Optional group:
DISCIPLINE SOCIO-ECONOMICHE, STORICO-POLITICHE E COGNITIVE - (show)
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20710433 -
PHILOSOPHY OF PSYCHIATRY - LM
(objectives)
The course of Philosophy of Psychiatry is part of the program in Cognitive Sciences of Communication and Action (master level) and is included among the characterizing training activities. The course will introduce some topics that arise when we treat psychiatry as a special science and deal with it using the methods and concepts of philosophy of science. This includes discussion of such issues as the explanation, the reduction and the classification of mental disorders.
Upon completion of the course students
- will have gained familiarity with some of the most important philosophical questions raised by mental disorders and our attempts to understand/treat them;
- will be able to critically evaluate different positions on core themes of the course;
- will develop a critical thought on philosophical matters involving mental disorders, and the ability to build rigorous, clear arguments using an appropriate scientific and philosophical vocabulary.
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MARRAFFA MASSIMO
( syllabus)
This course asks about the prospects and problems of the project of a 'cognitive neuropsychiatry' or 'clinical cognitive neuroscience'. The first part of the module examines some specific cases of interaction between psychiatry and cognitive science. In the second part, attachment theory, as a psychodynamic tradition of ethological, cognitive and evolutionary framework, is taken as a reference framework within which classic psychoanalytic themes such as emotion regulation, defenses, trauma and dissociation are re-examined.
( reference books)
D. Murphy, Psychiatry in the Scientific Image, MIT Press, Cambridge (MA) 2012
Jonathan Y. Tsou, Philosophy of Psychiatry, Cambridge University Press, Cambridge 2022.
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Non è possibile sostenere Neuroetica se si sostiene Etica e Comunicazione
20704053 -
NEUROETHICS
(objectives)
The course on neuroethics is part of the teaching activities of the curriculum in Scienze Cognitive della Comunicazione e dell’Azione. The course aims at introducing and discussing the basic notions of neuroethics, an interdisciplinary research field at the interplay between moral philosophy, moral psychology and cognitive (neuro)science. In particular, the course will focus on the cognitive and motivational basis of moral reasoning and judgment.
The aim of the course is to provide students with the tools for understanding, analyzing and discussing philosophical and scientific texts on the course topics, learning to navigate the contemporary debate. By the end of the course, students are supposed to have acquired a basic knowledge of the main topics in the field of neuroethics and a more in-depth knowledge of selected topics, and to be able to efficiently navigate the relevant literature.
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BONICALZI SOFIA
( syllabus)
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
( reference books)
FOR STUDENTS WHO ATTEND THE COURSE, THE PROGRAM INCLUDES THE FOLLOWING TEXTS:
1 – A. Lavazza, V. Sironi (eds.), 2022, Neuroetica, Carocci (selected parts);
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, V. Sironi (eds.), 2022, Neuroetica, Carocci (whole text);
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.
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M-FIL/03
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20710100 -
NEUROSCIENZE DELLA COMUNICAZIONE E DEL LINGUAGGIO - LM
(objectives)
In this class students will learn
- the main features of verbal and non verbal communication
- the cognitive substrates of human communication
- the interconnection between language, perception, memory, attention, and executive functions
- the neuroanatomical substrates of human communication
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MARINI ANDREA
( syllabus)
This course introduces the understanding of the neurocognitive correlates of communicative and linguistic competence. After defining the concept of competence, the characteristics of communicative competence and the structural and cognitive features of human language will be explored highlighting the interactions between different cognitive (e.g., memory, attention, executive functions) and perceptual (e.g., visual or auditory perception) systems and language. The most recent cognitive models of language production and comprehension will also be described using results from studies based on observations of patients with language disorders and healthy subjects using neuroimaging techniques.
( reference books)
Students will receive the slides describing the contents of this class. They will need to study the following two books:
Marini, A. (2008). Manuale di Neurolinguistica. Carocci
Marini, A. (2021). Che cos’è la Psicolinguistica. Carocci
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20710268 -
CONTEMPORARY HISTORY - POSTGRADUATE
(objectives)
The course aims to give students chance of acquiring analytical skills in order to identify the many factors involved in the dynamics of historical processes and understand their interconnections. The students will also develop a research method and investigation abilities in order to discover the inner complexity of the present age in its historical depth; they will be educated on how to understand otherness disclosing in the study of human events that constitute historical development.
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Derived from
20710268 STORIA CONTEMPORANEA - SPECIALISTICO in Informazione, editoria, giornalismo LM-19 ROCCUCCI ADRIANO
( syllabus)
UKRAINE: A COMPLEX HISTORY
The course will present a reconstruction of Ukraine's history in modern and contemporary times. The historical routes of the different territories that formed independent Ukraine will be traced from the early modern period. The Ukrainian question in the Russian Empire and the formation of the Ukrainian national movement will be explored. Focus will be on Ukraine in the Soviet period: the events of the revolution and civil war, the creation of the Ukrainian Soviet Socialist Republic, the Holodomor, World War II and the Shoah, the post-war redefinition of borders, perestroika and Ukraine. Eventually, the events of independent Ukraine after 1991 will be analysed in their key stages. During the course, special attention will be paid to the linguistic, cultural and religious dynamics as an important element of Ukraine's plural and complex character.
( reference books)
1. Serhii Plokhy, The Gates of Europe, Basic Books, New York 2021
2. Simona Merlo, La costruzione dell'Ucraina contemporanea. Una storia complessa, il Mulino, Bologna 2023 (March 2023)
3. Adriano Roccucci (a cura di), Ucraina. Il profilo complesso di una storia plurale, Edizioni Scientifiche Italiane, Napoli 2023 (May 2023)
4. Fabio Bettanin, La Russia, l’Ucraina e la guerra in Europa. Storia e scenari, Donzelli, Roma 2022
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20710432 -
PHILOSOPHY OF MIND - LM
(objectives)
The course of Philosophy of Mind is part of the program in Cognitive Sciences of Communication and Action (master level) and is included among the characterizing training activities. The course will introduce some central topics in empirically informed philosophy of mind including the functionalist view of the mind, the nature of mental representations, the mechanistic approach to cognitive neuroscience, the naturalization of consciousness and self-consciousness, the possibility of a clinical cognitive neuroscience.
Upon completion of the course students
- will have gained familiarity with some of the most important issues in the philosophy of mind driven by cognitive sciences;
- will be able to critically evaluate different positions on core themes of the course;
- will develop a critical thought on philosophical matters involving the mind, and the ability to build rigorous, clear arguments using an appropriate scientific and philosophical vocabulary.
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MARRAFFA MASSIMO
( syllabus)
Over the past several years, philosophy of science has become increasingly "local," shifting its focus from the general characteristics of scientific practice to the theories, methods, and problems of scientific disciplines. The philosophies of psychology, neuroscience, and cognitive science arise from this increased delimitation.
The mind that psychologists and neuroscientists deal with today is the daughter of the cognitive revolution and is therefore defined as a set of processes of information processing carried out in the brains of complex organisms. What makes the cognitivist investigation of the mind peculiar is its being suspended between two worlds: on the one hand, the ordinary image of ourselves as persons, that is, as subjects of conscious experiences, intentional states and deliberate action; on the other hand, the subpersonal sphere of brain events, the object of neuroscience. This course aims to introduce the reader to the cognitivist study of the mind, but always against the background of the philosophical effort to shed light on the relationships that link these different ways in which we describe ourselves.
( reference books)
A. Kind, Philosophy of Mind: The Basics. Routledge, London 2020.
A. Clark, Mindware. An Introduction to the Philosophy of Cognitive Science. Oxford University Press, Oxford 2014 (Second Edition).
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20710738 -
STORIA DELLE SCIENZE DEL COMPORTAMENTO E DELLE NEUROSCIENZE -LM
(objectives)
This course aims will examine the historical development of the main themes, problems and theories of behavioural sciences and neuroscience. In particular, the course aims to foster a critical understanding of the historical development of the major themes, problems, and models of scientific explanation on behavior and psychological processes, from the earliest naturalized conceptualizations to experimental psychology and contemporary neuroscience. The evolution of the behavioural sciences and neuroscience will be discussed in its relationship with the history of philosophical ideas and other human sciences such as sociology and anthropology, in its close intertwining with the natural and biological sciences. At the same time the history of the behavioural sciences and neuroscience will be situated in the context of concrete history, such as the material, economic and techological transofrmations.
Particular attention will be given to the examination of the evolution of neuroscientific models of explanation of cognitive and communication processes.
The course will also examine the history of the cultural and moral impact of developments of the behavioural sciences and neuroscience with particular regard to the applications of cognitive science, neuropsychopharmacology and neurotechnologies in the 20th century.
The course aims to achieve these learning outcomes:
1) an organic knowledge of the major research programs, concepts, and problems of the behavioural sciences and neuroscience;
2) the ability to contextualize, analyze, and critically interpret the ideas and models of explanation of the behavioural sciences and neuroscience also in relation to other research disciplines, material history, culture, ethics, and technological evolution;
3) the historical and theoretical tools for understanding the transformations of psychological and neuroscientic models of cognitive and communication processes.
4) the lexical and conceptual tools necessary to the study of the history of the behavioural sciences, neuroscience, and for acquiring good analytical and argumentative skills in written and oral form.
The monographic part of the program this year aims to critically illustrate the history of the contribution of the behavioral sciences and neuroscience to the understanding of the nature of desire and the processes of construction of habits and their control/dyscontrol, with particular focus on the case of pathological addictions (behavioral/ substance/affective addictions).
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CANALI STEFANO
( syllabus)
Institutional part on the general history of behavioral sciences, and neuroscience:
I) History of science and history of psychology 1. Why study the history of the sciences of the mind 2. Historiography of science: continuism and scientific revolutions 3. Normal science and paradigms 4. Historiography of psychology and neuroscience
II) The philosophical past 1. The first psychological problems 2. The change in the conception of man with Humanism and renaissance and Scientific Revolution 6. Descartes 7. Rationalism and empiricism 8. From Descartes to the "idéologues" 9. The Kantian Interdiction
III) The birth of experimental psychology: from Helmholtz to Wundt 1. The birth of experimental psychology 2. Helmholtz: specific nervous energy and unconscious inference 3. The phenomenological innatism of Ewald Hering 4. Wilhelm Wundt and physiological psychology 5. Titchener and North American structuralism
IV) The reaction to Wundt in Europe and America 1. Brentano and the Brentanians 5. American functionalism, between evolutionism and pragmatism
V) The psychology of Gestalt 1. The beginnings 2. The laws of Gestalt 3. Isomorphism 4. The field model 5. Rise and diaspora
VI) The behaviorist perspective I. Introduction 2. American psychology at the beginning of the century: structuralism and functionalism 3. Behaviorism from Watson to the 50s 4. Skinner and the behaviorist utopia 5. Operationism in psychology 6. Personality, psychopathology and social learning in the behaviorist perspective
VII) The cognitive perspective 1. Introduction 2. The study of cognitive processes: from the Würzburg school to Bartlett 3. The theories of intelligence 4. Theories of psychic development 5. Piaget's theory 6. Probabilistic and ecological theories of mental processes 7. Cognitivism 8. Cognitive science
VIII) The biological and neuroscientific perspective 1. Introduction 2. Animal and comparative psychology. Ethology 3. Research on brain functions at the beginning of the twentieth century 4. Bechterev's reflexology 5. Pavlov's theory of higher nervous activity 6. Holistic theories of the functioning of the mind and brain in the early twentieth century 7. The neuroconnectionism of Hebb 8. Research on brain function and behavior: 1950-70 9. The theory of brain functional systems of Lurija 10. Cognitive, affective and social neuroscience.
IX) The contemporary debate 1. Crisis of theories or crisis of psychology 2. Empirical verification in psychology 3. Psychology of common sense and alternative psychology 4. The primacy of neuroscience 5. The discomfort of psychotherapy 6. Psychology and contemporary society.
( reference books)
for the institutional part
Luccio R. (2013). Storia della psicologia: un’introduzione. Rome-Bari: Laterza (chapters: 1; 2 paragraphs 2.1, 2.2, 2.5, 2.6, 2.7, 2.8, 2.9; 3; 4; 5 paragraphs 5.1 and 5.5; 6).
Mecacci L. (2011). Storia della psicologia del Novecento. Rome-Bari: Laterza (chapters: 4; 5; 7; 8).
for the monographic part:
teacher's handouts
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A SCELTA DELLO STUDENTE - Non è possibile inserire tra gli esami a scelta ulteriori “Idoneità di lingua” conseguite al CLA - Il Tirocinio di Ricerca può essere inserito solo se proposto dal docente - (show)
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20711265 -
LABORATORY OF SELF-CONTROL AND EMOTIONAL REGULATION. THEORIES AND PRACTICES.
(objectives)
What is self-control and what is emotion regulation? How do they work; what psychological and brain mechanisms do they depend on? Why is voluntary control of psychological processes, such as staying focused, resisting distractions, managing a negative emotion, inhibiting rumination or stopping the mind from wandering, so difficult? And why does voluntary control of actions often fail? That is, for what reasons do we relapse into habits we no longer want to have, into various forms of addiction, or frequently fail to contain an inappropriate impulse or the expression of a potentially harmful emotion?
Are there techniques or exercises capable to improve self-control and emotion regulation? What psychological and brain mechanisms are they based on? How are they performed and what evidence of effectiveness exists in the scientific literature?
The Workshop on Self-Control and Emotional Regulation. Theories and Practices, aims to provide participants with knowledge of the main theoretical elements and models of explanations of the processes of self-control and emotion regulation, between neuroscience, psychosocial science and philosophy. At the same time, the Lab aims to teach exercises and techniques useful for improving self-regulatory capacity, including several Mindfulness based practices, illustrating its scientific basis and experimental verification of effectiveness.
At the end of the Workshop, the student should know and understand the main explanatory models of self-control and emotion regulation and will have a basic mastery of the principal and scientifically validated techniques, exercises and trainings for cognitive enhancement, self-control and emotional regulation.
If the number of participants will be sufficient, the Workshop may involve conducting an experimental study designed for measuring the impact of training on some basic variables of self-control, mood, impulsivity, and perceived stress level.
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Derived from
20711265 LABORATORIO DI AUTOCONTROLLO E REGOLAZIONE EMOTIVA. TEORIE E PRATICHE in Scienze della Comunicazione L-20 CANALI STEFANO
( syllabus)
1. General principles of neurosciences for understanding self-control and emotions.
- Brain and mind. Between biological evolution, heredity, environment and experience
- The maturation of brain circuits of emotion and voluntary control of behavior
- Attention, working memory, self-control
Exercises:
- How do you feel? Description of affective states and emotional literacy
- The experience of (dis)control of the mind
2. We become what we repeatedly do: the plasticity of the brain and behavior
- How the neuron and neurotransmission work
- Neuroplasticity and learning
- The different types of associative learning
- Construction and fixation of habits and automatisms
Exercises:
- Exploring memory
- Attention Training through focus on the breath
3. What is an emotion?
- Emotions as adaptive programs/ Emotions as constructs
- The main theories of emotion
- Human history and the evolutionary mismatch of emotional programs
Exercises:
- Basic meditation
- Well-remembered and reactivated well-being
4. The regulation of emotions
- Basic principles in the psychobiology of emotions
- Emotions and language, Recognizing and naming an emotion as implicit emotion regulation
- The different possible strategies of emotion regulation, adaptive/dysfunctional
- Learning and modification of emotional response styles
Exercises:
- Naming emotions (Strengthening emotional vocabulary)
- Introduction to body scan
- STOP technique - Stop, Take a breath, Observe, Proceed
5. Emotions and stress
- Brief history of the concept of stress, from pathophysiology to the cognitive dimensions of emotions
- The mechanisms of stress
- The impact of chronic stress on the brain and cognitive and executive functions
Exercises:
- Measuring perceived stress
- Relaxation training
- Gratitude journal
6. Cognitive training and contemplative practices. Mindfulness-based practices: scientific evidence and general introduction
- What is Mindfulness
- Risks and consequences of chronic distraction and mindlessness
- Mind wandering and negative mood
- Mindfulness and emotion regulation
- Mindfulness and neuroplasticity
Exercises:
- Basic Mindfulness Meditation
- Meditation in motion
7. Voluntary control of behavior: how it works, how it is being deplete, how it is enhanced
- The neural basis of self-control
- Attention and self-control
- Self-control and ego depletion
Exercises:
- Self-affirmation;
- Implementation intentions
8. Voluntary control of behavior: how to strengthen it
- Self-control can be trained and enhanced
- Exercise as a form of training self-control
- Ego depletion, Mindfulness and other exercises to train the "muscle" of self-control
Exercises:
- Mindfulness Meditation
- Mindfulness of emotions
9. Prosocial behaviors, cognitive empathy
- Prosocial behaviors, executive functions and self-control
- Prosocial behaviors, psychological health and well-being
- What is Cognitive empathy and its brain correlates
Exercises:
- The Reflective Listening Technique;
- Cultivating loving kindness
10. Prosocial behaviors, affective empathy and compassion
- What is affective empathy and its brain correlates
- Empathy as an embodied simulation of others' emotions
- Neuroplasticity and the prosocial brain
Exercises:
- Compassion meditation
- Feeling connected
( reference books)
Stefano Canali, Regolare le emozioni. Teorie e metodi per lo sviluppo e il potenziamento dell’autocontrollo. Carocci, Roma, 2021
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20711247 -
CLINICAL PSYCHOLOGY
(objectives)
The course aims to provide students with knowledge on the main psychopathological spectra and nosographic systems of personality disorders. Space will be given to the presentation of clinical and psychodiagnostic assessment tools for the evaluation of normal and pathological personality traits.
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Altavilla Daniela
( syllabus)
During the course the criteria for defining psychopathology according to the diagnostic categories of the DSM-5 will be introduced and, at the same time, importance will be given to the complexity of the patient, framing the topic mainly from a psychodynamic point of view. In addition, other psychotherapeutic approaches will also be introduced (e.g. cognitive-behavioral) and the main transdiagnostic factors of risk, maintenance and protection of the disorder will be highlighted.
The various figures who work in the field of mental health (eg, psychologist, psychotherapist, psychiatrist), the main psychodiagnostic tools and research methods in clinical psychology will be described.
During the course, particular attention will be given to the discussion of clinical cases and scientific papers in the field of clinical psychology and neuroscience.
The course aims to acquire knowledge of the main psychodiagnostic categories by keeping the attention on the patient's subjectivity and developing a critical thinking that allows the student to apply the knowledge learned to her/his fields of interest.
( reference books)
Gabbard, G. O. (2014). Psychodynamic psychiatry in clinical practice. American Psychiatric Pub.
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20711191 -
EPISTEMOLOGY OF COMMUNICATION
(objectives)
The course aims to use the tools of epistemology to study communicative phenomena. To this end, we will first provide an introduction to the fundamental concepts of the theory of knowledge and the fundamental aspects of the scientific method. Some issues of social epistemology will then be addressed, such as epistemological disagreement, testimony and beliefs, the epistemology of experts.
At the end of the course, students will have acquired fundamental notions of philosophy of science and some tools to conduct the methodological and epistemological analysis of the communication models developed in various disciplinary sectors (such as cognitive science, psychology, ethology, theory of games).
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Derived from
20711191 EPISTEMOLOGIA E COMUNICAZIONE- LM in Informazione, editoria, giornalismo LM-19 VIOLA MARCO
( syllabus)
The course "Epistemologia e comunicazione" aims to present some theoretical tools of epistemology (classical and social) and to consider their application to two spheres of communication: scientific and digital communication. The course will therefore be divided into three parts, to each of which two weeks will be devoted. The first part, Outlines of Epistemology, will address some classic themes from classical epistemology, e.g., logic and argumentative fallacies, and from social epistemology, e.g., witnessing or epistemic injustice. The second part, Communication in & of Science, will present some elements of the internal social structure of science, such as peer review and the division of cognitive labor, as well as the topic of scientific communication. Finally, the third part, Communication and the Digital, will discuss issues such as the propagation of (dis)information through social networks, some ethical and welfare issues related to the architecture of certain platforms, as well as the problem of deepfakes and non-consensual dissemination of intimate images.
( reference books)
Mandatory for everybody:
1. Boem, F. (2021). Forme dell'argomentare e del ragionare. Le Monnier Università.
Additionally, each student can pick two of these books:
1. Massimiano Bucchi (2002). Scienza e società: introduzione alla sociologia della scienza. Il Mulino.
2. Marco Fasoli (2019), Il benessere digitale. Il Mulino.
3. Fabio Paglieri (2020), La disinformazione felice: cosa ci insegnano le bufale. Il Mulino.
4. Luciano Paccagnella (2020). Sociologia della comunicazione nell'era digitale. Il Mulino.
5. NB 3 or 6 articles, to be agreed with the teacher, can be picked instead of 1 or 2 books.
PARTS OF THE LESSONS WILL BE BASED UPON:
a) Lineamenti di epistemologia:
• Goldman, Alvin and Cailin O’Connor, "Social Epistemology", The Stanford Encyclopedia of Philosophy (Winter 2021 Edition), Edward N. Zalta (ed.), URL = .
• Leonard, Nick, "Epistemological Problems of Testimony", The Stanford Encyclopedia of Philosophy (Summer 2021 Edition), Edward N. Zalta (ed.), URL = .
• Okasha, Samir (2006). Il primo libro di filosofia della scienza. Einaudi.
b) Comunicazione nella & della scienza
• Cerroni, A., & Simonella, Z. T. (2014). Sociologia della scienza: capire la scienza per capire la società contemporanea. Carocci editore.
• Merton, R. K., & Bucchi, M. (2011). Scienza, religione e politica. Il Mulino.
• Viola, M., Vissio, G. (in stampa), L’effetto San Paolo: retoriche della conversione nella religione e nella scienza.
• Viola, M. (2019), La scienza dei premi Nobel per le scienze. Quaderni di Sociologia, 82, 83-93.
• Gagliardi, F., & Viola, M. (2019), La regola della priorità nella scienza e la scoperta dell’Antimateria. Paradigmi, 38(3), 585-605.
c) Comunicazione e digitale
• Henry, N., McGlynn, C., Flynn, A., Johnson, K., Powell, A., & Scott, A. J. (2020). Image-based sexual abuse: A study on the causes and consequences of non-consensual nude or sexual imagery. Routledge.
• Arfini, S., Bertolotti, T., & Magnani, L. (2019). Online communities as virtual cognitive niches. Synthese, 196(1), 377-397.
• Figà Talamanca, G., & Arfini, S. (2022). Through the newsfeed glass: Rethinking filter bubbles and Echo chambers. Philosophy & Technology, 35(1), 1-34.
• Fasoli, M. (2021). The Overuse of Digital Technologies: Human Weaknesses, Design Strategies and Ethical Concerns. Philosophy & Technology, 34(4), 1409-1427.
• Viola, M., Voto, C. (in stampa), La diffusione non consensuale di contenuti intimi ai tempi dei deepfake: una controprofezia ottimista. Rivista Italiana di Filosofia del Linguaggio.
• Viola, M., Voto, C., Designed to abuse? Deepfakes and the non-consensual diffusion of intimate images.
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20702741 -
ENGLISH LANGUAGE - ADVANCED COURSE
(objectives)
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.
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Derived from
20702741 LINGUA INGLESE - CORSO PROGREDITO in Informazione, editoria, giornalismo LM-19 N0 Maurizi Ester
( syllabus)
The course is part of the Master's Degree "Informazione, Editoria e Giornalismo" (Communication, Publishing and Journalism). The first part of the course will focus on Reading, Speaking, Listening, Writing, Vocabulary proficiency at level B2 of the Common European Framework of Reference for Languages (CEFR). The second part of the course will focus on comprehension and analysis of specific texts and realia, and production of descriptive, argumentative, and expository texts. At the end of the course the student will be able to correctly identify and use the main linguistic and grammatical features of the English language on an Upper-Intermediate level or B2 level of CEFR and to write analytical or expository texts on current news and narrative.
( reference books)
Oxenden, C., Latham-Koenig, C., & Barnes-Murphy, R., English file: Upper-intermediate. Student's book. Fourth Edition. Oxford University Press.
Optional (for self-assessment) :Murphy, R., English Grammar in Use, Cambridge University Press.
Additional materials provided by the teacher during classes.
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Può essere inserito in piano solo se proposto dal docente
20710355 -
RESEARCH INTERNSHIP
(objectives)
For teaching purposes and on the basis of an assessment of merit, students may carry out an internship in public or private research centres. The request to carry out a research traineeship is proposed by a lecturer of the degree course and submitted to the Didactic Coordination Committee, which then decides on the recognition of the CFUs (maximum 6) to be included in the student's choice.
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20710040 -
LABORATORIO DI LINEAMENTI DI GENERE
(objectives)
The Course provides for an introduction to the main periods, issues, and authors, in feminist and gender studies and movements.
The Course is intended to the acquisition of historical and analytical tools, both in reading and in debating.
International students can ask for a final exam in their native language or in English.
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Derived from
20710040 LABORATORIO DI LINEAMENTI DI GENERE in Scienze della Comunicazione L-20 CASTELLI FEDERICA
( syllabus)
The course provides a survey on different authors and issues arising from Feminist Theory and feminist, queer and transfeminist movements. It involves lectures, workshops and writing activities.
Federica Castelli introduces Jane Addams
Sara Marchesi introduces Françoise d’Eaubonne
Serena Fiorletta Introduces Elsie Clews Parsons
Alessandra Chiricosta introduces Edith Garrud
Francesca Lopez introduces Jude Ellison Sady Doyle
Isabella Pinto introduces Anna L. Tsing
Angela Balzano introduces Donna Haraway
Lavinia Marziale introduces Le Reset
Workshops:
- Sex, Gender, Feminism(s)
- the (Trans)feminist City
- Feminist Manifestos
- Lucha Y Siesta
A more detailed program of the lectures will be available shortly
( reference books)
*An introductory text to be choosen between
- F. Castelli, R. Carocci, Femminismi. Idee, movimenti, conflitti, Novadelphi, 2021
- A. Curcio (a cura di), Introduzione ai Femminismi. Genere, razza, classe, riproduzione: dal marxismo al queer, DeriveApprodi 2021
* The handouts and bibliography related to the author/lecture chosen for the focus
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20710207 -
Laboratory of environmental and territory analysis
(objectives)
The course is devoted to the profiling of a new field of research - through the contribution of political philosophy, aesthetics, history of economics, environmental justice, social geography, urban studies, etc.- to the acquisition of analytical and interpretative conceptual tools in relation to the general dimensions of “environment” and “territory”.
International students can ask for a final exam in their native language or in English.
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Derived from
20710207 LABORATORIO DI ANALISI DELL'AMBIENTE E DEL TERRITORIO in Scienze della Comunicazione L-20 GIARDINI FEDERICA, ANGELUCCI DANIELA, GENTILI DARIO
( syllabus)
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.
( reference books)
A selection of readings will be suggested. Eventually students will have to write and present a short paper.
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20710194 -
RUSSIAN AND EURASIAN CONTEMPORARY HISTORY
(objectives)
The course has the following learning objectives:
• Getting to know the historical trends characterizing contemporary age in Russian and Eurasian territories that first were part of the Russian Empire and then of the USSR;
• Understanding the major questions and interpretations of Russian and Eurasian history in contemporary historiography;
• Appreciating how cultural, political, religious, social, geopolitical elements have constantly been intertwined in the historical development of the area;
• Becoming aware of how that characteristic ‘Russian otherness’ has been shaped in contemporary age through the relation with global events and concurrent differentiation processes .
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Derived from
20710194 STORIA CONTEMPORANEA DELLA RUSSIA E DELL' EURASIA - LM in Informazione, editoria, giornalismo LM-19 ROCCUCCI ADRIANO
( syllabus)
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.
( reference books)
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.
3. Gian Piero Piretto, Gli occhi di Stalin. La cultura visuale sovietica nell'era staliniana, Milano, Raffello Cortina Editore, 2010
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M-STO/04
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36
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22910283 -
Philosophy and ethics of technology
(objectives)
The course aims at giving the students awareness, understanding, and autonomy of judgment in regard to the ethical implications of the introduction of the new technologies in the field of media education and e-learning. In this light, we will discuss questions such as the pervasiveness of algorithmically-based decision-making, the right to privacy, the morally controversial advancements of Artificial Intelligence, and the risks that the infosphere poses to individual autonomy.
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6
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M-FIL/03
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20710561 -
CONTEMPORARY ITALIAN LITERATURE - LM
(objectives)
The course aims to deepen the authors , moments , genres and themes that characterize the Italian literature of our time , from the early twentieth century , taking into account also , as much as possible , the links with the other systems of literary expression , other arts , the literatures of other countries , as well as the history and geography of our country. Critical and analytical tools that will be used during the course will also help , the student , to hone their reading mode .
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Derived from
20710561 LETTERATURA ITALIANA CONTEMPORANEA - LM in Informazione, editoria, giornalismo LM-19 CORTELLESSA ANDREA
( syllabus)
Travelling, seeing, Manganelli
( reference books)
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) Giorgio Manganelli, La morte come luce. Scritti sulle arti, forthcoming
c) Andrea Cortellessa, Il libro è altrove. Ventisei piccole monografie su Giorgio Manganelli, Luca Sossella 2020 and/or Andrea Cortellessa, Filologia fantastica, forthcoming
d) Luigi Marfè, Oltre la «fine dei viaggi». I resoconti dell’altrove nella letteratura contemporanea, Olschki 2009
e) 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
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L-FIL-LET/11
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20710706 -
LOGICS OF INFORMATION AND ACTION
(objectives)
We live in an information network and in an exchange of opinions that is ubiquitous and constant – a net of epistemic acts that we exchange with other agents and affect what we end up believing and deciding. Working with information implies more and more that we face the social effects of this – and these are today faster and faster, and we get a glimpse of them in real time. However, the more agents we have involved, the harder to understand the dynamics of information release turn to be.
This course introduces a formal toolkit that helps in this enterprise.
In particular, the course aims at securing: (1) the understanding of the problems of reasoning that can be triggered by the release of information; (2) the understanding of models that capture the dynamic effects of information release, and the conceptual problems they raise; (3) the problems connected to the representation of belief-merging and, in general, the relations between individual and collective notions of epistemic attitudes;
(4) the understanding of the conditions at which consensus is possible, the role it can play, and the relation between the information release policies, the connection of the epistemic network, and the hierarchies and trust distribution in epistemic communities.
(3) e (4) presuppose (1) and (2). In turn, the last two objectives come with a view on the social impact that the information release policies have on a community of epistemic agents. The course employs a varied package of methods and tools, especially those from Epistemic Logic and Dynamic Epistemic Logic, but also, to a lesser extent, notions and methods from Judgement Aggregation and Network Epistemology, which the course will briefly introduce.
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Derived from
20710706 LOGICS OF INFORMATION AND ACTION - LM in Informazione, editoria, giornalismo LM-19 CIUNI ROBERTO
( syllabus)
The course discusses the epistemic dynamics that result in new beliefs and new knowledge when new information is released. In particular, we discuss the effect of information release – be such information truthful or not – on the community of epistemic agents that receive the information and can mutually engage in communication exchanges. To this purpose, the course will introduce the formal representation of (individual and collective) notions of knowledge and belief, the formal representation of information release dynamics (public observation, private or semi-public observation, testimony by other agents), and it will discuss how the connection within a given group of agents (or among different groups of agents) can be relevant in the way opinions are spread within given societies of epistemic agents.
In order to do so, the course will introduce one formal framework for representing (and reasoning about) the phenomena above: Dynamic Epistemic Logic, which extends the static framework of Epistemic Logic. In addition, the course will discuss some basic aspects of Judgement Aggregation Theory, Belief Merging and Network Epistemology.
The approach is ‘bottom-up’: we start from puzzles, problems of reasoning, and specific phenomena we need to understand, we go to tools designed to solve or approach them, and then we move further to the theories in which such tools are defined and discussed. The course will be taught in English.
( reference books)
Main texts:
van Ditmarsch H. and Kooi B., One Hundred Prisoners and a Lightbulb, Springer, Berlin, 2015.
van Benthem J., Logical Dynamics of Information and Interaction, Cambridge University Press, Cambridge. Chapters 1 – 4, 7, and 12 – 13.
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20710737 -
LABORATORIO DI GIORNALISMO DI CRONACA - LM
(objectives)
The course aims to provide students with the fundamental tools to know and do news journalism today, from the role of the reporter to the contribution to investigations, up to research tools. Trainees will then be able to
- Learn how to construct an investigative enquiry
- Learning methods for researching sources, access to databases, relations with press offices, new media resources
- Compare the right and duty of freedom of information in Italy and in the major western countries
- Equip themselves with fact-checking tools in the age of disinformation and post-truths
- Challenge themselves with classroom exercises
- Meet reporters specialising in news (crime, legal, pink, sports, the evolution of reporting in emergencies, from terrorism to health and environmental crises).
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Derived from
20710737 LABORATORIO DI GIORNALISMO DI CRONACA - LM in Informazione, editoria, giornalismo LM-19 Delsere Laura
( syllabus)
The course aims to examine the history and present of news journalism today, its role in shaping public opinion, against the backdrop of a publishing market in crisis, more exposed to the pressures of audience and journalistic storytelling, in the name of infotainment.
Stories of enquiries and reporters in Italy and abroad will be retraced, exploring the role of the investigative journalist today between limits, threats and new opportunities; the selection of sources; interlocutors and research tools on the ground and online, Italian and EU databases, rights of access to institutional data (Foia and similar).
We will discuss resources from datajournalism, social media, and the implications of artificial intelligence on content production and consumption, between the digital revolution and the crisis of journalism.
A focus will be devoted to the anomalous space reserved for news in Italian news, the function of these editorial choices, between audience and censorship, and the comparison with the choices and consumption of information in other advanced democracies. We will also analyse investigative journalism and big news in the perspective of our republican history: from the role of the mafias to the strategy of tension and the 'Italian mysteries', with the emphasis on memory between newsroom and civil conscience.
Elements will be provided on the communication of public institutions, major private companies and advertisers, the role of press offices, corporate communication and crisis management, up to indirect lobbying.
The interaction of news with religious denominations (from Vatican information to relations with the Jewish community, Islamic associations and other cults) will be examined, as well as the issue of secularism.
The evolution of the right to report news will be retraced: Italian deontological documents (minors, hate speech, migration, feminicides, gender equality) and EU regulations, protection of sources and whistleblowing, privacy and information rights, publication of wiretaps and press offences, threats to reporters, as well as some of the tools for verifying and debunking news, to test conspiracy and disinformation online.
The workshop will have the students directly measure themselves with reconstruction of case studies and with the writing of texts intended for the various media: from the big news to the evolution of breaking news (environmental emergencies, health, terrorism, climate change), up to current affairs pages (mafias, crime, white and constructive journalism, judicial, gossip, sport), examining styles, languages and stereotypes.
( reference books)
TOOLS FOR THE REPORTER
Randall, David, The Universal Journalist. London: Plutopress 2000
IN THIS SECTION ONE TITLE TO CHOOSE FROM THE FOLLOWING ESSAYS:
Alessandro Barbano, Manuale di giornalismo, Laterza, 2012
Alberto Papuzzi, Professione giornalista. Le tecniche, i media, le regole, Donzelli, Rome 2010 (5ª ed.)
Beppe Benvenuto- Filippo Maria Battaglia, Il giornalismo d'inchiesta nell'Italia del dopoguerra, Milan, 2008.
Caterina Malavenda, Le regole dei giornalisti, Il Mulino, Bologna 2012
Sergio Splendore, Giornalismo ibrido: come cambia la cultura giornalistica italiana, Carocci, Rome 2017
Angelo Agostini, Giornalismi. Media e giornalisti in Italia, Il Mulino, Bologna 2012.
(eds.) Marzia Antenore e Sergio Splendore, Datajournalism. Guida essenziale alle notizie fatte coi numeri, Mondadori, Milano 2017
(edited by Davide Bagnoli), La cronaca nera in Italia. Il perché della sua spettacolarizzazione, Temperino Rosso-Edizioni Fortini, Brescia 2016.
Francesca Rizzuto, La società dell'orrore. Terrorismo e comuicazione nell’età del giornalismo emotivo, Pisa University Press 2018 (also available in e-book, e.g. in the Biblioteche di Roma network https://www.bibliotechediroma.it/opac/resource/la-societa-dellorrore-terrorismo-e-comunicazione-nellera-del-giornalismo-emotivo/ML_0000150254086?tabDoc=tabcata )
METHODS OF READING FACTS
Leonardo Sciascia, Opere 1971-1983, Bompiani, Milano 1989 (from this book we will read La scomparsa di Majorana, Il teatro della memoria, I pugnalatori)
Leonardo Sciascia, To Each Its Own, NYRB Classics, 2000
Leonardo Sciascia, The Moro Affair, NYRB Classics, 2004
Leonardo Sciascia, Equal Danger, NYRB Classics,
Leonardo Sciascia, The Day of the Owl, NYRB, 2003
Marc Bloch, Reflections of a Historian on the False News of the War (available on line: https://www.miwsr.com/2013/downloads/2013-051.pdf and among the course materials on Moodle or Teams)
THE ITALY CASE (THE ITALIAN EXCEPTION)
IN THIS SECTION TWO TITLES TO CHOOSE FROM THE FOLLOWING ESSAYS:
Enrico Deaglio, Il raccolto rosso 1982-2010, Il Saggiatore, Milan 2010
Enrico Deaglio, La bomba. 50 anni di Piazza Fontana, Feltrinelli 2019
Rita Di Giovacchino, Il libro nero della Prima Repubblica, Fazi editore, Rome 2005
Giovanni Vignali, L'uomo nero e le stragi, Paper First, Rome 2021
Giovanni Fasanella-José Cereghino, Le menti del doppio Stato, Chiarelettere, Rome 2020
Giovanni Tizian, Il silenzio. Italia 1992-2022, Laterza, Bari 2022
ELEMENTS OF SOCIAL HISTORY
IN THIS SECTION ONE TITLE TO CHOOSE FROM THE FOLLOWING ESSAYS:
Paul Ginsborg, Italy and its discontents : family, civil society, state, 1980-2001, New York : Palgrave/Macmillan., 2003
Lee McIntyre, Post-Truth , Boston: The MIT Press Essential Knowledge series., 2018
Vanni Codeluppi, La vetrinizzazione sociale. Il processo di spettacolarizzazione degli individui e della società, Bollati Boringhieri, Torino 2007
Byung-Chul Han, The Expulsion of the Other: Society, Perception and Communication today, Cambridge: Polity Press., 2018
Byung-Chul Han, Infocracy: Digitization and the Crisis of Democracy, Cambridge: Polity Press, 2022
MEDIA
IN THIS SECTION ONE TO CHOOSE FROM THE FOLLOWING PAPERS OR BOOKS:
Mario Morcellini, Digital media absolute sovereigns? How do they affect politics and society, 20 January 2022, in Agendadigitale.eu (available in pdf among the course materials on Moodle and Teams)
Brittany Kaiser, Targeted: The Cambridge Analityca Whistleblower’s Inside Story of how Big Data, Trump, and Facebook Broke Democracy and how it Can Happen Again, New York: Harper Collins Publishers., 2019
Christian Salmon, Storytelling: Bewitching the Modern Mind, New York: Verso., 2017
Christian Salmon, La tyrannie des bouffons. Sur le pouvoir grotesque, ed. Les liens que libèrent, Paris 2020
IDEAS /
IN THIS SECTION ONE TO CHOOSE FROM THE FOLLOWING PAPERS OR BOOKS:
Lilian Thuram, White Thinking: Behind The Mask of Racial Identity, London: Hero Publishers c/o University of Buckingham., 2021
F. Gatti, Bilal. Il mio viaggio clandestino nel mercato dei nuovi schiavi, Milano, 2007
Fabio Deotto, L'altro mondo. La vita in un pianeta che cambia, Bompiani, Milan 2021
Luciano Canfora, Fermare l’odio, Laterza, Bari 2019
Tom Nichols, The Death of Expertise: The Campaign against Establishes Knowledge and Why it Matters, Oxford University Press., 2018
Tom Stafford, Why Bad News Dominates The Headlines, in BBC Future, 29 July 2014 (available online: https://www.bbc.com/future/article/20140728-why-is-all-the-news-bad)
Bryson Hull, Journalistic objectivity is fiction - and that's just fine, in Center for Digital Ethics & Policy, Loyola University- Chicago IL, 23 January 2017 (available online: http://digitalethics.org/essays/journalistic-objectivity-fiction/ and among the course materials on Moodle and Teams)
ETHICAL CHARTERS
Testo Unico dei doveri del giornalista: https://www.odg.toscana.it/allegati_leggi/Testo%20unico%20dei%20doveri%20del%20giornalista%20-%202021.pdf
(also available among the course materials on Moodle or Teams)
The Venice Manifesto: how to report on feminicide https://www.lauradebenedetti.it/manifesto-venezia-testo-completo/
(also available among the course materials on Moodle or Teams)
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Università Roma Tre