively participate to the course.
All the available teaching materials, the announcements and all that is related to this course will be posted on the course webpage (https://drive.google.com/drive/folders/1-SU_oOYtEuo5xuBrjJtoSwfxcwUEK7AW).

REQUIRED READINGS:


R. Owen, State, Power and Politics in the Making of the Modern Middle East, Routledge: London & New York: 2004.
J. Chalcraft, “The Arab Uprisings of 2011 in Historical Perspective” in The Oxford Handbook of Contemporary Middle-Eastern and North African History, 2016 (available as a pdf file on the course website).
G. Achcar, “The Seasons after the Arab Spring”, Le Monde Diplomatique, June 2019 (available as a pdf file on the course website).
A. Shatz, "Israel's Descent", London Review of Books, June 2024, https://www.lrb.co.uk/the-paper/v46/n12/adam-shatz/israel-s-descent?fbclid=IwZXh0bgNhZW0CMTEAAR2VDYTvkWvPI5eh_YeF-a_EywKtSNhn0KHJhfYTe0l5VV1K8CHB8-mtvB0_aem_Aa4fZ_8aPf0b9SoRz2UWYOlU2s2YSBLMq3rjTlcSqT0WFHyHnyteanJHgNbuqvSooe_CT-hzW2Uk-unayRal5ZRO(available as a pdf file on the course website)

One of the following:

G. Achcar, The People Want. A Radical Exploration of the Arab Uprising, London: Saqi, 2013.
G. Achcar, Morbid Symptoms. Relapse in the Arab Uprisings, London: Saqi, 2016.
L. Anceschi, G. Gervasio & A. Teti (eds), Informal Power in the Greater Middle East. Hidden Geographies, London: Routledge, 2014 & 2016.
M. Aouragh & H. Hamouchene (eds), The Arab Uprisings. A Decade of Struggles, TNI & RLS, 2021, available online at: The Arab uprisings: A decade of struggles - Longreads
A. Bayat, Revolution without Revolutionaries: Making Sense of the Arab Spring, Stanford: Stanford UP, 2017.
A. Bayat, Revolutionary Life. The Everyday of the Arab Spring, Cambridge, MA: Harvard UP, 2021
F. Cavatorta & L. Storm (eds), Political Parties in the Arab World: Continuity and Change, Edinburgh: Edinburgh UP, 2018.
S. Cook, False Dawn: Protest, Democracy, and Violence in the New Middle East, Oxford: Oxford UP, 2017.
Corrao FM - Redaelli R (eds), States, Actors and Geopolitical Drivers in the Mediterranean. Perspectives on the New Centrality in a Changing Region, PalgraveMacMillan, 2021.
F. A. Gerges, ISIS: A History, Princeton: Princeton UP, 2017.
Sune Haugbolle and Mark LeVine (eds.), Altered States: The Remaking of the Political in the Arab World, London, Routledge, 2022.
Marc Owen Jones, Digital Authoritarianism in the Middle East: Deception, Disinformation and Social Media, Hurst/Oxford University Press, 2022.
A. Khalil (ed), Gender, Women and the Arab Spring, London & NY: Routledge, 2015.
H. Kraetzschmar & P. Rivetti (eds), Islamists and the Politics of the Arab Uprisings: Governance, Pluralisation and Contention, Edinburgh: Edinburgh UP, 2018.
Mark LeVine, We'll Play till We Die: Journeys across a Decade of Revolutionary Music in the Muslim World, University of California Press, 2022.
Shamiran Mako and Valentine M. Moghadam, After the Arab Uprisings: Progress and Stagnation in the Middle East and North Africa, Cambridge and New York: Cambridge University Press, 2021.
R. Owen, The Rise and Fall of Arab Presidents for Life, Cambridge, MA: Harvard UP, 2014.
J. Saab (ed.), A region in revolt: Mapping the recent uprisings in North Africa and West Asia, Ottawa: Daraja Press, 2020.
R. Stephan and Mounira M. Charrad (eds), Women Rising: In and Beyond the Arab Spring: New York, New York University Press, 2020.
I. Szmolka (ed.), Political Change in the Middle East and North Africa: After the Arab Spring, Edinburgh, Edinburgh UP, 2017.
Ch. Tripp, The Power and the People: Paths of Resistance in the Middle East, Cambridge: Cambridge UP, 2013.


IMPORTANT! Students without any prior knowledge of the History of the MENA, must read one of the following textbooks:

W. Cleveland & M. Bunton, A History of the Modern Middle East, Boulder: Westview Press, 2016,
Betty Anderson, A History of the Modern Middle East, Stanford: Stanford UP, 2016.

The course analyzes the historical evolution of China and its relations with the surrounding region, focusing on the main processes that occurred in the Far East. The course will discuss specific aspects of the history of the Chinese continent, and then focus on the recent transformation of the People's Republic of China. That transformation will be discussed in-depth, to understand the political, economic, social and cultural processes it produced, and its global and regional impact.

By the end of the course, students:

1. will master the fundamental turning points in the history of China from 1911 to 2020
2. will be aware that to understand historical phenomena and historical figures it is necessary to place them in their respective temporal and spatial contexts
3. will be able to reason about the causal relationships that link the different periods of the history of contemporary China, and which juxtapose the different realities of Sinic civilization
4. will be aware of the factors that have led and still lead to the existence of often widely divergent narrations, interpretations and perceptions

ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING

By the end of the course, students:

1. will be able to use their knowledge of Chinese history to identify the root of different narratives, representations and arguments
2. will be able to independently organize the study of a period, a phenomenon, a figure linked to the history of contemporary China
3. will be able to use the history of China to enrich their arguments and the knowledge acquired through attendance of other courses
4. will be able to undertake a course of specialized studies in the field of area, historical or international studies

Autonomy of judgement

By the end the course, students:

1. will be able to compare even very divergent interpretations of the same period, phenomenon, historical figure and evaluate them, arriving at their own opinion
2. will be able to identify narratives and representations of Chinese history inspired by different historiographical approaches and currents

Communication skills:

By the end of the course, students:

1. will be able to take part in a discussion regarding controversial or highly divisive issues by supporting their point of view through a calm and reasoned argument, formed on the basis of their readings
2. will be able to listen to the reasons of those who hold very different points of view, arriving at their own evaluation and expressing their opinion in a manner that respects the opinion of others
3. will be able to communicate in a clear and well-organized way, using a linguistic register appropriate to an academic context

1. Guido Samarani, La Cina contemporanea. Dalla fine dell’Impero ad oggi, Torino, Einaudi, 2017
2. (alternatively or in addition to the former textbook) R. Keith Schoppa, Revolution and its Past. Fourth Edition. New York and London: Routledge, 2020.

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.

Travel’s reports of the past are a preferred source for the construction of geographical thought and culture. Particularly between the late Middle Ages and Modern Age, travel’s relations allows to retrace the complex process of widening of Europeans’ geographical horizon. In western society the relationship between geography and travel’s reports has changed over the centuries, to the need to sort and reprocess the information gathered, to create a geographical knowledge built on valid rules, correlations between phenomena and rational criteria for classification. During the course will be analyzed practices of travel, travelers and travel’s reports, in their various types. Will also be considered some examples of travel’s reports that, throughout history, have marked the collective imagination and the construction of the world’s modern image. Testimony of travel’s experiences, travel literature has become ever more an instrument of knowledge of the territory and of human communities, through understanding the other and the elsewhere, but also the culture that looks at the other and at the space, for as this was and still is organized on the basis of many human needs (exploration, knowledge, tourism, etc.).

The exam program will be valid from the 2025 summer session.

Not attending
- Guglielmo Scaramellini, La geografia dei viaggiatori. Raffigurazioni individuali e immagini collettive nei resoconti di viaggio, Milano, Unicopli, 1993 o 1998, solo la Parte seconda, pp. 55-111.
- Ilaria Luzzana Caraci, Dall’esperienza del viaggio al sapere geografico, in Geotema, n° 8 (1997), Il viaggio come fonte di conoscenze geografiche, pp. 3-12 (https://www.labgeocaraci.it/wp-content/uploads/2024/02/Caraci-Geotema-OCR.pdf).
- Annalisa D'Ascenzo, Il viaggio prima del viaggio. Credenze, miti e desideri dalle esperienze odeporiche terrestri a quelle extraterrestri, in Annalisa D’Ascenzo (a cura di), I viaggi e la modernità. Dalle grandi esplorazioni geografiche ai mondi extraterrestri, Roma, CISGE, 2021, pp. 265-297 (https://www.cisge.it/ojs/index.php/Volumi/article/view/1092/1070).

The aim of the course is to provide an in-depth knowledge of the history of certain disciplines and approaches related to the field of religion and religions through a multidisciplinary and methodological history of studies.
In particular, we will explore:

History
Anthropology
Sociology
Juridical apporaches
Geography
Cognitive sciences

Comparison is also one of the themes addressed in the construction of studies and research on religion
The course deals with the stages through which religion and religions have gained independent ground in academia and become an object of study: through the creation of the 'religion' model and through a process of retro-projection into the past of what is considered a religion at a given historical moment, we deal with how different prototypes found in the contemporary and subsequently in the past, in a plurality of forms, have been assumed.

Attending Students

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

2. G. Filoramo, M. Giorda, N. Spineto, Manuale di scienze della religione, Morcelliana, Brescia 2019.

3. Geertz Armin W., Approcci cognitivi ed evoluzionistici alla religione Patron 2020
OR
G. Lapis, Dopo le “religioni mondiali”, Morcelliana 2022
OR
Brent Nongbri, Prima della religione. Storia di una categoria moderna, traduzione di Alessia Piana, Claudiana 2022.

Not attending students will replace point number 1 with:

G. Filoramo, Che cosa è la religione, Einaudi, Torino 2004.

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).

The course will address the history of the "long nineteenth century" (1789-1914), framing the study of the process of Italian unification in the broader international context which proposes, thanks to new studies on the nineteenth century, a global reading of the events concerning nations and empires in the 'Age of Revolutions. Seminars curated by the students are planned which, starting from the texts in the program and materials distributed by the teacher, will focus on:
- communication channels of the nineteenth-century "new politics": press and use of the image;
- the Roman Republic of 1849 as a "global case";
- Cavour, Garibaldi, Mazzini and Vittorio Emanuele II: reality and myth of the "Fathers of the Italian Fatherland".

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 focuses on the crisis of the "developmentist" modernity, analyzing its original features and its institutional and regulative evolutions, in connection with the changing characters of social theory.
In the final part, we will try to imagine the features of a post-development society, taking inspiration from the "meridian thinking" by Franco Cassano.
Teaching language: English.

- O. Romano, "The sociology of knowledge in a time of crisis. Challenging the phantom of liberty", Routledge, New York & London 2014.
- F. Cassano, "Southern thought. And other essays on the Mediterranean", Fordham University Press, New York 2012.

The Laboratory aims to offer theoretical and practical knowledge on the tools for the recognition, enhancement and capitalization of cultural heritage, through the acquisition of technical and IT skills. In particular, each student will be introduced to the use of GIS software for the creation of a geodatabase for the census and geolocation of the assets under study, which also takes into account the territorialization processes that have taken place over time in the geographical context investigated.

Grava Massimiliano, Camillo Berti, Nicola Gabellieri e Arturo Gallia (2020), Historical GIS. Strumenti digitali per la geografia storica in Italia. Trieste, EUT. Disponibile al seguente link: https://www.openstarts.units.it/entities/publication/1c8649d3-39ae-42d1-af8d-0ce53f40c69d/details

The texts will be indicated during the meetings

The Islam and Gender course aims to provide heuristic and methodological tools for students to analyze the complex and multivariate dynamics surrounding gender relations in Muslim societies and in the Islamic theological and legal tradition. Primarily, stereotypes and imaginaries concerning Islam and gender relations among Muslims will be contested, for instance, the idea that Muslims are ancestrally patriarchal and religiously zealous, as well as the idea that Muslim women are only oppressed and victimized. Contesting these clichés serves to furnish a more comprehensive outlook on gender in Muslim societies to avoid monolithic, essentialist and culturalist views. Part of the course is devoted to the exploration of normative and theological arrangements on gender in the Islamic tradition: therefore, the features of male and female sexuality will be explicated. A part will be spent on the analysis of feminist and historically contextualized readings of Islamic sources. The interplay of gender relations in modern Muslim communities will then be dealt with, emphasizing the breakthrough of colonialism, the rise of nation-states and globalization. In this, it will consider developments such as the surfacing of Islamic reformist movements (including Salafism and Jihadism) and Islamic and secular feminist movements. Matters of the construction of patriarchy in Islamic societies, their norm-setting as well as the establishment of the diverse emotional and embedded agency of women and men will be central to the lessons.

Duderija, Adis, Alina Isac Alak, and Kristin Hissong, Islam and gender: major issues and debates, London: Routledge 2020.

Wadud, Amina. Qur'an and woman: Rereading the sacred text from a woman's perspective. Oxford University Press, USA, 1999;

Ahmed, Leila. Women and gender in Islam: Historical roots of a modern debate. Yale University Press, 2021;

Mir-Hosseini, Ziba, Mulki Al-Sharmani, and Jana Rumminger. Men in charge?: rethinking authority in Muslim legal tradition. Oneworld, 2014.

CONTENT:

PART I – Introduction and description of the course

1) Introduction : East Asia as a regional entity (geopolitics and culture)
2) Historical overview : The pre-war order in East Asia (the Sino-centric order and the Japanese particularism) – Part I
3) Japan and China facing the first great challenge (Modernity)
4) Japan and China facing the second great challenge (Globalization)
5) Revision
6) Mid-term.

PART II

1) Security, identity and stability in East Asia
2) China and the Japan-U.S. alliance - The security dilemma in East Asia
3) Ambiguous Japan: Japan’s national identity at century’s end
4) Power and purpose in Pacific East Asia
5) Revision
6) Final Exam

Students are expected to write a 2.500 words, theoretically informed, research paper on a topic of their choice which has been previously discussed with the instructor.

This course is taught in English.

Required readings:

1) Makoto Iokibe, The Diplomatic History of Postwar Japan, Routledge 2010;
2) Rebecca E. Karl, China's Revolutions in the Modern World, Verso Books 2020;
3) Michael Yehuda, The International Politics of the Asia-Pacific (Fourth and Revised Edition), Routledge 2019;
4) Akihiro Iwashita, Yong-Chool Ha et al., Geo-Politics in Northeast Asia, Routledge 2022;
5) Oliviero Frattolillo, A Cultural History of Postwar Japan, Routledge 2023.

The first part of he course focuses on the historical question of African history and the history sources for this continent. Particular reference is made to oral sources and methodology. The course will then move on to the fundamental aspects.
The course aims to provide basic background knowledge of the history of the continent and its modern day problems, this in the light of a historical understanding of different cultures.
Subjects covered:
Aspects of African culture (Clans and ancestry, totemism, theism, social structures)
The impact of colonialism
The Africanisation of the colonialistic western culture

- Bernardo Bernardi, Africa. Tradizione e Modernità, Carocci, 2001

- Catherine Coquery Vidrovitch, Breve storia dell'Africa, Il Mulino, 2012 (French original edition)

Environmental policy and sustainability. The course presents a brief overview of the main schools of thought in environmental matters, following their development especially in recent decades. The course discusses then about methods and tools of environmental policy, illustrates the geography of environmental resources and examines the role of the actors in environmental policy at different geographical scales, from global to local. The problems are also analyzed through some case studies related to different parts of the world. There will be lectures and eventual workshops/excursion.

MADAU Caterina, 2014, (PLEASE NOTE: CHAPTERS 2 and 3 ONLY)
«Entro i limiti del nostro pianeta Teorie e politiche della questione ambientale»
Bologna, PÀTRON

Supplementary book:
GIOVANNINI Enrico, 2024,
«L'utopia sostenibile»
Roma, LATERZA (tascabile)

Supplementary paper:
DI PAOLA Marcello, PELLEGRINO Gianfranco, 2018,
«La Terra reinventata. Etica dell’ambiente e Antropocene»
ACCESSIBILE GRATUITAMENTE SU: https://rosa.uniroma1.it/rosa03/semestrale_di_geografia/article/view/14949/14414

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 focus on the political history of energy and on the environmental consequences of the emergence of different energy regimes from the beginning of the 20th Century to the present time.

For everyone (2 books):

1. Textbook:
- Bruce Podobnik, "Global Energy Shifts. Fostering Sustainability in a Turbulent Age"

2. One book among the following:
- Giuliano Garavini, "The Rise and Fall of OPEC in the 20th Century"
- Adam Hanieh, "Crude Capitalism: Oil, Corporate Power, and the Making of the World Market"
- Stephen G. Gross, "Energy and Power: Germany in the Age of Oil, Atoms, and Climate Change"
- Brett Christophers, "The Price is Wrong: Why Capitalism Won't Save the Planet"

3. Only for "non frequentanti", in addition to the above books also:
- Van De Graaf/Sovacool, "Global Energy Politics"

The course aims to address the study of the characteristics of Latin and Greek manuscripts, with particular regard to their value for philological and historical-cultural studies. In this regard, both the external characteristics of manuscripts will be examined (material techniques for the preparation of the book as a physical object, methods and tools for its preparation, with regard to the professional figures involved in the production process), and the cultural panorama of the times and places of origin of manuscript books. Therefore, each aspect will be illustrated by choosing a reference manuscript witness.
This course will include both the examination of reproductions of manuscripts, in paper and electronic format, and the direct examination of manuscripts and writing materials, through visits to archives and libraries.

The final exam will include the knowledge of the material provided during lessons and the discussion of one subject which the student will decide to study in depth. In addition students are required to study the following texts:
• M. Maniaci, Breve storia del libro manoscritto, Roma, Carocci, 2019;
• M. L. Agati, Il libro manoscritto da Oriente a Occidente. Per una codicologia comparata, L’Erma di Bretschneider, Roma 2009 (a selection of chapters);
• M. Cursi, Le forme del libro. Dalla tavoletta cerata all’e-book, Il Mulino, Bologna 2016, cap. III (pp. 97-160);
• Two articles among those presented during the course.

Students are requested to study one textbook of international law, namely:
- Benedetto Conforti, Diritto internazionale, a cura di Iovane, Napoli, Editoriale scientifica, latest edition OR
- Pasquale De Sena, Massimo Starita, Corso di diritto internazionale, Il Mulino, 2023 or Natalino Ronzitti, VII ed., GIappichelli, 2023

Additionally students are requested to study:
Giuseppe Palmisano, Contributo allo studio giuridico dei metodi diplomatici per la soluzione delle controversie tra Stati, Torino, Giappichelli, 2019

War, Violence and Society: Narratives of the American Civil War and Constructions of National Identity

The course aims to show how cinema can be a source for historical knowledge, a tool for narrating the past and an agent of history.
It is a source for historical knowledge of the present in which the film was filmed and processed: it provides us with information about the ideas and values of the society that produced it.

From the origins, cinema has been inspired by historical contents and events for its productions. The audience has always shown keen curiosity and interest in historical events narrated on screen. The course aims to show how cinema can be: a source for historical knowledge, an instrument to tell the past and an agent of history. Cinema is a source for the historical knowledge of the present in which the film has been shot and processed: it provides us with information on ideas and values of the producing society.
On the other hand, when we talk about cinema as an instrument to narrate the past, we refer to the public use of history, a field in which historians have to compete with other professional figures.

Finally, cinema can be considered an agent of history when studying its capability to influence and construct behaviours, trends, passions and identities.
Understanding the various languages and representations can be an essential tool for historians working in the field of cultural and social history interested in the transmission of values, ideas and representations of the historical past of different eras.

The course focuses on the film and television portrayal of ‘War, Violence and Society’, contextualising it in the period of the American Civil War (1861-1865)' and exploring aspects of the different identity narratives related to the warring parties and the overcoming of the war in a newly reunified national scene.

To this end, the following films and products for television will be analysed; students will have to see and analyse 10 of the following films.

The teaching is organised in seminars, the students will work in teams by deepening topics, readings and ideas related to the films indicated and to a bibliography agreed with the teacher.

• Victor Fleming, Gone with the Wind, 1939
• John Ford, The Horse Soldiers, 1959
• Edward Zwick, Glory, 1989
• Sergio Leone, Il buono, il brutto, il cattivo, 1966
• Steven Spielberg, Lincoln, 2012
• Clint Eastwood, The Outlaw Josey Wales, 1976
• Martin Scorsese, The gangs of New York, 2002
• Anthony Minghella, Cold Mountain, 2003
• Quentin Tarantino, The Hateful Eight, 2015
• Gary Ross, Free State of Jones, 2016
• Sofia Coppola, The Beguiled, 2017
• Antoine Fuqua, Emancipation, 2022
• John Amiel, Sommersby, 1993
• Kevin Costner, Dances with Wolves, 1990
• D. W. Griffith, The Birth of a Nation, 1915

Readings for the exam:

A) Both the books:

• Cortini L. (a cura di), Le fonti audiovisive per la storia e la didattica, Effigi, Arcidosso, 2014, pp. 39-60; 97-118
• A. Scurati, Guerra. Narrazioni e culture nella tradizione occidentale, Donzelli, Roma 2003.

B) One book of your choice between:

• Iaccio P., Cinema e storia. Percorsi, immagini, testimonianze, Liguori, Napoli 2000
• Miro Gori G. (a cura di), La storia al cinema. Ricostruzione del passato e interpretazione del presente, Bulzoni, Roma, 1994
• Ortoleva P., Cinema e storia. Scene dal passato, Loescher, Torino, 1991
• Sorlin P., I figli di Nadar, Einaudi, Torino, 2000
• Munslow A., Narrative and History, Palgrave Macmillan, Houndmills, 2007

For historical contextualization, it is recommended reading one of the following texts (available at public libraries), to which can be added other texts chosen by the student:
• Leander Stillwell, La Guerra Civile americana nelle memorie di un soldato comune, Liberty Bell, 2017
• Luraghi R., La guerra civile americana. Le ragioni e i protagonisti del primo conflitto industriale, Milano, BUR, 2013
• Levine B., La guerra civile americana. Una nuova storia, Torino, Einaudi, 2023
• Foner E., Storia degli Stati Uniti d'America. La «libertà americana» dalle origini a oggi, Roma, Donzelli, 2017
• Hobsbawm E. J., Nazioni e nazionalismi. Programma, mito, realtà, Torino, Einaudi, 2002
• Bhabha H. K., (a cura di), Nazione e narrazione, Milano, Meltemi, 2020
• Renan E., Che cos'è una nazione?, Roma, Donzelli, 2004
• Balibar E., Wallerstein I., Razza, nazione, classe. Le identità ambigue, Trieste, Asterios, 2020
• Anderson B., Comunità immaginate. Origini e diffusione dei nazionalismi, Roma-Bari, Laterza 2018
• Chabod F., L’idea di nazione, Roma-Bari, Laterza, 2021
• Rosso S. (a cura di), Le frontiere del far west. Forme di rappresentazione del grande mito americano, Milano, Shake edizioni, 2008
• Cartosio B., Verso Ovest. Storia e mitologia del Far West, Milano, Feltrinelli, 2020


Non-attending students must agree a program with the teacher by sending an email to: didattica.merluzzi@gmail.com

The course will reconstruct the historical evolution of cartography, retracing the modes of representation from antiquity to the eighteenth-century geodetic revolution, up to the creation of the Military Geographic Institute. Particular emphasis will be given to the deconstruction of geocartographic materials, to their use in geo-historical research for the study of landscape transformations

Attending students:
- The exam will focus on the topics covered in class, on slides in ppt and supplementary learning material provided during the course.

Non-Attending Students:
-E. Boria, Storia della cartografia in Italia dall’Unità a oggi. Tra scienza, società e progetti di potere, Milano, Utet, 2020 (pp.XI-299)

Sources, tools and methods for teaching geography. The Didactics of Geography course, through the study of the main issues related to the processes of learning/teaching geography, highlights the relationships that exist between research and the didactics of the discipline, and identifies methodologies and didactic tools capable of promoting in students an appropriate use of the lexicon and interpretive categories of the discipline in order to understand and contextualise the environmental and anthropic characteristics of the territory.
As an in-depth study, the course will focus on the sources, tools and methods for the study and teaching of different themes such as the sea, island territories and inland areas.
Course topics: Geographical knowledge in teaching and research; development of geographical skills; geographical education, territorial education; Agenda 2030; geography in schools and universities; national references and textbooks; geotechnologies and didactics.

THERE ARE NO SYLLABUS DISTINCTIONS FOR ATTENDING AND NON-ATTENDING STUDENTS

• De Vecchis G., Pasquinelli d'Allegra D & Pesaresi C., Didattica della Geografia, Utet, 2020.
• Predrag Matvejević, Breviario mediterraneo, Garzanti
• Sabatini F., Geografia delle aree interne. Discorsi e pratiche turistiche nella Sicilia fredda, Guerini, 2024.
• Materiali distribuiti dal docente.

Suggested readings:
Giovanni Verga, I malavoglia
Vito Teti, Il senso dei luoghi
Marilena Maffei, Donne di Mare
Ernesto Franco, Storie fantastiche di isole vere

THERE ARE NO SYLLABUS DISTINCTIONS FOR ATTENDING AND NON-ATTENDING STUDENTS

This course focuses on the global mediascape, the main domains of popular culture and the many interactions between the two from a historical perspective, touching at the same time upon the major theories elaborated within disciplines such as sociology, philosophy, economics, cultural and media studies. After introducing key notions such as “mass media” and “popular culture” within their historical and geopolitical contexts, we will outline their developments from the 19th century up to date, matched by the ideologies and paradigms that they have generated. The main core of the course will be devoted to exploring single media/technologies such as the printed media (newspapers, magazines, books), photography, telephony, cinema, radio, television and digital media, followed by relevant areas of popular culture such as tourism, gastronomy, counter and subcultures, advertising, fashion, sports and music. All these fields relate to themes that are central to the contemporary debate on society, technology and markets, such as globalization, identity (individual, collective), glamour and soft power, to mention just a few viewpoints allowing us to make sense of the deep societal transformations occurred in the last decades: changes that have been either welcomed with enthusiasm or fiercely opposed, keeping alive a longtime diatribe involving public opinion, industries, governments and academics.

In addition to lecturing and discussions, classes will include slides, pictures and audiovisual examples. The course provides an international gaze at the mediascape, but a few significant case studies will refer to Italy. There is not a textbook, but a choice of readings will be assigned during the course. Students who cannot attend in person must read these two books:

Winston, Brian. Media, Technology and Society: A History: from the Telegraph to the Internet, Taylor & Francis Group, 1998 - PART I, II and IV (chapters 13, 14 and 18)
Betts, Raymond F., and Lyz Bly. A History of Popular Culture: More of Everything, Faster and Brighter, Taylor & Francis Group, 2013.

At the end of the course students are required to write a paper of 1,500 to 2,000 words, whose topic must be agreed with the professor. Details about this and the grading policy will be made available during the course.

The course will focus on the study of environmental movements during the latter half of the 20th century. It will examine how these movements perceived and addressed major environmental issues, transformed into political parties, and interacted with the concept of modernity.
The course will provide an overview of the emergence of conservationist and protectionist movements in 19th century Europe and the first half of the 20th century. Then the main emphasis will be on the movements that arose between the 1960s and 1990s, with a comprehensive exploration of their organizational and cultural aspects.
Specific topics that will be covered include the rise of environmental conservation associations, the emergence of ecological protests, environmental movements, and animal rights activism. The course will also analyze the development of green cultures and parties in Italy, Britain, France, and Germany within the context of their respective political systems. Furthermore, the scientific and political debates surrounding climate change will be examined.
To facilitate a deeper understanding of the subject matter, the course will involve reading and discussing relevant documents from the studied period. These documents will shed light on the political cultures, ideas, and sensitivities that gave birth to these movements and fueled internal political debates.

G. Della Valentina, Storia dell’ambientalismo in Italia. Lo sviluppo insostenibile, Bruno Mondadori, 2011.
G. Guazzaloca, Primo: non maltrattare. Storia della protezione degli animali in Italia, Laterza 2018.
Readings given during classes and available on Moodle.

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 firstly aims to provide, through the main available technical and scientific data, an understanding of the state of health of the Planet starting from the identification of the main biogeophysical processes that regulate the stability and resilience of the Earth system. In application of the Planetary Boundaries theory, existing critical issues and their causes will be highlighted.
The main documents of international environmental law and its evolution over the past fifty years will then be analyzed.
It will then move on to an illustration of European environmental law, highlighting the main rules of the Law of Treaties, the secondary law and the most relevant communications in recent years including the European Green Deal. The important role of action plans and European courts in the evolution of environmental law will be analysed. A special focus will be dedicated to the principles of environmental law, the concept of circular economy in its various meanings, and the systemic approach needed to face complexity.
In national law, the prominence of environmental issues in the Constitutional text and in the jurisprudence of the Constitutional Court will be explored, as well as the norms of the Environment code with the various sectoral disciplines (waste, remediation, air, water, soil, etc.) with the various jurisprudence applying them.
It will examine whether we can speak of a real change in the economic Constitution of the country and the interactions between the economy and environmental protection, the concept of sustainable production. Special emphasis will be given to the administrative law of the environment (subjects of environmental policies, measures, proceedings, environmental and strategic impact assessments etc.).
It will be concluded by attempting to highlight the evolutionary process found in the discipline of environmental law today.

Diritto dell'ambiente (a cura di G. Rossi), Editrice Giappichelli, 2021, V edizione
Codice dell'ambiente, editio minor, VI ed., edizione Simone, 2022
Francesco de Leonardis, Lo Stato ecologico. Approccio sistemico, economia, poteri pubblici e mercato, Giappichelli, 2023 (suggested)

Seminars intend to discuss and scientifically analyze some of the most important aspects concerning Italian history of racism, their connections with contemporary forms of racial discrimination and the experiences of collective and individual resistance which constitute Italian antiracism. Racism will be always analyzed in an intersectional perspective, that is recognizing the mutual reproduction of it in the intersection with other social relationships of oppression based on gender, class, sexuality, religion.

Texts will be available to the students during the course.

This workshop aims to be an introduction to the United Nations 2030 Agenda for Sustainable Development and will be structured in two parts, one more theoretical and one more applied.
The first part will give a general presentation of the 2030 Agenda, its origins, signatory and non-signatory countries (etc.) but above all the 17 Sustainable Development Goals commonly known as the SDGs of the 2030 Agenda will be examined. Ample space will be devoted to the critical discussion of the structure of the Agenda and of the links between its various objectives, both in terms of complementarity and in terms of possible contradictions.
The second part will then explore some of the Agenda's objectives, with a particular focus on the revitalization of marginal areas. Depending on the specific interests and/or the chosen study plans, questions will be asked about the "dimensions" of the marginality of people and geographical areas and about the various forms of exploitation that can arise from them. This analysis can be conducted both in Italy and in other European countries or on other continents.
At the same time, those who follow the workshop will be guided in the collective creation of audiovisual products, to promote the dissemination of the research carried out.

Identification of material during the laboratory.
Main reference:
https://asvis.it/agenda-2030/

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).

The aim of the course is to analyse the history of European systems in the second half of the 20th century from the angle of Italy, highlighting common challenges and national specificities.

For bureaucratic-administrative reasons the course is divided into two modules of 6 CFU each. Despite this, the lectures will follow a thematic pattern common to both modules. The topics of the books in the second module (‘Berlusconism’ and one of the countries of choice) will in fact already be addressed in the lectures on the first module. In short, the distinction is purely bureaucratic and not one of content. Attendance is therefore recommended to all for the entire duration of the course, regardless of the number of Cfu to be recorded.

In any case, since the bureaucratic subdivision is there, then in defining the syllabuses and course books the distinction should be made

TEMA:
L’Europa nella seconda metà del XX secolo e l’emergere dei movimenti populisti
TESTI:
- Leonardo Rapone (a cura di), "L’Europa del novecento", Carocci, 2020, da pag. 149 a pag. 436
- Marco Tarchi, L’Italia populista, Il Mulino, 2015

In più, A SCELTA, UNO dei seguenti temi, con relativi testi

TEMA: "L'Italia nelle trasformazioni internazionali tra la fine del XX secolo e l'inizio del XXI secolo"
TESTO: "L’Italia contemporanea dagli anni Ottanta a oggi", Carocci, Roma, 2015
- Vol. I, "Fine della guerra fredda e globalizzazione" a cura di Silvio Pons, Adriano Roccucci, Federico Romero
Chi sceglie questo volume deve studiare i saggi di:
- Federico Romero, "L'Italia nelle trasformazioni sociali di fine Novecento", pp. 15-34;
- Silvio Pons, "La bipolarità italiana e la fine della Guerra Fredda", pp. 35-53,
- Valerio Castronovo, "L’Italia nel mercato globale", pp. 71-83;
- Antonio Varsori, "Dalla caduta del Muro di Berlino a Tangentopoli: la dimensione internazionale della crisi della Prima Repubblica”, pp. 209-222;
- Daniela Preda, "Il lungo travaglio istituzionale europeo (1992-2012)", pp. 299-315

TEMA: "Mutamento sociale e cambiamento dei costumi nell'Italia tra la fine del XX e l'inizio del XXI secolo.
TESTO: "L’Italia contemporanea dagli anni Ottanta a oggi", Carocci, Roma, 2015
- Vol. II, "Il mutamento sociale", a cura di Enrica Asquer, Emanuele Bernardi, Carlo Fumian.
Chi sceglie questo volume deve studiare i saggi di:
- Chiara Saraceno, "Famiglie, rapporti di genere e generazioni, politiche sociali", pp. 81-97
- Paolo Capuzzo, "I consumi tra economia e cultura nell’Italia del dopo boom (1973-2008)", pp. 179-197,
- Emanuela Scarpellini, "Consumi e attori sociali: le nuove identità dei consumatori italiani", pp. 199-210,
- Stefano Cavazza, "Consumi, società e politica in Italia (1980-2000)", pp. 211-225
- Giovanni Gozzini, "La televisione tra due repubbliche", pp. 227-242

TEMA: Il Sistema politico degli anni Ottanta, la crisi e il crollo, "Tangentopoli", l'avvento di Berlusconi, il nuovo sistema politico bipolare tra fine XX e inizio XXI secolo
TESTO: "L’Italia contemporanea dagli anni Ottanta a oggi", Carocci, Roma, 2015
- Vol. III, "Istituzioni e politica", a cura di Simona Colarizi, Agostino Giovagnoli, Paolo Pombeni.
Chi sceglie questo volume deve studiare i saggi di:
- Simona Colarizi, "Politica e antipolitica dalla Prima alla Seconda repubblica", pp. 333-347;
- Paolo Segatti, "La nascita della Lega: un capitolo di una storia che ci appartiene", pp. 351-360;
- Filippo Sbrana. Nord non chiama Sud. Genesi e sviluppi della questione settentrionale", pp. 361-381
- Gianfranco Baldini, "Forza Italia: un partito unico", pp. 423-435;
- Andrea Possieri, "Un riformismo incompiuto: il primo governo Prodi", pp. 509-528.

I tre volumi da cui sono estratti i saggi, oltre ad essere acquistabili nelle librerie, sono disponibili presso la Biblioteca Nazionale Centrale, la Biblioteca di Storia Moderna e Contemporanea di Via Caetani, nonché le biblioteche dei principali istituti culturali, la cui collocazione è immediatamente rilevabile sul sito del sistema bibliotecario Nazionale, SBN.
In più, ne è stata fatta richiesta di acquisizione presso il Sistema Bibliotecario di Ateneo di Roma Tre.
Nel caso ci fossero difficoltà a reperirli, una copia in Pdf sarà caricata sulla piattaforma Moodle


Per il MODULO DUE, vanno studiati i seguenti temi, coi relativi testi

1) Il “Berlusconismo”, come fenomeno sociale e politico in una prospettiva comparativa internazionale
TESTO: Giovanni Orsina, "Il Berlusconismo nella storia d‘Italia", Marsilio, Venezia, 2013

2) Un approfondimento sulla storia politico sociale di uno dei principali paesi europei.
TESTI: portare UNO A SCELTA fra i seguenti testi:
- Riccardo Brizzi, Michele Marchi, "Storia politica della Francia repubblicana", Le Monnier, 2011, dal cap. 5 alla fine;
- Giulia Guazzaloca, "Storia della Gran Bretagna 1832-2014", Le Monnier, 2015, dal cap. 9 alla fine;
- Gustavo Corni, "Storia della Germania", Il Saggiatore, Milano, 2017, dal cap. 8 alla fine;
- Carmelo Adagio, Alfonso Botti, “Storia della Spagna democratica”, Bruno Mondadori, 2006

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.

After a short historical and methodological introduction, students will be introduced to the most relevant themes and trends of the Islamic debate from the end of the 19th century until today. Topics covered include: Islam and modernity; the Reformist Movement (salafiyya); Islam and Nationalism; Political Islam in its declinations; Islamic Feminism. Part of the course will be dedicated to the Orientalist Representations and Distorsions of Contemporary Islam and Muslims.
Eventually, students will be invited to read primary texts, among those available, according to their languages knowledge.

C. Texts:

1. M. Campanini, Il pensiero islamico contemporaneo, Bologna: Il Mulino, 2016.
2. P. Caridi, Hamas. Dalla resistenza al regime. Nuova edizione, Milano: Feltrinelli, 2023.
3. One of the following (see teaching mode) :

- Sayyid Qutb, La battaglia tra Islam e capitalismo, Venezia: Marcianum Press, 2016;
- Sayyid Qutb, Milestones, disponibile a https://www.kalamullah.com/Books/Milestones%20Special%20Edition.pdf
- Sadik al-Azm, La tragedia del diavolo. Fede, ragione e potere nel mondo arabo, Roma: LUISS Press, 2016,
- Ruhollah Khomeyni, Il governo islamico, Il cerchio, 2006.
- Nasr Hamid Abu Zayd, Islam e storia, Torino: Bollati Boringhieri
- Tariq Ramadan, Islam e libertà , Torino: Einaudi, 2008
- T. Ramadan, Essere musulmano europeo, Troina (EN): Città Aperta, 2002
- T. Ramadan, Il riformismo islamico. Un secolo di rinnovamento musulmano, Troina (EN): Città Aperta, 2004.
- T. Ramadan, Islam and the Arab Awakening, Oxford: Oxford University Press, 2012.
- Hasan Hanafi, La teologia islamica della liberazione, Milano: Jaca Book, 2018.
- Abdou Filali-Ansary, Reformer l'Islam, Paris: La Découverte, 2004
- Mehran Kamrava (ed), The New Voices of Islam, London: IB Tauris, 2006,
- Mohammed ‘Abid El-Jabri, La ragione araba, Milano: Feltrinelli, 1995,
- Fatema Mernissi, Islam e democrazia, Firenze: Giunti, 2002
- F. Mernissi, L’harem e l’Occidente, Firenze: Giunti, 2006
- F. Mernissi, Le donne del profeta. La condizione femminile nell'Islam, Genova: ECIG, 1992.
- Amina Wadud, Il Corano e la donna. Rileggere il testo sacro da una prospettiva di genere, Cantalupa (TO): Effata’, 2012
- Amina Wadud, Inside the Gender Jihad. Women’s Reform In Islam, Oxford: Oneworld, 2006.
- ‘Ali ‘Abd el-Raziq, Islam and the Foundations of Political Power, Edinburgh: Edinburgh UP, 2012 (1925). Disponibile a: http://ecommons.aku.edu/cgi/viewcontent.cgi?article=1000&context=uk_ismc_series_intranslation
- Muhammad ‘Abduh, Trattato sull’unicità divina, Bologna: il ponte, 2003.
- Asef Bayat, Making Islam Democratic, Stanford: Stanford UP, 2007
- Khaled Abou El-Fadl, Islam and the Challenge of Democracy, Princeton: Princeton UP, 2004
- Khaled Abou El-Fadl, The Great Theft, NY: Harper, 2007
- Farid Esack, Qur’an: Liberation and Pluralism, Oxford: Oneworld, 1996;
- Mohammad A. Lahbabi, Il personalismo musulmano, Milano: Jaca Book, 2017.
- Hamid Dabashi, Islamic Liberation Theology: Resisting the Empire, London & NY: Rouledge, 2008.
- Jawdat Said, Vie islamiche alla nonviolenza, Zikkaron, 2017

Students can propose books not included above.

IMPORTANT: Students without prior knowledge of Islam, MUST read also:

- L. Declich, L’Islam in 20 parole, Roma-Bari: Laterza, 2016;
- P. G. Donini, Il mondo islamico. Breve storia dal ‘500 ad oggi, Roma-Bari: Laterza, ultima edizione.


or an an introductory textbook to Islam to choose among:

A. Bausani, Islam, Rizzoli, ultima edizione;

or

- G. Filoramo (a cura di), Islam, Laterza, ultima edizione.

or

- Carole Hillenbrand, Islam. Una nuova introduzione storica, Torino: Einaudi, 2016.

Main topics covered in the course:
Ancient and modern historiographical issues: the modalities of the Spanish conquest.
The formation of contemporary Latin America: the abolition of slavery in the nineteenth century.
Latin America in the twentieth century: economy, society, institutions, culture.
The current geopolitical continental situation.
Debate on economic development. Environment and access to resources. The indigenous minorities.

The examination is composed by two part: general part; monographic part.
General Part. One of the following books:
-De Giuseppe M., La Bella G., Storia dell’America Latina contemporanea, Bologna, Il Mulino, 2019;
-Zanatta, L., Storia dell’America latina contemporanea, Roma, Laterza, 2015 (or new edition).

Monographic part. One of the following books:
-Carmagnani, M., Le connessioni mondiali e l’Atlantico 1450-1850, Torino, Einaudi, 2018.
-Guarnieri Calò Carducci, L., La questione indigena in Perù, Roma, Bulzoni, 2010 (L’antologia di testi è parte essenziale del libro).
-Rojas Mix, M., I cento nomi d’America, Firenze, Le Lettere, 2005.
-Vangelista C., Scatti sugli indios. Ricerche di storia visiva, Aracne, Collana “America e Americhe. Storia, relazioni, immagini”, Roma, 2018.
-Vargas Llosa, A., Libertà per l’America latina. Come porre fine a cinquecento anni di oppressione dello Stato, Soveria Mannelli, Rubbettino, 2007.
-Nocera R., Wulzer, P., L'America Latina nella politica internazionale. Dalla fine del sistema bipolare alla crisi dell'ordine liberale, Roma, Carocci, 2020

The course examines the historical and political trajectory of the Middle East and North Africa from the Colonial Era until today. The students will be introduced to the debate on Orientalism, its role in the colonial era, and its relevance until today. A particular focus will be on the post-colonial era. Among the topics covered there will be: State formation, the role of ideologies (both secular and religious) in the shaping of the region, the intra-regional and international relations of the Region and the so-called ‘Arab Spring’. Students are expected to actively participate to the course.
All the available teaching materials, the announcements and all that is related to this course will be posted on the course webpage (https://drive.google.com/drive/folders/1-SU_oOYtEuo5xuBrjJtoSwfxcwUEK7AW).

REQUIRED READINGS:


R. Owen, State, Power and Politics in the Making of the Modern Middle East, Routledge: London & New York: 2004.
J. Chalcraft, “The Arab Uprisings of 2011 in Historical Perspective” in The Oxford Handbook of Contemporary Middle-Eastern and North African History, 2016 (available as a pdf file on the course website).
G. Achcar, “The Seasons after the Arab Spring”, Le Monde Diplomatique, June 2019 (available as a pdf file on the course website).
A. Shatz, "Israel's Descent", London Review of Books, June 2024, https://www.lrb.co.uk/the-paper/v46/n12/adam-shatz/israel-s-descent?fbclid=IwZXh0bgNhZW0CMTEAAR2VDYTvkWvPI5eh_YeF-a_EywKtSNhn0KHJhfYTe0l5VV1K8CHB8-mtvB0_aem_Aa4fZ_8aPf0b9SoRz2UWYOlU2s2YSBLMq3rjTlcSqT0WFHyHnyteanJHgNbuqvSooe_CT-hzW2Uk-unayRal5ZRO(available as a pdf file on the course website)

One of the following:

G. Achcar, The People Want. A Radical Exploration of the Arab Uprising, London: Saqi, 2013.
G. Achcar, Morbid Symptoms. Relapse in the Arab Uprisings, London: Saqi, 2016.
L. Anceschi, G. Gervasio & A. Teti (eds), Informal Power in the Greater Middle East. Hidden Geographies, London: Routledge, 2014 & 2016.
M. Aouragh & H. Hamouchene (eds), The Arab Uprisings. A Decade of Struggles, TNI & RLS, 2021, available online at: The Arab uprisings: A decade of struggles - Longreads
A. Bayat, Revolution without Revolutionaries: Making Sense of the Arab Spring, Stanford: Stanford UP, 2017.
A. Bayat, Revolutionary Life. The Everyday of the Arab Spring, Cambridge, MA: Harvard UP, 2021
F. Cavatorta & L. Storm (eds), Political Parties in the Arab World: Continuity and Change, Edinburgh: Edinburgh UP, 2018.
S. Cook, False Dawn: Protest, Democracy, and Violence in the New Middle East, Oxford: Oxford UP, 2017.
Corrao FM - Redaelli R (eds), States, Actors and Geopolitical Drivers in the Mediterranean. Perspectives on the New Centrality in a Changing Region, PalgraveMacMillan, 2021.
F. A. Gerges, ISIS: A History, Princeton: Princeton UP, 2017.
Sune Haugbolle and Mark LeVine (eds.), Altered States: The Remaking of the Political in the Arab World, London, Routledge, 2022.
Marc Owen Jones, Digital Authoritarianism in the Middle East: Deception, Disinformation and Social Media, Hurst/Oxford University Press, 2022.
A. Khalil (ed), Gender, Women and the Arab Spring, London & NY: Routledge, 2015.
H. Kraetzschmar & P. Rivetti (eds), Islamists and the Politics of the Arab Uprisings: Governance, Pluralisation and Contention, Edinburgh: Edinburgh UP, 2018.
Mark LeVine, We'll Play till We Die: Journeys across a Decade of Revolutionary Music in the Muslim World, University of California Press, 2022.
Shamiran Mako and Valentine M. Moghadam, After the Arab Uprisings: Progress and Stagnation in the Middle East and North Africa, Cambridge and New York: Cambridge University Press, 2021.
R. Owen, The Rise and Fall of Arab Presidents for Life, Cambridge, MA: Harvard UP, 2014.
J. Saab (ed.), A region in revolt: Mapping the recent uprisings in North Africa and West Asia, Ottawa: Daraja Press, 2020.
R. Stephan and Mounira M. Charrad (eds), Women Rising: In and Beyond the Arab Spring: New York, New York University Press, 2020.
I. Szmolka (ed.), Political Change in the Middle East and North Africa: After the Arab Spring, Edinburgh, Edinburgh UP, 2017.
Ch. Tripp, The Power and the People: Paths of Resistance in the Middle East, Cambridge: Cambridge UP, 2013.


IMPORTANT! Students without any prior knowledge of the History of the MENA, must read one of the following textbooks:

W. Cleveland & M. Bunton, A History of the Modern Middle East, Boulder: Westview Press, 2016,
Betty Anderson, A History of the Modern Middle East, Stanford: Stanford UP, 2016.

The course analyzes the historical evolution of China and its relations with the surrounding region, focusing on the main processes that occurred in the Far East. The course will discuss specific aspects of the history of the Chinese continent, and then focus on the recent transformation of the People's Republic of China. That transformation will be discussed in-depth, to understand the political, economic, social and cultural processes it produced, and its global and regional impact.

By the end of the course, students:

1. will master the fundamental turning points in the history of China from 1911 to 2020
2. will be aware that to understand historical phenomena and historical figures it is necessary to place them in their respective temporal and spatial contexts
3. will be able to reason about the causal relationships that link the different periods of the history of contemporary China, and which juxtapose the different realities of Sinic civilization
4. will be aware of the factors that have led and still lead to the existence of often widely divergent narrations, interpretations and perceptions

ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING

By the end of the course, students:

1. will be able to use their knowledge of Chinese history to identify the root of different narratives, representations and arguments
2. will be able to independently organize the study of a period, a phenomenon, a figure linked to the history of contemporary China
3. will be able to use the history of China to enrich their arguments and the knowledge acquired through attendance of other courses
4. will be able to undertake a course of specialized studies in the field of area, historical or international studies

Autonomy of judgement

By the end the course, students:

1. will be able to compare even very divergent interpretations of the same period, phenomenon, historical figure and evaluate them, arriving at their own opinion
2. will be able to identify narratives and representations of Chinese history inspired by different historiographical approaches and currents

Communication skills:

By the end of the course, students:

1. will be able to take part in a discussion regarding controversial or highly divisive issues by supporting their point of view through a calm and reasoned argument, formed on the basis of their readings
2. will be able to listen to the reasons of those who hold very different points of view, arriving at their own evaluation and expressing their opinion in a manner that respects the opinion of others
3. will be able to communicate in a clear and well-organized way, using a linguistic register appropriate to an academic context

1. Guido Samarani, La Cina contemporanea. Dalla fine dell’Impero ad oggi, Torino, Einaudi, 2017
2. (alternatively or in addition to the former textbook) R. Keith Schoppa, Revolution and its Past. Fourth Edition. New York and London: Routledge, 2020.

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

• Integrated approach between economics and environment
• Sustainable development
• Environmental degradation and market failures
• The Coase's Theorem
• Environmental taxes and environmental standards
• Tradable permits
• Other policy instruments: environmental subsidies and liability
• Cost-benefit analysis
• Economics of climate change
• Economics of natural resources
• Economics of natural disasters
• Circular economy and the just and sustainable transition

Turner KR, Pearce DW, Bateman I (2003) Economia Ambientale, Il Mulino.

Additional teaching material prepared by the lecturer (e.g. slides, lecture notes, publications on scientific journals) will be available on the Moodle platform.

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.

1) Paola Carucci - Maria Guercio, Manuale di Archivistica. Nuova edizione, Roma, Carocci 2021 (in particolare i capitoli 1-2, 5-10, 12-13) alternatively Federico Valacchi, Diventare archivisti, Milano, Bibliografica, 2023.

2) Isabella Zanni Rosiello, Gli Archivi nella società contemporanea, Bologna, Il Mulino, 2009.

3) Raffaele Pittella, “Hence that sense of new air”. Archival debate and historiographical developments in Italy between the early and late 20th century, in “JLIS.it”, vol. 15, no. 2 (May 2024), pp.1-15.

4) G. Cencetti, Sull’archivio come «universitas rerum», in «Archivi», vol. IV, fasc. I (1937), pp. 3-13; G. Cencetti, Inventario bibliografico e inventario archivistico, in «L'archiginnasio», n. XXXIV, 1-3 (1939), pp. 106-117.

5) C. Pavone, Intorno agli archivi e alle istituzioni, Roma 2004, pp. 71-75 (Ma è poi tanto pacifico che l'archivio rispecchi l’istituto? [1970]).

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).

The aim of the course is to provide an in-depth knowledge of the history of certain disciplines and approaches related to the field of religion and religions through a multidisciplinary and methodological history of studies.
In particular, we will explore:

History
Anthropology
Sociology
Juridical apporaches
Geography
Cognitive sciences

Comparison is also one of the themes addressed in the construction of studies and research on religion
The course deals with the stages through which religion and religions have gained independent ground in academia and become an object of study: through the creation of the 'religion' model and through a process of retro-projection into the past of what is considered a religion at a given historical moment, we deal with how different prototypes found in the contemporary and subsequently in the past, in a plurality of forms, have been assumed.

Attending Students

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

2. G. Filoramo, M. Giorda, N. Spineto, Manuale di scienze della religione, Morcelliana, Brescia 2019.

3. Geertz Armin W., Approcci cognitivi ed evoluzionistici alla religione Patron 2020
OR
G. Lapis, Dopo le “religioni mondiali”, Morcelliana 2022
OR
Brent Nongbri, Prima della religione. Storia di una categoria moderna, traduzione di Alessia Piana, Claudiana 2022.

Not attending students will replace point number 1 with:

G. Filoramo, Che cosa è la religione, Einaudi, Torino 2004.

Travel’s reports of the past are a preferred source for the construction of geographical thought and culture. Particularly between the late Middle Ages and Modern Age, travel’s relations allows to retrace the complex process of widening of Europeans’ geographical horizon. In western society the relationship between geography and travel’s reports has changed over the centuries, to the need to sort and reprocess the information gathered, to create a geographical knowledge built on valid rules, correlations between phenomena and rational criteria for classification. During the course will be analyzed practices of travel, travelers and travel’s reports, in their various types. Will also be considered some examples of travel’s reports that, throughout history, have marked the collective imagination and the construction of the world’s modern image. Testimony of travel’s experiences, travel literature has become ever more an instrument of knowledge of the territory and of human communities, through understanding the other and the elsewhere, but also the culture that looks at the other and at the space, for as this was and still is organized on the basis of many human needs (exploration, knowledge, tourism, etc.).

The exam program will be valid from the 2025 summer session.

Not attending
- Guglielmo Scaramellini, La geografia dei viaggiatori. Raffigurazioni individuali e immagini collettive nei resoconti di viaggio, Milano, Unicopli, 1993 o 1998, solo la Parte seconda, pp. 55-111.
- Ilaria Luzzana Caraci, Dall’esperienza del viaggio al sapere geografico, in Geotema, n° 8 (1997), Il viaggio come fonte di conoscenze geografiche, pp. 3-12 (https://www.labgeocaraci.it/wp-content/uploads/2024/02/Caraci-Geotema-OCR.pdf).
- Annalisa D'Ascenzo, Il viaggio prima del viaggio. Credenze, miti e desideri dalle esperienze odeporiche terrestri a quelle extraterrestri, in Annalisa D’Ascenzo (a cura di), I viaggi e la modernità. Dalle grandi esplorazioni geografiche ai mondi extraterrestri, Roma, CISGE, 2021, pp. 265-297 (https://www.cisge.it/ojs/index.php/Volumi/article/view/1092/1070).

The Laboratory aims to offer theoretical and practical knowledge on the tools for the recognition, enhancement and capitalization of cultural heritage, through the acquisition of technical and IT skills. In particular, each student will be introduced to the use of GIS software for the creation of a geodatabase for the census and geolocation of the assets under study, which also takes into account the territorialization processes that have taken place over time in the geographical context investigated.

Grava Massimiliano, Camillo Berti, Nicola Gabellieri e Arturo Gallia (2020), Historical GIS. Strumenti digitali per la geografia storica in Italia. Trieste, EUT. Disponibile al seguente link: https://www.openstarts.units.it/entities/publication/1c8649d3-39ae-42d1-af8d-0ce53f40c69d/details

The texts will be indicated during the meetings

The course will focus on the study of environmental movements during the latter half of the 20th century. It will examine how these movements perceived and addressed major environmental issues, transformed into political parties, and interacted with the concept of modernity.
The course will provide an overview of the emergence of conservationist and protectionist movements in 19th century Europe and the first half of the 20th century. Then the main emphasis will be on the movements that arose between the 1960s and 1990s, with a comprehensive exploration of their organizational and cultural aspects.
Specific topics that will be covered include the rise of environmental conservation associations, the emergence of ecological protests, environmental movements, and animal rights activism. The course will also analyze the development of green cultures and parties in Italy, Britain, France, and Germany within the context of their respective political systems. Furthermore, the scientific and political debates surrounding climate change will be examined.
To facilitate a deeper understanding of the subject matter, the course will involve reading and discussing relevant documents from the studied period. These documents will shed light on the political cultures, ideas, and sensitivities that gave birth to these movements and fueled internal political debates.

G. Della Valentina, Storia dell’ambientalismo in Italia. Lo sviluppo insostenibile, Bruno Mondadori, 2011.
G. Guazzaloca, Primo: non maltrattare. Storia della protezione degli animali in Italia, Laterza 2018.
Readings given during classes and available on Moodle.

The Islam and Gender course aims to provide heuristic and methodological tools for students to analyze the complex and multivariate dynamics surrounding gender relations in Muslim societies and in the Islamic theological and legal tradition. Primarily, stereotypes and imaginaries concerning Islam and gender relations among Muslims will be contested, for instance, the idea that Muslims are ancestrally patriarchal and religiously zealous, as well as the idea that Muslim women are only oppressed and victimized. Contesting these clichés serves to furnish a more comprehensive outlook on gender in Muslim societies to avoid monolithic, essentialist and culturalist views. Part of the course is devoted to the exploration of normative and theological arrangements on gender in the Islamic tradition: therefore, the features of male and female sexuality will be explicated. A part will be spent on the analysis of feminist and historically contextualized readings of Islamic sources. The interplay of gender relations in modern Muslim communities will then be dealt with, emphasizing the breakthrough of colonialism, the rise of nation-states and globalization. In this, it will consider developments such as the surfacing of Islamic reformist movements (including Salafism and Jihadism) and Islamic and secular feminist movements. Matters of the construction of patriarchy in Islamic societies, their norm-setting as well as the establishment of the diverse emotional and embedded agency of women and men will be central to the lessons.

Duderija, Adis, Alina Isac Alak, and Kristin Hissong, Islam and gender: major issues and debates, London: Routledge 2020.

Wadud, Amina. Qur'an and woman: Rereading the sacred text from a woman's perspective. Oxford University Press, USA, 1999;

Ahmed, Leila. Women and gender in Islam: Historical roots of a modern debate. Yale University Press, 2021;

Mir-Hosseini, Ziba, Mulki Al-Sharmani, and Jana Rumminger. Men in charge?: rethinking authority in Muslim legal tradition. Oneworld, 2014.

CONTENT:

PART I – Introduction and description of the course

1) Introduction : East Asia as a regional entity (geopolitics and culture)
2) Historical overview : The pre-war order in East Asia (the Sino-centric order and the Japanese particularism) – Part I
3) Japan and China facing the first great challenge (Modernity)
4) Japan and China facing the second great challenge (Globalization)
5) Revision
6) Mid-term.

PART II

1) Security, identity and stability in East Asia
2) China and the Japan-U.S. alliance - The security dilemma in East Asia
3) Ambiguous Japan: Japan’s national identity at century’s end
4) Power and purpose in Pacific East Asia
5) Revision
6) Final Exam

Students are expected to write a 2.500 words, theoretically informed, research paper on a topic of their choice which has been previously discussed with the instructor.

This course is taught in English.

Required readings:

1) Makoto Iokibe, The Diplomatic History of Postwar Japan, Routledge 2010;
2) Rebecca E. Karl, China's Revolutions in the Modern World, Verso Books 2020;
3) Michael Yehuda, The International Politics of the Asia-Pacific (Fourth and Revised Edition), Routledge 2019;
4) Akihiro Iwashita, Yong-Chool Ha et al., Geo-Politics in Northeast Asia, Routledge 2022;
5) Oliviero Frattolillo, A Cultural History of Postwar Japan, Routledge 2023.

The first part of he course focuses on the historical question of African history and the history sources for this continent. Particular reference is made to oral sources and methodology. The course will then move on to the fundamental aspects.
The course aims to provide basic background knowledge of the history of the continent and its modern day problems, this in the light of a historical understanding of different cultures.
Subjects covered:
Aspects of African culture (Clans and ancestry, totemism, theism, social structures)
The impact of colonialism
The Africanisation of the colonialistic western culture

- Bernardo Bernardi, Africa. Tradizione e Modernità, Carocci, 2001

- Catherine Coquery Vidrovitch, Breve storia dell'Africa, Il Mulino, 2012 (French original edition)

Environmental policy and sustainability. The course presents a brief overview of the main schools of thought in environmental matters, following their development especially in recent decades. The course discusses then about methods and tools of environmental policy, illustrates the geography of environmental resources and examines the role of the actors in environmental policy at different geographical scales, from global to local. The problems are also analyzed through some case studies related to different parts of the world. There will be lectures and eventual workshops/excursion.

MADAU Caterina, 2014, (PLEASE NOTE: CHAPTERS 2 and 3 ONLY)
«Entro i limiti del nostro pianeta Teorie e politiche della questione ambientale»
Bologna, PÀTRON

Supplementary book:
GIOVANNINI Enrico, 2024,
«L'utopia sostenibile»
Roma, LATERZA (tascabile)

Supplementary paper:
DI PAOLA Marcello, PELLEGRINO Gianfranco, 2018,
«La Terra reinventata. Etica dell’ambiente e Antropocene»
ACCESSIBILE GRATUITAMENTE SU: https://rosa.uniroma1.it/rosa03/semestrale_di_geografia/article/view/14949/14414

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 focus on the political history of energy and on the environmental consequences of the emergence of different energy regimes from the beginning of the 20th Century to the present time.

For everyone (2 books):

1. Textbook:
- Bruce Podobnik, "Global Energy Shifts. Fostering Sustainability in a Turbulent Age"

2. One book among the following:
- Giuliano Garavini, "The Rise and Fall of OPEC in the 20th Century"
- Adam Hanieh, "Crude Capitalism: Oil, Corporate Power, and the Making of the World Market"
- Stephen G. Gross, "Energy and Power: Germany in the Age of Oil, Atoms, and Climate Change"
- Brett Christophers, "The Price is Wrong: Why Capitalism Won't Save the Planet"

3. Only for "non frequentanti", in addition to the above books also:
- Van De Graaf/Sovacool, "Global Energy Politics"

(a) Introductive elements.
What is Biogeography: This Science which considers synthetically information from Geography, Palaeogeography, Geology, Ecology, Palaeoecology, Phylogenetic Systematics, Faunistic, Floristic, Population Genetics, Evolutionary Biology. Summary of principles of Evolutionary Biology (micro and macro-evolution), Systematics (Phenetist, Evolutionary and Cladistic schools), ecosystem and population Ecology. Speciation models, radiation. Natural and anthropic causes of extinction. Biogeography and Conservation of Nature.
Story of Biogeography: The founders of the Science: Buffon, de Candolle, von Humboldt, Lyell, Hooker, Sclater, Darwin, Wallace, Haeckel, Merriam, Simpson, Darlington, Holdaus, Gridelli, De Lattin, Furon, La Greca, Croizat, Wilson e MacArthur, Rozen e Platnick, Morrone, Avise, Hewitt.
Biogeographic schools of the XX century: Historical Biogeography, bridges, filters, dispersal and dispersion; Croizat and Panbiogeography; Cladistic Biogeography; Ecological Biogeography; Statistic Biogeography; Molecular Biogeography and Phylogeography. The Italian School of Biogeography: Gridelli, La Greca, Baccetti, Ruffo, Vigna Taglianti, Poldini; the Italian Society of Biogeography.
(b) Historical Biogeography
Land and marine Biogeography: History of life on the Earth: Tectonic of terrestrial plates and the Continental drift Theory; macro-plates and micro-plates; evolution and displacement of terrestrial masses and seas; evolution of terrestrial ecosystems. Climatic and biogeographic effects of plates tectonic. Effects of Pliocene-Pleistocene glaciations; Pleistocene glacial refugia; megafauna extinction; expansion and contraction of biomes. Effects of glaciations on lands and seas in temperate and tropical regions.
The terrestrial biogeographic regions: Floristic realms and Zoogeographic Regions. Causes of floras and faunas differentiation of Biogeographic regions. Regions and sub-regions. Marine Biogeographic Regions. Palaearctic Region (boundaries; sub-regions; distinctive elements). Nearctic Region (boundaries; sub-regions; distinctive elements). Oriental (Indo-Malayan) Region (boundaries; sub-regions; distinctive elements). Afrotropical Region (boundaries; sub-regions; distinctive elements). Neotropical Region (boundaries; sub-regions; distinctive elements). Australian-Oceanic (Australasian) Region (boundaries; sub-regions; distinctive elements)). Antarctic (boundaries; sub-regions; distinctive elements). Transitional Biogeographic Regions: Saharo-Sindian; Chinese; Indo-Australian (Wallacea); Meso-American. Regionalization of floras and faunas.
Biomes and Biogeographic Regions: Effects of climate and climatic cycles. Characteristics and geological origin in the Biogeographic regions. Effects of water circulation and of the sea depth on the marine regions. Biomes, and their distribution on the lands; dynamics of biomes. Marine biomes. Differences between biomes and biogeographic regions. Biomes and ecosystems. Anthropic transformation of biomes.
Biogeography of the Mediterranean area and the Europe: Tethys and Paratethys and Mediterranean origin. Shift, migration and positioning of microplates. Biogeography of Cenozoic: Messianian salinity crisis; Pliocene-Pleistocene effects of glaciations and refugia.
Range: specific and over-specific ranges; continuous, fragmented, disjunct ranges; historical and ecological causes of ranges; shape of ranges; terrestrial and marine ranges. Primary and Secondary ranges. Physical, ecological and palaeogeographic factors affecting limits of ranges: present barriers and limiting factors. Relicts. Endemism: ranges and conservation.
Generalized distributional models (chorotypes): examples in the Palaearctic and Afrotropical Regions. Examples of distribution of land plants and animals.
Dispersalist Biogeography (Simpson, Mayr). Dispersal and dispersion. Dispersion as biogeographic (range extension), evolutionary (genetic flow and speciation) and ecological process (niche realization). Overall similarity principles. Species-specific process and generalized models. Active and passive dispersal in plants and animals. Types of dispersal: jump dispersal, stepping stones dispersal. Dispersal and range enlargement. Barriers to dispersal (geographic and ecological). Colonization. Effects on biota due to immigrations.
Vicariance Biogeography. Vicariance (allopatric model; collapse of barrier model). Effects on biota. Cladistic Systematics and Vicariance Biogeography. Croizat’, Morrone’, Nelson’ and Platnick’ Vicariance models.
Distribution and abundance of populations. Variation of distribution and time. Range dynamic and conservation. Fossil and present ranges. Local and complete extinction.
Geographic variation in species (morphological and genetic characteristics). Continuous and discrete variation. Evolutionary and biogeographic importance of variation. Geographic variation and conservation. Geography of divergence and regionalization.
(c) Ecological Biogeography
Ecological Biogeography: present causes of species distribution; realized niche; colonization and competition. Distribution and dynamics of communities, ecosystems and biomes.
Island Biogeography: Wilson and Mac Arthur theory; experimental confirmation and problematic examples; Island Biogeography and Conservation Biology. Examples on geographic and ecological islands and on mountain peaks.
(d) New methods of biogeographic analysis
Molecular Biogeography. Phylogeography (mtDNA, nDNA, molecular and statistical methods). Examples on glacial refugia and postglacial spread.
Statistical Biogeography. Analysis of molecular data in Biogeography; dating; direction of dispersal; time of vicariance.
Cartographic representation of the biogeographic diversity: traditional cartography, areograms, georeferenced databases, GIS and remote-sensing systems. Mapping the ranges.

Lomolino M.V., Riddle B.R. & Whittaker R.J., Biogeography. Biological Diversity across Space and Time. Sinauer, Sunderland, USA.
Also useful: Zunino M. & Zullini A., Biogeografia. La dimensione spaziale dell’evoluzione. Ambrosiana, Milano.
The teacher will supply students with specialist literature and additional material.

The Course firstly aims to provide, through the main available technical and scientific data, an understanding of the state of health of the Planet starting from the identification of the main biogeophysical processes that regulate the stability and resilience of the Earth system. In application of the Planetary Boundaries theory, existing critical issues and their causes will be highlighted.
The main documents of international environmental law and its evolution over the past fifty years will then be analyzed.
It will then move on to an illustration of European environmental law, highlighting the main rules of the Law of Treaties, the secondary law and the most relevant communications in recent years including the European Green Deal. The important role of action plans and European courts in the evolution of environmental law will be analysed. A special focus will be dedicated to the principles of environmental law, the concept of circular economy in its various meanings, and the systemic approach needed to face complexity.
In national law, the prominence of environmental issues in the Constitutional text and in the jurisprudence of the Constitutional Court will be explored, as well as the norms of the Environment code with the various sectoral disciplines (waste, remediation, air, water, soil, etc.) with the various jurisprudence applying them.
It will examine whether we can speak of a real change in the economic Constitution of the country and the interactions between the economy and environmental protection, the concept of sustainable production. Special emphasis will be given to the administrative law of the environment (subjects of environmental policies, measures, proceedings, environmental and strategic impact assessments etc.).
It will be concluded by attempting to highlight the evolutionary process found in the discipline of environmental law today.

Diritto dell'ambiente (a cura di G. Rossi), Editrice Giappichelli, 2021, V edizione
Codice dell'ambiente, editio minor, VI ed., edizione Simone, 2022
Francesco de Leonardis, Lo Stato ecologico. Approccio sistemico, economia, poteri pubblici e mercato, Giappichelli, 2023 (suggested)

The course will reconstruct the historical evolution of cartography, retracing the modes of representation from antiquity to the eighteenth-century geodetic revolution, up to the creation of the Military Geographic Institute. Particular emphasis will be given to the deconstruction of geocartographic materials, to their use in geo-historical research for the study of landscape transformations

Attending students:
- The exam will focus on the topics covered in class, on slides in ppt and supplementary learning material provided during the course.

Non-Attending Students:
-E. Boria, Storia della cartografia in Italia dall’Unità a oggi. Tra scienza, società e progetti di potere, Milano, Utet, 2020 (pp.XI-299)

Travel’s reports of the past are a preferred source for the construction of geographical thought and culture. Particularly between the late Middle Ages and Modern Age, travel’s relations allows to retrace the complex process of widening of Europeans’ geographical horizon. In western society the relationship between geography and travel’s reports has changed over the centuries, to the need to sort and reprocess the information gathered, to create a geographical knowledge built on valid rules, correlations between phenomena and rational criteria for classification. During the course will be analyzed practices of travel, travelers and travel’s reports, in their various types. Will also be considered some examples of travel’s reports that, throughout history, have marked the collective imagination and the construction of the world’s modern image. Testimony of travel’s experiences, travel literature has become ever more an instrument of knowledge of the territory and of human communities, through understanding the other and the elsewhere, but also the culture that looks at the other and at the space, for as this was and still is organized on the basis of many human needs (exploration, knowledge, tourism, etc.).

The exam program will be valid from the 2025 summer session.

Not attending
- Guglielmo Scaramellini, La geografia dei viaggiatori. Raffigurazioni individuali e immagini collettive nei resoconti di viaggio, Milano, Unicopli, 1993 o 1998, solo la Parte seconda, pp. 55-111.
- Ilaria Luzzana Caraci, Dall’esperienza del viaggio al sapere geografico, in Geotema, n° 8 (1997), Il viaggio come fonte di conoscenze geografiche, pp. 3-12 (https://www.labgeocaraci.it/wp-content/uploads/2024/02/Caraci-Geotema-OCR.pdf).
- Annalisa D'Ascenzo, Il viaggio prima del viaggio. Credenze, miti e desideri dalle esperienze odeporiche terrestri a quelle extraterrestri, in Annalisa D’Ascenzo (a cura di), I viaggi e la modernità. Dalle grandi esplorazioni geografiche ai mondi extraterrestri, Roma, CISGE, 2021, pp. 265-297 (https://www.cisge.it/ojs/index.php/Volumi/article/view/1092/1070).

Sources, tools and methods for teaching geography. The Didactics of Geography course, through the study of the main issues related to the processes of learning/teaching geography, highlights the relationships that exist between research and the didactics of the discipline, and identifies methodologies and didactic tools capable of promoting in students an appropriate use of the lexicon and interpretive categories of the discipline in order to understand and contextualise the environmental and anthropic characteristics of the territory.
As an in-depth study, the course will focus on the sources, tools and methods for the study and teaching of different themes such as the sea, island territories and inland areas.
Course topics: Geographical knowledge in teaching and research; development of geographical skills; geographical education, territorial education; Agenda 2030; geography in schools and universities; national references and textbooks; geotechnologies and didactics.

THERE ARE NO SYLLABUS DISTINCTIONS FOR ATTENDING AND NON-ATTENDING STUDENTS

• De Vecchis G., Pasquinelli d'Allegra D & Pesaresi C., Didattica della Geografia, Utet, 2020.
• Predrag Matvejević, Breviario mediterraneo, Garzanti
• Sabatini F., Geografia delle aree interne. Discorsi e pratiche turistiche nella Sicilia fredda, Guerini, 2024.
• Materiali distribuiti dal docente.

Suggested readings:
Giovanni Verga, I malavoglia
Vito Teti, Il senso dei luoghi
Marilena Maffei, Donne di Mare
Ernesto Franco, Storie fantastiche di isole vere

THERE ARE NO SYLLABUS DISTINCTIONS FOR ATTENDING AND NON-ATTENDING STUDENTS

The role of man in the alteration of ecosystems. Ecology of the disorder. Stress and stress. Pollution, definition and classification: origin, diffusion, nature and effects of pollutants in the main environmental compartments (atmosphere, soil, water). Resilience and Resistance. Types and levels of threats, rarity and vulnerability criteria. Diagnosis and analysis of threats: SWOT; DPSIR (determinants, pressures, state, impacts, responses) as an approach to environmental problems; BACI. Principles of meteorology in relation to climate and its changes. The greenhouse effect and global warming. Main greenhouse gases. The erosion of the ozone layer. The greenhouse effect and global warming. Consequences on species and ecosystems. Acid depositions. Hydrological cycle and water supply. Metabolic pathways and regulation of the biogeochemical cycles of carbon, nitrogen and phosphorus: alterations caused by various types of pollution (chronic and point). Terrestrial and aquatic carbon sinks. Evaluation of the trophic load. Eutrophication process. Waste water purification technologies. Water collection systems and evaluation of minimum viable and acceptable water flows. Noise and light pollution. Erosion, salinization and desertification. Mechanical alteration of the main terrestrial and aquatic habitats. Biomanipulation of the habitat. Impact of livestock and agricultural activities. Bioturpation. Eco-friendly agriculture. Extensive, semi-intensive and intensive aquaculture. Principles of bioindication and environmental monitoring, toxicology and eco-toxicology, bioconcentration, and biological magnification. Identification of biological early warning systems for environmental and human health. Principles of environmental biotechnology: Gray biotechnology for the protection of biodiversity, protection from environmental threats and bioremediation and environmental recovery activities. Introduction of organisms into the environment and biological pollution. Causes and effects of introductions. Control of introductions and verification of the local and national socio-economic impact. Biological fight. Frankenstein effect. Delivering Alien Invasive Species Inventories for Europe (D.A.I.S.I.E.). Verification of the local and national socio-economic impact. Control of introductions: Convention on International Trade of Endangered Species (C.I.T.E.S.). Removal of organisms. Restocking / reintroduction actions for the conservation of populations. Relationship between inbreeding and fitness. Principles of urban ecology and perception of environmental problems in society. Principles of Citizen Science. The use of smart technology in the management of natural resources. History on the exploitation of living natural resources: from Gordon's Theory to HORIZON 2020 and Agenda 2030. Uses, conflicts and sustainability of living natural resources. Natural Capital, Sustainable Development, and eco-environmental information. The impact of advanced technology societies on environmental resources and the degradation of the biosphere. Urbanization and eco-sustainable cities (Green City and Smart Economy). The Millenium Ecosystem Assessment as a context for the analysis of ecosystems and ecosystem services. Ecosystem services (A.R.C.S.): from procurement to support. Traditional and renewable energy sources. Main national institutions for environmental research. Calls and funding.

BATTISTI C., CONIGLIARO M., POETA G., TEOFILI C., 2013. Biodiversità, Disturbi, Minacce – Dall’Ecologia di Base alla Gestione e Conservazione degli Ecosistemi. Forum Editrice Universitaria Udinese, 238 PP.
GALASSI S., FERRARI I., VIAROLI P. 2014. Introduzione alla Ecologia Applicata. Città Studi Edizioni.
PRIMACK R.B. & BOITANI L. 2012. Biologia della Conservazione. Zanichelli Editore
BARGAGLI R. 2018. Ecologia applicata. Per un uso consapevole dell'aria, dell'acqua e del suolo. AMON Editore.
PROVINI A., GALASSI S., MARCHETTI R. 1998. Ecologia Applicata. Città Studi Editore.

War, Violence and Society: Narratives of the American Civil War and Constructions of National Identity

The course aims to show how cinema can be a source for historical knowledge, a tool for narrating the past and an agent of history.
It is a source for historical knowledge of the present in which the film was filmed and processed: it provides us with information about the ideas and values of the society that produced it.

From the origins, cinema has been inspired by historical contents and events for its productions. The audience has always shown keen curiosity and interest in historical events narrated on screen. The course aims to show how cinema can be: a source for historical knowledge, an instrument to tell the past and an agent of history. Cinema is a source for the historical knowledge of the present in which the film has been shot and processed: it provides us with information on ideas and values of the producing society.
On the other hand, when we talk about cinema as an instrument to narrate the past, we refer to the public use of history, a field in which historians have to compete with other professional figures.

Finally, cinema can be considered an agent of history when studying its capability to influence and construct behaviours, trends, passions and identities.
Understanding the various languages and representations can be an essential tool for historians working in the field of cultural and social history interested in the transmission of values, ideas and representations of the historical past of different eras.

The course focuses on the film and television portrayal of ‘War, Violence and Society’, contextualising it in the period of the American Civil War (1861-1865)' and exploring aspects of the different identity narratives related to the warring parties and the overcoming of the war in a newly reunified national scene.

To this end, the following films and products for television will be analysed; students will have to see and analyse 10 of the following films.

The teaching is organised in seminars, the students will work in teams by deepening topics, readings and ideas related to the films indicated and to a bibliography agreed with the teacher.

• Victor Fleming, Gone with the Wind, 1939
• John Ford, The Horse Soldiers, 1959
• Edward Zwick, Glory, 1989
• Sergio Leone, Il buono, il brutto, il cattivo, 1966
• Steven Spielberg, Lincoln, 2012
• Clint Eastwood, The Outlaw Josey Wales, 1976
• Martin Scorsese, The gangs of New York, 2002
• Anthony Minghella, Cold Mountain, 2003
• Quentin Tarantino, The Hateful Eight, 2015
• Gary Ross, Free State of Jones, 2016
• Sofia Coppola, The Beguiled, 2017
• Antoine Fuqua, Emancipation, 2022
• John Amiel, Sommersby, 1993
• Kevin Costner, Dances with Wolves, 1990
• D. W. Griffith, The Birth of a Nation, 1915

Readings for the exam:

A) Both the books:

• Cortini L. (a cura di), Le fonti audiovisive per la storia e la didattica, Effigi, Arcidosso, 2014, pp. 39-60; 97-118
• A. Scurati, Guerra. Narrazioni e culture nella tradizione occidentale, Donzelli, Roma 2003.

B) One book of your choice between:

• Iaccio P., Cinema e storia. Percorsi, immagini, testimonianze, Liguori, Napoli 2000
• Miro Gori G. (a cura di), La storia al cinema. Ricostruzione del passato e interpretazione del presente, Bulzoni, Roma, 1994
• Ortoleva P., Cinema e storia. Scene dal passato, Loescher, Torino, 1991
• Sorlin P., I figli di Nadar, Einaudi, Torino, 2000
• Munslow A., Narrative and History, Palgrave Macmillan, Houndmills, 2007

For historical contextualization, it is recommended reading one of the following texts (available at public libraries), to which can be added other texts chosen by the student:
• Leander Stillwell, La Guerra Civile americana nelle memorie di un soldato comune, Liberty Bell, 2017
• Luraghi R., La guerra civile americana. Le ragioni e i protagonisti del primo conflitto industriale, Milano, BUR, 2013
• Levine B., La guerra civile americana. Una nuova storia, Torino, Einaudi, 2023
• Foner E., Storia degli Stati Uniti d'America. La «libertà americana» dalle origini a oggi, Roma, Donzelli, 2017
• Hobsbawm E. J., Nazioni e nazionalismi. Programma, mito, realtà, Torino, Einaudi, 2002
• Bhabha H. K., (a cura di), Nazione e narrazione, Milano, Meltemi, 2020
• Renan E., Che cos'è una nazione?, Roma, Donzelli, 2004
• Balibar E., Wallerstein I., Razza, nazione, classe. Le identità ambigue, Trieste, Asterios, 2020
• Anderson B., Comunità immaginate. Origini e diffusione dei nazionalismi, Roma-Bari, Laterza 2018
• Chabod F., L’idea di nazione, Roma-Bari, Laterza, 2021
• Rosso S. (a cura di), Le frontiere del far west. Forme di rappresentazione del grande mito americano, Milano, Shake edizioni, 2008
• Cartosio B., Verso Ovest. Storia e mitologia del Far West, Milano, Feltrinelli, 2020


Non-attending students must agree a program with the teacher by sending an email to: didattica.merluzzi@gmail.com