TESTI ADOTTATI


1. Hogg & Vaughan. (2016). Psicologia sociale. Teorie e applicazioni. Pearson. Milano (da cap 1 a 9).
2. Uno a scelta tra:
a. Mucchi Faina A., Pacilli M.G., Pagliaro S.(2012). L’influenza sociale. Il Mulino, Bologna;
b. Cavazza N. (2006) La persuasione. Il mulino, Bologna;

3. Poggi I. & D'Errico (2020) Comunicazione multimodale ed influenza sociale. Carocci: Roma

1. Hogg & Vaughan. (2016). Psicologia sociale. Teorie e applicazioni. Pearson. Milano (da cap 1 a 9).
2. Uno a scelta tra:
a. Mucchi Faina A., Pacilli M.G., Pagliaro S.(2012). L’influenza sociale. Il Mulino, Bologna;
b. Cavazza N. (2006) La persuasione. Il mulino, Bologna;

3. Poggi I. & D'Errico (2020) Comunicazione multimodale ed influenza sociale. Carocci: Roma

The main characters of the Italian political system (1848-1994). The module will deal with the main characters of the Italian political system, from Risorgimento to the crisis of the 1980s and early 1990s, throught a long-term reading. The relationship between press and political power will also be analyzed.

P. Carusi, I partiti politici italiani dall'Unità a oggi, Roma, Ed. Studium, 2015
P. Pombeni (a cura di), Storia dei partiti italiani. Dal 1848 a oggi, Bologna, Il Mulino, 2016
M. Forno, Informazione e potere. Storia del giornalismo italiano, Roma-Bari, Laterza, 2002

The programme is divided into a theoretical and applied section, the latter with use of Language Technologies for linguistic data analisys.
The theoretical section will introduce the following themes: argument structure of verbs, word classes and lexical information, basic concepts in semantics and theories on meaning, combinations of, and interactions between, words.
The applied section, with the help of the tools of information technology in the computer lab, will illustrate the research methodologies in use for linguistic data, in particular for the extraction of words, of combinations of words, and for their different typologies; it will also be devoted to a survey of frequency data which can be drawn from the existing corpora presented in the lab.
The applied section will be delivered by Dr. Piunno, expert in Language Technologies and corpus linguistics.

1) Lunella Mereu, La semantica della frase, Carocci.
2) E. Jezek, Lessico. Classi di parole, strutture, combinazioni, Il Mulino (tranne il capitolo 5)

The origins of Artificial intelligence and its open ethics and politics questions

The course is dedicated to the birth of Artificial intelligence which happened more or less together witht the birth of the first electronic computers. The term was invented in 1956, but the discussion around the possibilities and consequences of what was called mechanical or machine intelligence started during the early Fifties and even earlier.
The Famous Turing Test created a huge interest since it was invented and proposed in 1950 by Alan Turing. Many years and many different methods were considered since AI origins, now many perspectives and technologies changed since then, in order to solve problems that required intelligence and problem solving capabilities to be solved.
At present there are many soft bots, many robot and many artificial devices that with the help of algorithms seem to espress intelligence and oblige us to change the concept of intelligence itself, both if applied to humans or to machines.
the most interesting phenomenon is the tendence to attribute to machine intelligent capabilities, mainly when we don't know precisely how the machine works.
This social dimention in attributing intelligence to machines was underlined by Turing too at the very beginning of machine intelligence reflection.
However this characteristic risks to produce unintendend and undesired consequences for human beings. we know that not many ara capable of understanding how to program a deep learning algorithm, and that more and more even programmers ignore how the machine produced the output results, because the layers of calculations are too difficult to follow in details also by those who programmed them. We know that only a small group of programmers and experts know the details. they tend to be trained by the same universities and to be hired by the same few multinational companies.
the technics that are more successful in AI are the machine learning programs, that build theri previsions on the manipulation of past series of data. Between the machine learning solutions the most relevant at present are the deep learning techniques. Deep learning solutions are based on multilevel layers of learning networks, in which the nobody knows what is happening inside the hidden layers. the programmers don't know precisely the reasons behind the output of the neural network to a specific problem. In some context particularly sensitive such as predictive policing, face recognition, image recognition, clusterization, risk assessment in recidivism, personnel selection, insurance premiums, welfare services ect. it is difficult to make previsions, because the structural incertitude of the future events. In these situations the strength of rhetoric about the trustworthy of algorithmic devices risk to create self-fulfilling expectations that transform the world according to previsions that are not right or wrong. the future in created by anticipating it.
this picture shows that there are political and social problems that need solutions when we introduce a new AI tool. Innovation is not enough we need to build tools that are fair and useful to promote the development and wellbeing of all humans and not only of a small minority.
the course proposes some methods and histories to understand the political and social dimensions of the technological choices around us, with special regard to AI.

Eric Sadin (2018) L’Intelligence artificielle ou l’enjeu du siècle : Anatomie d’un antihumanisme radical, L’échappée, Paris.
Margaret Boden (2018) Artificial Intelligence, a very short introduction, Oxford Univ. press, Oxford
Copeland J. (2004) The essential turing, Clarendon Press, London (a selection of pages)
Guglielmo Tamburrini (2020) Etica delle macchine, Carocci, Roma.

Testimony and narration: two experiences of the Shoah

P. V. Mengaldo, La vendetta è il racconto. Testimonianze e riflessioni sulla Shoah, Bollati Boringhieri, Torino 2007.
P. Levi, Se questo è un uomo, Einaudi, Torino 2005.
J. Améry, Intellettuale a Auschwitz, Bollati Boringhieri, Torino 2008.

(Students who are unable to find Mengaldo's text, which is in short supply, can replace it with: P.Levi, I sommersi e i salvati, Einaudi, Turin 1991)

Introduction and discussion of the main theories of dynamic psychology: Freud's classical psychoanalysis, ego psychology (A. Freud, H. Hartmann, R. Spitz, M. Mahler), Sullivan's interpersonal psychoanalysis, the object relations theory ( M. Klein), the independent group of the English school (W.R.D. Fairbairn, D.W. Winnicott, J. Bowlby), the identity and Self psychology (E. Erikson, H. Kohut), Freudian revisionism and theoretical debates.
The intersubjective basis of psychic life: mind-body relationship, trauma, and pathogenesis.

Mitchell, S. A., & Black, M. J. (1995). Freud and Beyond: A History of Modern Psychoanalytic Thought.

Stolorow, R. D., & Atwood, G. E. (2014). Contexts of being: The intersubjective foundations of psychological life. Routledge. (Chapters: 1, 2, 3, 4, 5)

What is an emotion?
History of an idea from natural philosophy to neuroscience


PROGRAM

Module 1 - Introduction to the course, sense of history, ethics, politics and social factors of the sciences of the mind and the brain

• Why study the history of the science of the mind.
• Politics, ethics and sciences of the mind and brain. What relationships?


Module 2 - Passions, affections, emotions, feelings. The universe of discourse on human emotional processes. Critical analysis and introductory history

• Categories for defining the concept of Emotion.


Module 3 - Psyche, emotions and body in Greek thought
The philosophers of nature and emotions
• Passions, Psyche and body in Plato
• Aristotle and the passions.
• Emotions in Stoicism.
• A medicine of the passions: Hippocrates.


Module 4 - Brain, mind, passions and diseases from the Alexandrian medical school in Galen


Module 5 - The scientific revolution, the birth of modern science and new research on the mind and brain


Module 6 - Brain, mind and passions between the Renaissance and the Scientific Revolution
• Body and emotions from the Middle Ages to the Renaissance
• Descartes: the passions of the soul, body and mechanism

Module 7 - Theories of passions, body and reason in the eighteenth century
• Hobbes
• Spinoza
• Pascal
• The emotions and the body in French materialism between the 1700s and 1800s


Module 8 - Philosophy, psychology and ethics of affective states in British empiricism and associations

• Psychology, philosophy and ethics of affective states in British empiricism and associations
• John Locke, David Hartley, Adam Smith, David Hume
• Association, emotion and movement in James Mill
• Associations, mental chemistry, utilitarianism and emotions


Module 8 - The definition of the psychological category of emotion: Thomas Brown

• Thomas Brown: movement, emotion and knowledge and the definition of emotions as a psychological category


Module 9 - Emotions and Evolutionism

• From fixism to evolutionism
• Lamarck and Spencer emotions as the engine of evolution
• Evolution, emotions and knowledge. Spencer and the hypothesis of evolutionary epistemology
• Darwin's evolutionism
• The expression of emotions and emotions as adaptive tools


Module 10 - The dawn of the neurophysiology of emotions and emotional behavior
• Bell, Magendie, Flourens, Marshall Hall, Alexander Bain


Module 11 - Williams James and the psychophysiological breakthrough in the study of emotions. Advent and development of somatic theories of emotions

• The advent of the biology of emotions and experimental studies on affective processes: Somatic theories of emotions and critical developments.
• What is an emotion? William James
• The theory of Giuseppe Sergi
• Emotions, evolution and knowledge. John Dewey's pragmatism


Module 12 - The localization of emotions in the brain

• Theoretical-critical notes on localization (phrenology, neophrenology)
• Mosso, Cannon, Hess, bard, Olds Milner, Delgado, the case of Phineas Gage
• Kluwer Bucy, Weiskrantz and the amygdala
• Side emotions
• Frontal emotions .. between Leonardo Bianchi, Moniz, Bechara and Damasio
• Localize emotions critical notes ... new phrenology? ...

Module 13 - The return to an integrationist vision of emotions and the psycho-evolutionary synthesis

• Papez, MacLean, Pribram and the outline of the idea of ​​the somatic marker, Plutchik, Damasio
• Return to the expressions of emotions, Ekman's evolutionism


Module 14 - The birth of the neuropharmacology of emotions
• The discovery of neurotransmitters
• The neurotransmitters of the emotional brain
• Neuropeptides and emotions


Module 15 - Emotions, stress, and illness. The naturalization of psychosomatics short history


Module 16 - Disturbing passions, language and self-control: The case of addictions

Testi da studiare per la parte istituzionale:
• Riccardo Luccio, Dall'anima alla mente: Breve storia della psicologia, Editori Laterza
• Luciano Mecacci: Storia della psicologia: Dal Novecento a oggi, Editori Laterza
capitoli da studiare:
capitolo IV: La prospettiva comportamentista
capitolo V: La prospettiva cognitivista
capitolo VII: La prospettiva biologica e neuroscientifica
capitolo VIII: Il dibattito contemporaneo

Testo da studiare per la parte monografica sulla storia delle emozioni:
• Keith Oatley, Breve storia delle emozioni, Il mulino, Bologna.

Dispense del docente

The course deals with the theory and the analysis of musical performance, both in terms of a specifically musicological approach (vocal and instrumental performance practices from the Baroque to the twentieth century), and on that of cultural history. In particular, it will be examined the figure of Maria Callas, also in the relations with the social context and with other arts (literature, theater, cinema, art, media).

- Selected essays which will be communicated at the beginning of the lessons
- "Mille e una Callas. Voci e studi", a cura di Luca Aversano e Jacopo Pellegrini, II ed., Quodlibet, Macerata 2017.

Additional materials for student non attending the lessons:
One book of free choice among:
Enrico Careri, Studi su esecuzione e interpretazione. Vivaldi, Schubert, E.A. Mario, Lim, Lucca 2014; Arturo Toscanini: il direttore e l'artista mediatico, a cura di Marco Capra e Ivano Cavallini, Lim, Lucca 2011; Davide Bertotti, Il direttore d'orchestra da Wagner a Furtwängler : l'illustre aberrazione, L’epos, Palermo 2005; Hans-Heinrich Unger, Musica e retorica fra XVI e XVIII secolo, a cura di Elisabetta Zoni, Alinea Editrice, Firenze 2003; Ivano Cavallini, Il direttore d’orchestra. Genesi e storia di un’arte, Marsilio, Venezia 1998; Piero Rattalino, Storia del pianoforte, Il Saggiatore, Milano 2008; Bernard Sherman, Interviste sulla musica antica. Dal canto gregoriano a Monteverdi, Edt, Torino 2002; Free improvisation: history and perspectives, a cura di A. Sbordoni e A. Rostagno, Lucca, LIM, 2018.

the politics of technology

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

Morozov E. Bria F.(2018) Ripensare la smart city, Codice, Milano.
Parini E. G. e Pellegrino G.(eds) (2009) S come scienza T come tecnica e riflessione sociologica, Liguori Ed., Milano, pp. 120-264.
Stiegler B.(2019) La società automatica, Mimesis, Milano.

Travelling Giorgio Manganelli

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

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

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

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

Theoretical foundations of rhetoric
Persuasion and narrative
Cognitive foundations of storytelling
Epidemiology of beliefs
Memetics
Cultural evolution

Cases study: scientific communication, marketing, advertising, political communication.

Piazza F. (2004) Linguaggio, persuasione e verità. La retorica del Novecento, Carocci, Roma.
Arielli E., Bottazzini P. (2018) Idee virali. Perché i pensieri si diffondono. Il Mulino, Bologna.

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

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

FOR STUDENTS WHO ATTEND THE COURSE, THE PROGRAM INCLUDES THE FOLLOWING TEXTS:
1 – A. Lavazza, G. Sartori (2011) Neuroetica: Scienze del cervello, filosofia e libero arbitrio, il Mulino
2 – M. Tomasello (2016) Storia naturale della morale umana, Raffaello Cortina Editore
3 – Booklet including short excerpts from various texts, including: F. Nietzsche (2017) Genealogia della morale, Adelphi; A. Damasio (1995) L’errore di Cartesio, Adelphi

FOR STUDENTS WHO DO NOT ATTEND THE COURSE, THE PROGRAM INCLUDES THE FOLLOWING TEXTS:
1 – A. Lavazza, G. Sartori (2011) Neuroetica: Scienze del cervello, filosofia e libero arbitrio, il Mulino
2 – M. Tomasello (2016) Storia naturale della morale umana, Raffaello Cortina Editore
3 – Booklet including short excerpts from various texts, including: F. Nietzsche (2017) Genealogia della morale, Adelphi; A. Damasio (1995) L’errore di Cartesio, Adelphi
4. A. Damasio (1995) L’errore di Cartesio, Adelphi.

In the first part, the course aims at giving the students the basic concepts of applied ethics, with a particular focus on roboethics and the relation between ethics and communication, in particular considering films. In the second part, the course aims at providing a basic understanding of the debate on human reasoning and decision-making.
The goal of the course is that the students understand these fundamental issues of moral philosophy. At the end of the course, the students will be able to understand the essential features of these discussions.

FOR THE STUDENTS WHO WILL ATTEND THE COURSE AND PASS THE PRE-EXAM AT THE END OF THE COURSE (WHICH WILL INCLUDE A WRITTEN TEST AND TWO PAPERS, WHOSE FORMAT WILL BE EXPLAINED IN CLASS)

Module I (prof. Mario De Caro)
- G. Tamburrini, Etica delle macchine 2020, Carocci
- De Caro, Magni, Vaccarezza, Le sfide dell'etica, Mondadori

Module II (dott. Sofia Bonicalzi)
- G. Gigerenzer, Imparare a rischiare. Come prendere decisioni giuste, Cortina
- Booklet prepared by dr. Bonicalzi, which will include: D. Kahneman, Pensieri lenti e veloci. Mondadori; J. Bargh, A tua insaputa. La mente inconscia che guida le nostre azioni, Bollati Boringhieri; R.H. Thaler & C. Sunstein, Nudge. La spinta gentile, Feltrinelli

FOR THE STUDENTS WHO DON’T ATTEND THE COURSE OR DON'T PASS THE PRE-EXAM AT THE END OF THE COURSE OR DON'T TRY IT
- G. Tamburrini, Etica delle macchine 2020, Carocci
- De Caro, Magni, Vaccarezza, Le sfide dell'etica, Mondadori
- G. Gigerenzer, Imparare a rischiare. Come prendere decisioni giuste, Cortina
- Booklet prepared by dr. Bonicalzi, which will include: D. Kahneman, Pensieri lenti e veloci. Mondadori; J. Bargh, A tua insaputa. La mente inconscia che guida le nostre azioni, Bollati Boringhieri; R.H. Thaler & C. Sunstein, Nudge. La spinta gentile, Feltrinelli
- L. Ceri, Etica della comunicazione, Il Mulino

This class of Neurosciences of Communication and Language will explore the neural and cognitive correlates of communication and language processing. After introducing the notion of communicative competence (both verbal and non-verbal), the focus will be shifted to the analysis of the structural and cognitive characteristics of human language highlighting the interactions among different cognitive systems (e.g., perception, memory, attention, executive functions) and language. Lastly, the most recent cognitive models of langauge production and comprehension will be discussed in light of evidence coming from neuroimaging studies of patients with brain injuries and healthy individuals.

Students will receive the slides describing the contents of this class. They will need to study the following two books:

1.Marini, A. (2008). Manuale di Neurolinguistica. Carocci
2.Marini, A. (2016). Che cosa sono le neuroscienze cognitive. Carocci

THE ADVENT OF FASCISM IN ITALY
The course aims to examine the advent of fascism in Italy. Attention will be paid to the complexity of the European situation at the end of the First World War in which the Italian affair is to be placed. In this context, the phenomenon of the explosion of violence in Europe at the end of the Great War will be considered. The post-war crisis in Italy will be reviewed referring to the multiplicity of factors that characterized it from the economic and social to institutional, political and international ones. The role of nationalism in the country's political crisis will be particularly explored. The birth and affirmation of fascism as a movement and a political party, the characteristics of its policy and its organizational model, the use of violence, the subversive strategy of the Liberal State will be carefully analyzed. Finally, appropriate attention will be paid to the process of the conquest of power by the fascist national party until the establishment of the regime.

1. Robert Gerwarth, La rabbia dei vinti. La guerra dopo la guerra 1917-1923, Bari-Roma, Laterza, 2017
2. Giorgio Candeloro, Storia dell’Italia moderna, vol. VIII, La prima guerra mondiale, il dopoguerra, l’avvento del fascismo 1914-1922, Milano, Feltrinelli, 2016, from chapter 2, paragraph 6 “La guerra difensiva. Il dibattito sulla questione adriatica. La vittoria”, until the end of the book
3. Emilio Gentile, E fu subito regime. Il fascismo e la marcia su Roma, Roma-Bari, Laterza, 2014
4. Eugenia Tognotti, La “Spagnola” in Italia. Storia dell’influenza che fece temere la fine del mondo 1918-1919, seconda edizione, Milano, FrancoAngeli, 2016

This course will provide students with an introduction to some of the main topics in philosophy of mind. In particular, we will examine computational functionalism, the view that the mind is a physical and naturally evolved computational device.

J.L. Bermúdez, Cognitive Science. An Introduction to the Science of the Mind, Cambridge University Press, Cambridge 2019 (3rd edition).
P. Fonagy, G. Gergely, E. Jurist, and M. Target, Affect Regulation, Mentalization, and the Development of the Self, Other Press, London 2002.

Emotions: definition, biological and social functions, types, regulation, expression, and communication. Basic emotions, image, cognitive, social, moral emotions. Their relationships with interpersonal interaction and relations, on the job, in teaching and learning, politics, art, music, entertainment.
In-depth study and research on the psychological processes (cognitive, affective, relational) of communication in all of its modalities: verbal and body (words and sentences, prosody and intonation, gestures, facial expression, gaze, touch, posture, proxemics, music), and technological media. Analysis and detection of sincere and deceptive, cooperative and aggressive communication, and its uses in interpersonal interaction, at work, in education, politics, entertainment.

Teaching material for students who take the whole course, 12 Credits
The items to be studied for the oral exam are the following:

A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006.
B. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008.
C. Lotto L. e Rumiati R. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2019 (nuova edizione): esclusi i capitoli 3, 4, 5, 10, 11.
D. Poggi I. e D’Errico F.: Comunicazione multimodale e influenza sociale. Il corpo e il potere. Carocci, Roma 2020.
E. Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma 2012.
F. Un testo o insieme di testi, a scelta fra i punti del seguente elenco:

1. Castelfranchi C.: Che figura. Emozioni e immagine sociale. Il Mulino, Bologna 2005.
2. Nussbaum, M.: L’intelligenza delle emozioni. Il Mulino, Bologna 2013.
3. Matarazzo O. e Zammuner V. (a cura di): La regolazione delle emozioni. Il Mulino, Bologna 2012.
4. Ledoux J.: Il cervello emotivo. Baldini e Castoldi, Milano 2005.
5. Damasio A.R.: Emozione e coscienza. Adelphi, Milano 2010.
6. Miceli M. e Castelfranchi C.: Expectancy and Emotion. Oxford University Press, Oxford 2013.
7. D’Amico A.: Intelligenza emotiva e metaemotiva. Il Mulino, Bologna. 2018.
8. Palvarini P.: Le emozioni che rendono forti. Il lavoro con le emozioni in psicoterapia. Alpes Italia.
9. Bazzanella C.: Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014.
10. Levorato M.C.: Le emozioni della lettura. Mulino, Bologna, 1999.
11. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
12. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
13. Mado Proverbio A.: Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza. Bologna, Zanichelli 2019
14. Cavalieri R. e Chiricò D.: Parlare, segnare. Introduzione alla fisiologia e alla patologia delle lingue verbali e dei segni. Bologna, Il Mulino.
15. Benedetti F.: L’effetto placebo. Breve viaggio tra mente e corpo. Roma, Carocci 2018.
16. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. Bologna, Il Mulino.
17. Mortara Garavelli B. Il parlar figurato. Manualetto di figure retoriche. Bari, Laterza.
18. Bambini V. Il cervello pragmatico. Roma, Carocci.
19. Nobile L. e Lombardi Vallauri E.: Onomatopea e fonosimbolismo. Roma, Carocci.
20. Ferrari M e Paladino P.: L'apprendimento della lingua straniera. Roma, Carocci.

21. Both the following books:
Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino.
Riva G.: I social network. Bologna, Il Mulino

22. Both the following books:
Cavazza N.: Pettegolezzi e reputazione. Bologna, Il Mulino.
Riva G.: Fake news: vivere e sopravvivere in un mondo post-verità. Bologna, Il Mulino

23. 4 papers on emotions to download from the following links:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi

24. 4 papers on multimodal communication to download from the following links:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi



Other texts can be substituted for those at item F. upon agreement with the teacher.


Teaching material for students who only take the course of “Psychology of Emotions”, 6 Credits
The items to be studied for the oral exam are the following:

A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006.
B. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008.
C. One text or set of texts, chosen among the following:

1. Castelfranchi C.: Che figura. Emozioni e immagine sociale. Il Mulino, Bologna 2005.
2. Nussbaum, M.: L’intelligenza delle emozioni. Il Mulino, Bologna 2013.
3. Matarazzo O. e Zammuner V. (a cura di): La regolazione delle emozioni. Il Mulino, Bologna 2012.
4. Ledoux J.: Il cervello emotivo. Baldini e Castoldi, Milano 2005.
5. Damasio A.R.: Emozione e coscienza. Adelphi, Milano 2010.
6. Miceli M. e Castelfranchi C.: Expectancy and Emotion. Oxford University Press, Oxford 2013.
7. D’Amico A.: Intelligenza emotiva e metaemotiva. Il Mulino, Bologna. 2018.
8. Palvarini P.: Le emozioni che rendono forti. Il lavoro con le emozioni in psicoterapia. Alpes Italia.
9. Levorato M.C.: Le emozioni della lettura. Mulino, Bologna, 1999.
10. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
11. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
12. Mado Proverbio A.: Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza. Bologna, Zanichelli 2019

13. 4 papers about emotions, chosen among the following, to bdownload from:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi


Other texts can be substituted for those at item C. upon agreement with the teacher.

Teaching material for students who only take the course of “Psychology of Multimodal Communication”, 6 Credits
The items to be studied for the oral exam are the following:


A. Lotto L. and Rumiati R. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2019 (nuova edizione): except for chapters 3, 4, 5, 10, 11.
B. Poggi I. and D’Errico F.: Comunicazione multimodale e influenza sociale. Il corpo e il potere.. Carocci, Roma 2020.
C. Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma 2012.
D. One text or set of texts, chosen among the following items:

1. Bazzanella C.: Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014.
2. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
3. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
4. Cavalieri R. e Chiricò D.: Parlare, segnare. Introduzione alla fisiologia e alla patologia delle lingue verbali e dei segni. Bologna, Il Mulino.
5. Benedetti F.: L’effetto placebo. Breve viaggio tra mente e corpo. Roma, Carocci 2018.
6. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. Bologna, Il Mulino
7. Both of the following texts:
8. Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino.
9. Riva G.: I social network. Bologna, Il Mulino.
10. Mortara Garavelli B. Il parlar figurato. Manualetto di figure retoriche. Bari, Laterza.
11. Bambini V. Il cervello pragmatico. Roma, Carocci.
12. Nobile L. e Lombardi Vallauri E.: Onomatopea e fonosimbolismo. Roma, Carocci.
13. Ferrari M e Paladino P.: L'apprendimento della lingua straniera. Roma, Carocci.

14. Both the following texts:
Cavazza N.: Pettegolezzi e reputazione. Bologna, Il Mulino.
Riva G.: Fake news: vivere e sopravvivere in un mondo post-verità. Bologna, Il Mulino

15. 4 papers about multimodal communication, chosen among the following, to download from:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi


Other texts can be substituted for those at item C. upon agreement with the teacher.

Language as communication and action, illocutionary act, performative, Grice’s cooperation principle, inferences, implicatures, presuppositions, text and discourse, deixis, anaphora, information structure.

1) C. Caffi, Pragmatica. Sei lezioni, Carocci 2009.
2) a text to be specified among the following: a. C. Bazzanella, Linguistica e pragmatica del linguaggio, Laterza; b. C. Bianchi, Pragmatica del linguaggio, Laterza; c. C. Bianchi, Pragmatica cognitiva. I meccanismi della comunicazione, Laterza.

The course program of Lingustics and Journalism is divided in three parts, for linking the study of the journalistic language. in the same time, to the cognitive paradigma and to to the analysis of corpora.
1. The bibliographical references on the journalese and the communicative strategies of the news papers
1.a. The 5w of the journals origin (6h)
1.b. The approaches and the models for studying the articles and the para-texts (6h)
1.c. The grammar of the journalistic language (3h)
1.d.Trends between overspecitication and fake news(3h)
1.e. Reading Research and journals (3h)

2. The cognitive approach of the linguistic research
2.a. Prototypes, Frames and cognitive metaphores (6)
2.b. Profiling a trajectory (3h)
2.c. Corpora analysis and information retrivial (3h)

3. Analysis of texts and semantic maps of the articles and lexicons for special purposes: in particular, the study will be dedicated to relationships between behaviors and human body space, as medicine, food, fashion and sport. (3)

Catricalà M. . Linguistica e Giornalismo, Roma 2015 .
Handout and a text of cognitive linguistics

This is an introductive course to sociolinguistics. The epistemological setting of this branch of knowledge will be discussed, and its basic elements and tools will be introduced. Specific attention will be paid to two major sociolinguistic approaches, i.e. correlational and interactional sociolinguistics.

Berruto, G. – M. Cerruti, (2015), Manuale di sociolinguistica, Torino, UTET

Additional material will be provided during the course.

The course will start with an introduction to Deleuze's thought, focusing on the concepts related to the topic of territory. During the second part of the course we move on to the reading and commentary of Deleuze and Guattari's book Mille piani (1980).

G. Deleuze, F. Guattari, Mille piani, qualsiasi edizione.
G. Deleuze, F. Guattari, Che cos'è la filosofia?, Einaudi, Torino, cap. 4 : Geofilosofia

The course focuses on language pathologies, with particular attention to the deficits related to the discursive communication. Among the cases discusses, there are the communicative deficits characterizing pathologies such as autism, schizophrenia, and traumatic brain injury. In such cases, as well as in many neuropsychological and psychopathological disorders, the communicative impairments mainly concern the level of discourse and depend on deficits that primarily involve the cognitive dimension, rather than the linguistic one. Thus, the study of discourse disorders is particularly useful to investigate a more general question that is extremely relevant from a theoretical point of view: the relationships between language and cognition.

- Adornetti I., 2018, Patologie del linguaggio e della comunicazione. Carocci, Roma
- Bambini V., 2017, Il cervello pragmatico, Carocci (Le Bussole), Roma.
- Adornetti, I., Chiera, A., Deriu, V., Altavilla, D., Lucentini, S., Marini, A., Valeri G., Magni R., Vicari S. & Ferretti, F. (2020). An investigation of visual narrative comprehension in children with autism spectrum disorders. Cognitive processing
https://link.springer.com/article/10.1007/s10339-020-00976-6

The new title of the course “Linguistics, media and advertising” is based on a specific idea of the linguistic and the iconic configuration of the advertising messages. Over the enormous combinations of images and words, that have been elaborated between sense/nonsense, blends and portmanteau words, weasel words and implicatures,
neologisms and mysterious and complex brands, it is possible to find, to count and to describe some constant rules, restrains and schemas, that command every communicative process addressed by the art directors and the copy-writers to the consumers and to the other kinds of advs targets. These rules can be ascribed to the relevant chapter of Design, and for this the course is divided in three parts:
- The first part aims to explain what is adverting and to list and to illustrate the different typologies of advertising (commercial, political, institutional, advocacy, etc.), the diverse kinds of the advertisements (from posters to folders, commercials to pitch-spot, etc.) and their elements (from headline to body copy or jingle, etc.);
- In the second part, the concept of design is described in the light of the cognitive pattern, the imagery definition, the visual word paradigm and the textual theory. The idea of design as process aimed to project and to create new objects and identities is fundamental for explaining the sense of texts without coherence and cohesion, as wel as those of advertising.
- In the third, but not least part, the particular phonological, morphological, lexical, syntactic and rhetorical features of the advertising messages will be analyzed examining a series of examples, classified on the base of a single trait: e.g., the kind of product, the typology of consumer, the identity of the narrator, etc.
The lexical aspects and the brand names are analyzed in-depth, from several points of view, evaluating the importance of naming, as one of the most relevant strategy for creating connotative identities and the so called top ten. On this topic. it is analized the change of the old strategies linkef to interent impact-

Catricalà M. One thousand and one way for reading a brand, Quaderni Simbolon, Milella Lecce. ( chap.
Baldini Le parole della pubblicità, Armando, Roma.
Capozzi M.R. La comunicazione pubblicitaria, FrancoAngeli , Milano.

Chosen pages
Brincat G. L’italiano e la creatività: insegne dei negozi e slogan pubblicitari, in Percorsi linguistici, in onore di V. Orioles , Forum. Udine pp. 93-104
Cotticelli Kurras. Gli studi sul linguaggio pubblicitario, in Percorsi linguistici, in onore di V. Orioles , Forum, Udine pp.145-158.
Minestroni L. La pubblicità nonostante i mass media . Mondadori

The laboratory aims at providing theoretical and practical tools for public communication and dissemination of scientific contents. To this aim, it is organized into the following main topics:
- Planning a scientific paper: the development of research questions, literature research, draft, stylistic and scientific review, submission
- The structure of a scientific paper: abstract, keywords, discussion of the literature, introduction of data, discussion of results, citations and references
- Readability and verifiability
- Quality of argumentation
- Guidelines of techniques of scientific writing
- The language style: accuracy, punctuation, scientific English

D. Gouthier, Scrivere di scienza. Esercizi e buone pratiche per divulgatori, giornalisti, insegnanti e ricercatori di oggi. Codice edizioni, Torino 2019. 

The course is aimed at providing students with knowledge of the morphological, syntactic, semantic and lexical properties of the English language, as well as skills and competences corresponding to the B2 level of the Common European Framework of Reference for languages. At the end of the course, students will be able to recognise and use correctly skills and language structures corresponding to the B2 level of the Common European Framework of Reference for languages.
Syllabus:
From the textbook M. Hewings, Advanced Grammar in Use, Cambridge, Cambridge University Press:
Verb Tenses and Forms: Present Simple, Present Continuous, Past Simple, Past Continuous, Present Perfect Simple, Present Perfect Continuous, Past Perfect Simple, Past Perfect Continuous, Present Simple and Continuous for the future, To be going to, Will/Shall, Future Continuous, Future Perfect, Passive Form (all tenses).
Modal Verbs: Can, Could, Be able to, Be allowed to, Must and Have to for obligation, Mustn’t vs. Don’t have to/Don’t need to/Needn’t, Didn’t need to vs. Needn’t have done, May and Might, Should, Ought to, Had better.
Conditionals: Zero, First, Second and Third Conditional.
Relatives: Relative Pronouns and Clauses, Defining vs. Non-Defining Relative Clauses.
From the textbook P. May, Cambridge English Compact First. Student's Book with Answers, Cambridge, Cambridge University Press:
Reading, grammar, vocabulary and use of English activities selected during the lessons.

M. Hewings, Advanced Grammar in Use, Cambridge, Cambridge University Press.
P. May, Cambridge English Compact First. Student's Book with Answers, Cambridge, Cambridge University Press.

The path of this seminar tends to provide first of all a method. Photography is not born only from the eyes, but from their dialogue with the mind and heart. It is therefore essential to understand how to feed them, how to "train" them to translate the stories to be told in the most honest way possible. We intend to provide such tools for reading reality that prepare for the construction of the story, but we also want to bring a reflection on how the latter is received, therefore on the impact. Practical examples will be illustrated, drawn from both my reports and illustrious colleagues.
To make the path even more practical, the presence of some "guests" who will bring their work experience and their reflection will help: from a colleague of a national newspaper expert in the choice of images for the newspaper to an editorial journalist.
I will reflect with the students on the concept of truth and lie in photojournalism, through examples that have made history and therefore on journalistic ethics.
Finally, there will be practical exercises, to put into play what has been learned and to verify together the result of each single story through images and words.

Recommended Texts:

Susan Sontag, Davanti al dolore degli altri Mondadori
Adam Hochschild, Gli spettri di Re Leopoldo, Rizzoli
Reporters sans frontieres, I media dell’odio Edizioni Gruppo Abele
Chinua Achebe, Il crollo Edizioni E/O
Susan Meiselas, Nicaragua Pantheon
Uliano Lucas La vita e nient’altro Le cultures
Mario Dondero, Lo scatto umano Edizioni Laterza
Mario Dondero, Catalogo della mostra Electa
Michele Smargiassi, Un’autentica bugia Contrasto
Luigi Ghirri, Lezioni di fotografia Quodlibet
Tano D’Amico, Di cosa sono fatti i ricordi Postcart
Vivian Maier, Street Photographer Edited by John Maloof
Fonju Ndemesah, La radio e il machete Infinito Edizioni
P. W. Singer, I signori delle mosche Feltrinelli
Jean Ziegler, L’impero della vergogna Marco Tropea Editore
S. Michel, M Beuret, Cinafrica Il Saggiatore
Divina Commedia
Stig Dagarman, Il nostro bisogno di consolazione Iperborea
Scianna, Etica e giornalismo Mondadori Electa
Lucas, Agliani, La realtà e lo sguardo. Storia del Fotogiornalismo in Italia Einaudi
Lucas (a cura di) Storia d’Italia L’immagine fotografica 1945-2000 Einaudi 2004
Susan Linfield La luca crudele Contrasto 2013
Ryszard Kapuscinski, Il cinico non è adatto a questo mestiere, e/o 2002

Feminist keywords. For a political and theoretical genealogy and an update of the latest advances in feminism, gender and difference.
II semester (end of february 2021), on Fridays, 2-4.30 p.m.

A selection of readings related to each lecture will be given at the beginning of the course

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

A selection of readings will be suggested. Eventually students will have to write and present a short paper.

The exact schedule of the Musical Language Wokshop will be communicated on the website of Communication Sciences

The teaching material, composed of abstracts and lecture notes related to the introductory lessons that will take place, will be announced during the course of the Workshop

Structure and functions of the nervous system - Methods of investigation;
Neural correlates of emotional, cognitive and social processes: Objects and faces recognition, Memory and learning, Emotions, Cognitive control, Action - Mirror neurons, Empathy, Social cognition - Theory of Mind; Design and construction of an experimental task, electroencephalographic data (EEG) recording and analysis, data interpretation and discussion of scientific papers.

Gazzaniga, Ivry & Mangun (2015). Neuroscienze Cognitive. (Capp. 2, 3, 6, 8, 9, 10, 12, 13);
Scientific papers and material discussed in class

RUSSIA, AN EMPIRE
The course will focus on empire as a peculiar element of continuity in contemporary Russian history despite the radical changes that the country has undergone. The unique characteristics of Russia’s imperial model will be analyzed in its various forms and manifestations, along with the diverse political strategies of Russian governors between 1800 and 1900s, from the Russian Empire through the USSR to the Russian Federation. The national question, the broader geographical dimension, the forms of government, foreign policies and international geopolitical visions will be studied in depth. The different imperial ideologies will also be examined.

1. Andrea Graziosi, L’Unione Sovietica 1914-1991, Bologna, il Mulino, 2011;
2. Andreas Kappeler, La Russia. Storia di un impero multietnico, Roma, Edizioni Lavoro, 2006.

Introduction and discussion of the main theories of dynamic psychology: Freud's classical psychoanalysis, ego psychology (A. Freud, H. Hartmann, R. Spitz, M. Mahler), Sullivan's interpersonal psychoanalysis, the object relations theory ( M. Klein), the independent group of the English school (W.R.D. Fairbairn, D.W. Winnicott, J. Bowlby), the identity and Self psychology (E. Erikson, H. Kohut), Freudian revisionism and theoretical debates.
The intersubjective basis of psychic life: mind-body relationship, trauma, and pathogenesis.

Mitchell, S. A., & Black, M. J. (1995). Freud and Beyond: A History of Modern Psychoanalytic Thought.

Stolorow, R. D., & Atwood, G. E. (2014). Contexts of being: The intersubjective foundations of psychological life. Routledge. (Chapters: 1, 2, 3, 4, 5)

The course deals with the theory and the analysis of musical performance, both in terms of a specifically musicological approach (vocal and instrumental performance practices from the Baroque to the twentieth century), and on that of cultural history. In particular, it will be examined the figure of Maria Callas, also in the relations with the social context and with other arts (literature, theater, cinema, art, media).

- Selected essays which will be communicated at the beginning of the lessons
- "Mille e una Callas. Voci e studi", a cura di Luca Aversano e Jacopo Pellegrini, II ed., Quodlibet, Macerata 2017.

Additional materials for student non attending the lessons:
One book of free choice among:
Enrico Careri, Studi su esecuzione e interpretazione. Vivaldi, Schubert, E.A. Mario, Lim, Lucca 2014; Arturo Toscanini: il direttore e l'artista mediatico, a cura di Marco Capra e Ivano Cavallini, Lim, Lucca 2011; Davide Bertotti, Il direttore d'orchestra da Wagner a Furtwängler : l'illustre aberrazione, L’epos, Palermo 2005; Hans-Heinrich Unger, Musica e retorica fra XVI e XVIII secolo, a cura di Elisabetta Zoni, Alinea Editrice, Firenze 2003; Ivano Cavallini, Il direttore d’orchestra. Genesi e storia di un’arte, Marsilio, Venezia 1998; Piero Rattalino, Storia del pianoforte, Il Saggiatore, Milano 2008; Bernard Sherman, Interviste sulla musica antica. Dal canto gregoriano a Monteverdi, Edt, Torino 2002; Free improvisation: history and perspectives, a cura di A. Sbordoni e A. Rostagno, Lucca, LIM, 2018.

THE 2030 UNITED NATIONS AGENDA FOR SUSTAINABLE DEVELOPMENT. IMPLICATIONS FOR THE ENVIRONMENT AND THE TERRITORY
See the Agenda at: https://unric.org/it/agenda-2030/


The course is divided into two parts:
• 18 face-to-face multidisciplinary lessons on the 2030 Agenda and an e-learning teaching module prepared by ASviS (Italian Alliance for Sustainable Development)
• a specific part, carried out under the supervision of the teacher, to deepen particular topics or objectives of the Agenda through selected readings and the development of a written paper

FOR ORGANIZATIONAL REASONS, YOU ARE REQUESTED TO REPORT THE INTEREST FOR THE COURSE (federica.giardini@uniroma3.it)

E-learning teaching module prepared by ASviS (Italian Alliance for Sustainable Development) - https://asvis.it/
Selected bibliography agreed with the teacher