History and politics of Europe in the nineteenth century
History and politics of Europe in the twentieth century

Two books to choose from among the following:
S. Aleksievic, La guerra non ha un volto di donna, Bompiani;
F. Chabod, Storia dell’idea d’Europa, Laterza;
D. Frescobaldi, Jugoslavia perché, Ponte alle Grazie;
U. Gentiloni Silveri, Storia dell’Italia contemporanea, Il Mulino;
A. Giovagnoli, La Repubblica degli italiani 1946-2016, Laterza;
G. Ieranò, Arcipelago. Isole e miti del Mar Egeo, Einaudi;
R. Morozzo della Rocca, Passaggio a Oriente. La modernità e l’Europa ortodossa, Morcelliana.

I TEACHING MODULE (6CFU)
Title: Modern History Institutions
The course will analyze the main meanings that identify the contents of the modern age from the fifteenth century to the first half of the nineteenth century with a preliminary attention to historiographic categories, interpretative orientations, sources and tools specific to the discipline. The training objective is to offer students solid knowledge for acquiring a cognitive and critical familiarity with the "general history" of the modern age.
The lessons will focus mainly on the following topics: Europe and its interrelation with non-European worlds; Crisis and identity of modern Italy; Humanism and the Renaissance; Protestant Reformation and Catholic Counter-Reformation; The ancient regime society: élites and classes; Economic models: the land, work, finance and the market in the modern age; Political systems and their dynamics: empire, monarchies and republics; Family and demography; Literacy and culture; The birth of modern science; Enlightenment and reforms; The first industrial revolution; The American Revolution and the birth of the United States; French Revolution; the Napoleonic Age and the Europe of nations.


II TEACHING MODULE (6CFU)
Title: The age of the Renaissance between Italy and Europe
The course will examine the main historical events that have characterized the history of Italy and of the main European monarchies from the last thirty years of the fifteenth century to the first half of the sixteenth century. The lessons will also address the following topics: the intellectual and conceptual contents of the Renaissance, the discussion on Renaissance interpretations, the chronology and spaces of its diffusion, the use of the "Renaissance" historiographical category through the analysis of authoritative texts and appropriate sources.

I TEACHING MODULE (6CFU)
Exam texts (A+B):
A) A university textbook of modern history, chosen by the student from following list:

1) F. Benigno, L’età moderna. Dalla scoperta dell’America alla Restaurazione, Roma-Bari, Laterza
2) C. Capra, Storia Moderna (1492-1848), Firenze, Le Monnier Università
3) G. Gullino-G. Muto-E.Stumpo, Il Mondo Moderno, Bologna, Monduzzi

B) P. Prodi, La storia moderna, Bologna, Il Mulino

II TEACHING MODULE (6 CFU)

Exam texts (A+B)

A.
1)P. Burke, Il Rinascimento europeo. Centri e periferie, Roma-Bari, Laterza (available in english éd.)
2) M. Pellegrini, Le guerre d’Italia, Bologna, Il Mulino

B. One text chosen by the student from this list:

1) L’uomo del Rinascimento, a cura di E. Garin, Roma-Bari, Laterza,
2) A. Tenenti, L’Italia del Quattrocento. Economia e società, Roma-Bari, Laterza
3) M. Pellegrini, Savonarola. Profezie e martirio nell'età delle guerre d'Italia, Roma, Salerno editrice
4) F. Chabod, Scritti sul Rinascimento, Torino, Einaudi (pp.1-239)
5) J. Burckhardt, La civiltà del Rinascimento in Italia, Firenze, Sansoni
6) E. Bonora, Aspettando l’imperatore. Principi italiani tra il papa e Carlo V, Torino, Einaudi
7) Niccolò Machiavelli, Il principe, Torino, Einaudi, (o Milano,Garzanti)
8) Francesco Guicciardini, Storia d’Italia (1490-1534), 3 voll.(un volume a scelta), Torino, Einaudi, (o Milano, Mondadori)
9) Baldassar Castiglione, Il libro del cortegiano, Milano, Rizzoli

Introduction to Kant's critical philosophy: space, time and knowledge

I. Kant, Critica della ragion pura, tr. it. di Costantino Esposito, Bompiani (several reprints).
Prefazione, Introduzione, Estetica Trascendentale e Analitica Trascendentale
(Critique of Pure Reason: Preface, Introduction, Transcendental Aesthetics and Analytics)

R. Chiaradonna, P. Pecere, La ricerca della conoscenza, volume 2: da "La rivoluzione scientifica" a "Kant" (or selected chapters of any textbook of philosophy: from the Scientific Revolution to Kant).

The module introduces the analysis of the innovative theories on consciousness and personal identity elaborated between the end of the seventeenth and the middle of the eighteenth century by John Locke and David Hume, theories that have constituted inescapable points of reference around the question of personal identity in the subsequent philosophical debate and are still the subject of attention, especially by the philosophy of mind.The first teaching unit is dedicated to the analysis and commentary of Chap. XXVII of Book II of the "Essay on the Human Understanding" by John Locke. The second teaching unit is dedicated to the analysis and commentary of Section VI of Part IV of Book I of the "Treatise on Human Nature" by David Hume, dedicating part of the lessons to the commentary of passages of Books II and III dedicated to the theme of the ego subject of passions. To facilitate the understanding of the texts, reference will be made to some studies of scientific literature in Italian and English that are an integral part of the examination program.

Unit 1:
1. John Locke, Essay Concerning Human Understanding (in particular chap. XXVII of Second Book). Edition: Laterza, or UTET, or Bompiani.
2. W. Uzgalis, Locke's Essay Concerning Human Understanding. A Reader's Guide, London-New York, Continuum, 2007 (pp. 62-73, available in pdf text in the section 'Materiali' of the Teacher's Home Page on the FILCOSPE Departmente web site).
Unit 2:
3. David Hume, Treatise on Human Nature (in particular Section VI Part IV Book I) Edition: Laterza, or UTET, or Bompiani.
4. Lorenzo Greco, L’identità personale in David Hume: dalle passioni all’etica, in «Thaumàzein», 2, 2014, pp. 247-264 (downloadable at the address: http://dx.doi.org/10.13136/thau.v2i0.26.g27)

A Course Module:
Aristotle’s Metaphysics I: The science of first causes; Aristotle’s criticism of early Greek philosophers.
The A Course Module will be held during the first part the semester (6 weeks) and will focus on the following issues:
Aristotle’s theory of science and the structure of Aristotle’s Metaphysics.
The theory of causes.
Aristotle’s account of early Greek naturalist philosophers.

B Course Module:
Aristotle’s Metaphysics I: Aristotle and Plato
The B Course Module will be held during the second part of the semester (6 weeks) and will focus on the following issues:
Aristotle’s criticism of Plato’s theory of Ideas.
Aristotle’s criticism of Plato’s theory of Principles.
Plato’s so-called “unwritten doctrines”.

A Course Module

[a] B. Centrone, Prima lezione di filosofia antica, Laterza, Roma-Bari 2015
R.Chiaradonna e P. Pecere, Filosofia – La ricerca della conoscenza, Mondadori Education, Milano, 2018, vol. 1A per intero; vol. 1B pp. 1-107 (fino al capitolo Neoplatonismo e filosofia tardo-antica incluso)
R. Chiaradonna, Platonismo, Il Mulino, Bologna, 2017

[b] F. Ademollo e M. Vegetti, Incontro con Aristotele, Einaudi, Torino 2016
Aristotele, Metafisica, Introduzione, traduzione e note di E. Berti, Laterza, Roma-Bari, 2017,
pp. V-XXXIII; 3-41.

[c] Students are required to prepare a written paper in Italian (2.500 words) about the texts listed at point [a].

B Course Module:

[a] B. Centrone, Prima lezione di filosofia antica, Laterza, Roma-Bari 2015
R.Chiaradonna e P. Pecere, Filosofia – La ricerca della conoscenza, Mondadori Education, Milano, 2018, vol. 1A per intero; vol. 1B pp. 1-107 (fino al capitolo Neoplatonismo e filosofia tardo-antica incluso)
R. Chiaradonna, Platonismo, Il Mulino, Bologna, 2017

[b] P. Donini, La Metafisica di Aristotele. Introduzione alla lettura, Carocci, Roma, 2015.
Aristotele, Metafisica, Introduzione, traduzione e note di E. Berti, Laterza, Roma-Bari, 2017,
pp. V-XXXIII; 41-53.

[c] Students are required to prepare a written paper in Italian (2.500 words) about the texts listed at point [a].

Philosophy students earn 12 ECTS by studying the A + B Course Modules.

The first part of the course focuses on the models and forms of interpersonal communication and on the relationship between communication and social identity. In particular, the forms of pathological communication of everyday life and the social representations spread by media and social media will be analyzed.
The second part of the course introduces the main theoretical perspectives of communication and media and the empirical approaches to the study of the sociology of communication. This part will deal with audience development, social transformations and media effects. A specific focus will be on computer mediated communication (CMC) and new spaces for participation and content production due to digital media.

a) Denis McQuail, 2007, Sociologia dei media, Il Mulino, Bologna (only the following chapters: 1. Introduzione; 2. La nascita dei mezzi di comunicazione di massa; 3. Concetti e modelli per le comunicazioni di massa; 4. Teorie dei media e teorie della società; 5. Comunicazione di massa e cultura; 6. Una nuova teoria per i nuovi media?; 15. La formazione del pubblico e l'esperienza mediale; 16. La ricerca sugli effetti; 17. Effetti socio-culturali; 18. Informazione, opinione pubblica e comunicazione politica)

b) Anna Lisa Tota, 2020, Ecologia della Parola. Il piacere della Conversazione, Einaudi, Torino.

c) Stuart Hall, 1980, "Codifica e decodifica", in Tele-visioni, a cura di A. Marinelli e G. Fatelli (2000), Meltemi, Roma, pp. 67-84 (made available to the students on Moodle platform).

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

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


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

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

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

Texts for the module 1 (6 CFU/ECTS)
1) A.R. CANDURA, Geografia. Un’introduzione critica, Milano, Mondadori, 2018
2) T. BANINI, Geografie culturali, Milano, Angeli, 2019
3) M. d’ERAMO, Il selfie del mondo. Indagine sull’età del turismo, Milano, Feltrinelli, 2017



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

This is an introductive course to the persuasion strategies, that can help to uphold and confirm one’s own opinion. The major landmarks in the development of the debate between dialectics and rhetoric will be mentioned, and the basic elements of argumentation theory as well as the most relevant figures of speech will be analyzed. In addition to theoretical notions, practice exercises will coach students to recognize persuasion strategies in the texts, with special regard to advertising and journalistic ones.

1. Mortara Garavelli, Bice, Il parlar figurato. Manualetto di figure retoriche, Laterza, Bari-Roma, 2011.
2. Lo Cascio, Enzo, Persuadere e convincere oggi. Nuovo manuale dell'argomentazione, Academia, Milano, 2009 (chapp. 1-5, 7, 11-12; for chap. 12 only §§ 12.1, 12.6-12.7).

The course will focus on the role of the methodology and epistemology of science in clarifying the problem of the relationship between science and democracy. On the one hand, as a consequence of the progressive specialization of scientific knowledge our democratic societies must rely more and more on the knowledge of the experts. On the other, especially in the still obscure areas of scientific research, the experts are often in disagreement, a fact that in the public at large creates mistrust in science, which is in any case the most reliable form of knowledge. In order to avoid that democracies degenerate into “technocracies”, where the few decide for all, the citizens must be granted the possibility for autonomous decisions. In the second part of the class, we will try to describe the process of generation and quick diffusion of false beliefs by a reconsideration of the problem of demarcating science from pseudoscience

Barrotta P. Scienza e democrazia, Carocci 2013
Boghossian P. Paura di conoscere, Carocci, 2006
Dorato M. Disinformazione scientifica e democrazia, La competenza dell’esperto e l’autonomia del cittadino, Cortina, 2019
Kitcher La scienza in una società democratica, Ariele, 2014
O’Connor C. Weatherall J., L’età della disinformazione. Come si diffondono false credenze. Franco Angeli, 2019

Analogy, History, Teleology in Kant.
The concept of analogy, in his teoretical and practical function, will be examined in this course, as a key for the comprehension of Kant's philosophy of history. A rethinking of the transcendental status of the analogy as a gradual passage between sensible and suprasensible will allow the comprehension of history based on the continuity founded on the teleological method.

Immanuel Kant, "Scritti di storia, politica e diritto", Laterza, Roma-Bari, 2009.
Luca Bianco, "Analogia e storia in Kant", Guida, Napoli 2003 (disponibile su ebay, si possono rendere disponibili fotocopie).
Immanuel Kant, "Critica della facoltà di giudizio", Einaudi, Torino 1999, paragrafi 59, 60, 61, 65, 76, 77, e da 81 a 91.
Texts in english will be indicated in classes.

Investigation of communication in all of its modalities: verbal and bodily (words and sentences, prosody and intonation, gestures, facial expression, gaze, touch, posture, proxemics), 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, art, entertainment.

For the exam of 12 Credits, the following four items are to be studied for the oral examination:
I testi da portare all’esame sono quattro:

A. Anolli I.: Fondamenti di psicologia della comunicazione. Il Mulino, Bologna 2011.
B. Poggi I.: Le parole del corpo. Introduzione alla comunicazione multimodale. Carocci, Roma 2006.
C. Poggi I e D’Errico F.: Comunicazione multimodale e influenza sociale. Il corpo e il potere. Carocci, Roma 2020.
D. Un testo (o serie di testi) a scelta fra le voci del seguente elenco:

1. Volterra V., Roccaforte M., Di Renzo A. e Fontana S.: Descrivere la lingua dei segni italiana. Una prospettiva cognitiva e sociosemiotica. Il Mulino, Bologna 2019.
2. CASELLI C., MARAGNA S. e VOLTERRA V.: Linguaggio e sordità. Gesti, segni e parole nello sviluppo e nell’educazione. Il Mulino, Bologna 2007.
3. GIGLIOLI P.P., CAVICCHIOLI P. e FELE G.: Rituali di degradazione. Anatomia del processo Cusani. Mulino, Bologna, 1997.
4. Piazza F.: La parola e la spada. Violenza e linguaggio attraverso l’Iliade. Il Mulino, Bologna 2018.
5. Lombardi Vallauri E.: La lingua disonesta. Il Mulino, Bologna 2019.
6. ORLETTI F.: La conversazione diseguale. Carocci, Roma, 2000.
7. LUGLI L. e MIZZAU M.: L’ascolto. Il Mulino, Bologna.
8. LAKOFF G.: Non pensate all'elefante. Fusi Orari, Milano, 2006.
9. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. Il Mulino, Bologna 2019.
10. Bazzanella C. Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014.
11. Cacciari C.: Psicologia del linguaggio. Il Mulino, Bologna 2011.
12. Domaneschi F. e Penco C.: Come non detto. Usi e abusi dei sottintesi. Laterza, Bari 2016.
13. Domaneschi F.: Insulti. Laterza, Bari 2020.
14. Tarabbia A.: Parlare per immagini. Zanichelli, Bologna.
15. Pennisi A. e Perconti P. (a cura di): Le scienze cognitive del linguaggio. Il Mulino, Bologna 2006.
16. Belacchi C. e Benelli B.: Il significato delle parole. La competenza definitoria nello sviluppo tipico e atipico. Mulino, Bologna 2007.
17. Bruno N., Pavani F., Zampini M.: La percezione multisensoriale. Mulino Bologna 2010.
18. Mininni G. e Scardigno R.: Le deboli certezze del (far) sapere medico e psichiatrico. L’Harmattan Italia. 2019.
19. Campisi E. Che cos’è la gestualità. Carocci, Roma, 2018.
20. Nobili C. I gesti dell’italiano. Carocci, Roma, 2019.
21. Bongelli R e Riccioni I. Cosa facciamo con le parole. Modelli di analisi qualitativa delle interazioni verbali. Franco Angeli, Milano, 2020.
22. Castelfranchi C. e Poggi I. Bugie finzioni sotterfugi. Per una scienza dell'inganno. Carocci, Roma 2005.

MAINLY FOR THOSE CONCERNED WITH THE PSYCHOLOGY OF LEARNING AND TEACHING COMMUNICATION:

23. Cornoldi C., Meneghetti C., Moè A., e Zamperlin C.: Processi cognitivi, motivazione e apprendimento. Il Mulino, Bologna, 2018.
24. PARISI D. (a cura di): Per una educazione linguistica razionale. Mulino, Bologna, 1979.
25. POGGI I. (a cura di): Le parole nella testa. Guida a un'educazione linguistica cognitivista. Mulino, Bologna 1987 (fuori stampa; reperibile presso la Biblioteca di Scienze dell’Educazione).
26. POGGI I.: La grammatica del significato. Un itinerario didattico. Mulino, Bologna, 1989.

27. One of the above books can be replaced by THREE papers in English, 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 the above ones upon agreement with the teacher.



2. Exam for 6 Credits

For students taking the exam for only 6 Credits the text to be reported at the oral examinations are the following:

1. Lotto L. and Rumiati R. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2019 (nuova edizione).

2. Poggi I.: Le parole del corpo. Introduzione alla comunicazione multimodale. Carocci, Roma 2006.

3. Poggi I and D’Errico F.: Comunicazione multimodale e influenza sociale. Il corpo e il potere. Carocci, Roma 2020.

An Introduction to the problem of the relation between Art and Emotions.

V. Gallese, M. Guerra, Lo schermo empatico. Cinema e neuroscienze, Milano, Raffaello Cortina
Paolo D'Angelo, La tirannia delle emozioni, Bologna, il Mulino

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

Bibliography provided by the teachers during the lessons.

Historical overview of the main lines of thought of medieval philosophy.
Tommaso d'Aquino and Bonaventura da Bagnoregio, in the philosophical context of the debate between Augustinians and Aristotelians between the thirteenth and fourteenth centuries.

E. Gilson, La filosofia nel Medioevo, Rizzoli, Milano, 2011.
E. Gilson, Il tomismo. Introduzione alla filosofia di san Tommaso d'Aquino, Jaca Book, Milano, 2011.
S. Vanni Rovighi, Introduzione a Tommaso d’Aquino, Laterza, Bari, 1973.
Bonaventura da Bagnoregio, Itinerario della mente in Dio, Città Nuova, Roma, 1993.
Tommaso d’Aquino, L’ente e l’essenza, Bompiani, Milano, 2002.

The course is intended as an introduction to anthropology as cultural critique, specifically aimed at forming a figure of anthropologist regarded as “intellectual” capable of analysing, interpreting and comparing different cultural cases and systems.
The objectives of the course are:
– to develop in the student an awareness of “otherness”;
– to critically examines ideas about cultural differences and images of “otherness”;
– to develop in the student a capacity to recognize preconceptions and assumptions of their own social and cultural environments;
The students will be introduced to the major concepts, theories and methods employed by anthropologists to understand social and cultural aspects of human experience, with a particular attention to specifical mechanisms of human relationships and social systems.
They will be also familiarised with fieldwork practice and ethnographic research, so as to form a skilled and qualified personnel, sensitive to the complexities of nowadays.
On completing the course, the students should be able to apply the concepts and perspectives learned in the course of the lessons to new, original research fields and broader contexts, making interdisciplinary connections.
Acquiring the knowledge of the fundamentals of ethno-anthropology, at the end of the course the students should be able to deal independently with anthropological topics and issues.
Besides knowledge and understanding of key terms, concepts and methods in ethnology and anthropology, at the end of the course students will be expected to demonstrate the capacity to express, present and explain with the necessary clarity their knowledge.
The systematic self-reflection peculiar to the anthropological approach, its critical self-conscious thinking not only about the “objects” of its research but also about the tools used to describe and interpret them, is expected to favour the develop in the student of important learning skills such as creative and critical thinking, which will be decisive throughout their formative years and beyond.
The course aims at providing the students with the fundamentals of anthropology, updated and adjusted to the urgencies of modernity and current affairs.

1. A textbook for the general part:
Ugo Fabietti, Elementi di antropologia culturale, Milano, Mondadori, 2015.

2. The monographic part includes:
Tim Ingold, Antropologia. Ripensare il mondo, Milano, Meltemi, 2020.
Stefano de Matteis, Le false libertà. Verso la post globalizzazione, Milano, Meltemi 2017.

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

1. Notes, readings, materials (see on line-one drive and moodle platform)

2. One of the following books:
N. Spineto, La festa, Laterza, Roma Bari, 2015 oppure
B. Salvarani, Dopo. Le religioni e l’al di là, Laterza, Roma Bari, 2020
C. Ghidini, P. Scarpi, La Scelta Vegetariana, Ponte alle Grazie, Firenze 2019.
or students can discuss a book with Professor Giorda

Nonno attending students will replace point 1 with G. Filoramo, Manuale di storia delle religioni, Laterza, Roma Bari, 2005.

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

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

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

Science and Technology from Antiquity to the 17th Century. The course is divided into two parts. The first one deals aims at providing basic knowledge of history of science and technology; the second part deals with applied mechanics and with the origins of classical mechanics.

Besides didactic materials to be provided during classes, students are requested to read three books from the bibliography

Italian literature and photography

a) Silvia Albertazzi, Letteratura e fotografia, Roma, Carocci, 2017

b) Giuseppe Carrara, Storie a vista. Retorica e poetiche del fototesto, Milano-Udine, Mimesis, 2020

c) plus one author, by choice, among:

Elio Vittorini, Conversazione in Sicilia [1941], illustrated by the author, edited by Maria Rizzarelli, Milano, Rizzoli, 2007

Pier Paolo Pasolini, La Divina Mimesis [1975], Milano, Mondadori, 2006

Nanni Balestrini, Blackout [1980], in Id., Le avventure della signorina Richmond e Blackout. Poesie complete volume secondo, Roma, DeriveApprodi, 2016

Lalla Romano, Nuovo romanzo di figure [1986], Torino, Einaudi, 1997

Giorgio Falco and Sabrina Ragucci, Condominio Oltremare, Roma, L’orma, 2014 + Giorgio Falco, Flashover. Incendio a Venezia, with photographs by Sabrina Ragucci, Torino, Einaudi, 2020

Michele Mari, Leggenda privata, Torino, Einaudi, 2017

d) to give a context in the 20th and 21st century italian literary history:
Giulio Ferroni, Storia della letteratura italiana, vol. IV: Il Novecento e il nuovo millennio, Milano, Mondadori Università, 2012; and/or La terra della prosa. Narratori italiani degli anni zero (1999-2014), edited by Andrea Cortellessa, Roma, L’orma, 2014

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

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

Attending students:

G. Feliu, C. Sudrià, Introduzione alla storia economica mondiale, Padova, CADEM, 2013, capp. 1 – 11.

plus a further book:

F. Braudel, Espansione europea e capitalismo. 1450-1650, Bologna, Il Mulino, 2015.
L. Conte, V. Torreggiani, Istituzioni, capitali e moneta. Storia dei sistemi finanziari contemporanei, Milano, Mondadori, 2017, Introduzione + capp. 1-3.

Non-attending students (add to above-mentioned books):

M. Fornasari, La banca, la borsa, lo Stato. Una storia della finanza (secc. XIII-XXI), Torino, Giappichelli, 2017, pp. 1-154.

The course aims first of all to offer an overview of the main aesthetic categories - from beautiful to ugly, from interesting to kitsch, from sublime to horror and terror - to assess their relevance in contemporary artistic practices.

In addition to this, we will explore the conception of beauty in the West and East (with particular attention to Chinese and Japanese aesthetics) and reflect on the status of images in our hyper-connected society based on the text "The fury of images" by J. Fontcuberta.

F. Iannelli: Dissonanze contemporanee. Arte e vita in un tempo inconciliato. Quodlibet 2010 (fino p. 206)
Fontcuberta: La furia delle immagini. Note sulla postfotografia, Einaudi, 2018.

The student will have to choose between route A (Japan) and route B (China)
ROUTE A
D. Richie, Sull’estetica giapponese, Lindau, Torino 2009.
L. Koren: Wabi-sabi. Altri pensieri. Ponte alle grazie, 2015.

ROUTE B
F. Cheng: Cinque meditazioni sulla bellezza. Bollati Boringhieri 2018.
F. Jullien Quella strana idea di bello. Il Mulino 2012

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

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

The course introduces the relationship between language and politics and the different dimensions of this relationship.
The course will develop with a focus on on the different forms of the political conflict, in history and in contemporary times.

F. Giardini, L'alleanza inquieta (pdf available on prof. Giardini's webpage)
F. Castelli, Spazio pubblico, Ediesse, 2019
F. Castelli, F. Giardini, F. Raparelli, Conflitti. Filosofia e politica, Mondadori 2020
V. Shiva, Le guerre dell'acqua, Feltrinelli or S. Rota (a cura di) La (in)traducibilità del Mondo, Ombre corte 2020

The hermeneutics of the subject from classical thought to modern philosophy

Thematic articulation:

1) The notion of "subject": genealogy and metamorphosis
2) Metaphysical subject and ethical subject
3) The problem of truth
4) Constitution of the subject: "self-care"
5) Self-care and care for others
6) Individual and community subject

M. Foucault, The Hermeneutics of the Subject (Palgrave)

Title: Music and Emotions
Throughout the course, the following issues will be examined:
How can we justify attribution of emotional qualities to music? What do we mean when we say, for example, that music is sad, joyful, melancholic?
How can music can arouse emotions (e.g. emotion, sadness, euphoria) in the listener?
How can we explain our emotional response to music?
Finally, what kind of emotions are those generated by music listening?

Hanslick, E., On the Musically Beautiful, Hackett Publishing, Indianapolis 1986 (chapters 1,2,3).
Langer, S., Philosophy in a New Key, Harvard University Press, Cambridge (MA) 1990 (ch. 8: On Significance in Music).
Lentini, D., La musica e le emozioni. Percorsi nell’estetica analitica, Mimesis, Milano, 2014 (selected essays).
Bertinetto, A., Il pensiero dei suoni. Temi di filosofia della musica, Bruno Mondadori, Milano, 2012 (ch. 3: Una scienza emozionale, pp. 99-154)
Kivy, P., Introduction to a Philosophy of Music, Oxford University Press, Oxford, 1998 (selected chapters).

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.