History and politics of Europe in the nineteenth and twentieth century

Un manuale di Storia contemporanea (sul periodo dal 1815 ai giorni nostri) delle scuole superiori a scelta. Il manuale deve essere di edizione successiva al 2010.

Due libri a scelta fra i seguenti:
S. Aleksievic, La guerra non ha un volto di donna, Bompiani;
A. Basciani – E. Ivetic, Italia e Balcani. Storia di una prossimità, Il Mulino;
R. Brizzi – M. Marchi, Storia politica della Francia repubblicana (1871-2011), Le Monnier;
F. Chabod, Storia dell’idea d’Europa, Laterza;
D. Frescobaldi, Jugoslavia perché, Ponte alle Grazie;
U. Gentiloni Silveri, Storia dell’Italia contemporanea, Il Mulino;
G. Ieranò, Arcipelago. Isole e miti del Mar Egeo, Einaudi;
R. Morozzo della Rocca, Passaggio a Oriente. La modernità e l’Europa ortodossa, Morcelliana.

Descartes, "Meditations on first philosophy"
The class will focus on the following points:
- Descartes' philosophical program in the context of scientific revolution and the critique of Scholastic philosophy
- Epistemological and metaphysical elements of Cartesian thought, from the early writings to the Meditations
- The argumentative structure of the Meditations.
- Questions from the "Objections and replies" (Hobbes, Gassendi, Arnauld) and the philosophical legacy of the Meditations.

R. Chiaradonna, P. Pecere, Filosofia – La ricerca della conoscenza, Mondadori Education, Milano, 2018, vol. 2A (including the collection of commented texts by Descartes).
R. Descartes, Meditazioni metafisiche, Introduzione e traduzione di Sergio Landucci. Testo latino a fronte, Laterza, Roma-Bari 2016.

The course has its focus in the analysis of the doctrine of personal identity presented by Hume in his "Treatise on Human Nature", showing its relevance in the contemporary debate. The first teaching module focuses on Humean doctrine, which, by radically rejecting any form of substantialism, radicalizes Locke’s position, questioning not only the continuity in time of the self or person, but even its unity in a given moment of time. Hume thus reduces the «Self» to a «bundle of perceptions», that is to a series of perceptions distinct from each other and without continuity in time, in fact proposing to conceive the ego as a «fiction» on the level of the theory of the mind, albeit preserving its unity as the object of the mere «feeling» for the purpose of its application in the moral field. Belief in personal identity is therefore a useful tool for effectively directing practical life. The second didactic module shows how Hume’s perspective has a remarkable vitality in the field of recent philosophy of mind. To this proposal will be illustrated some emblematic positions such as those of Derek Parfit, Thomas Metzinger and Julian Baggini.

1. David Hume, Trattato sulla natura umana, with original english text, Milan, Bompiani, 2001, passim (in particular: book 1, part IV, sect. VI).
2. Lorenzo Greco, L’identità personale in David Hume: dalle passioni all’etica, in «Thaumàzein», 2, 2014, pp. 247-264 (available at: http://dx.doi.org/10.13136/thau.v2i0.26.g27).
3. One text form the following list:
- Derek Parfit, Ragioni e persone, Part Three, It. tr., Milan, Il Saggiatore, 1984, pp. 257-444.
- Thomas Metzinger, Il tunnel dell'io, Chap. 1-3, It. tr., Milan, Raffaello Cortina, 2010, pp. 1-132.
- Juian Baggini, The Ego Trick, Part I-II, London, Granta, 2011, pp. 1-175.

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 course aims at introducing the key questions of the philosophy and methodology of science, among these the competing theories of scientific explanation, the nature of scientific method, the relation between hypotheses and evidence and the cognitive content of scientific theories in light of their historical change and the demarcation between science and philosophy. While the first part of the course will consist in an introduction to these general topics (by using Okasha’s and Gillies and Giorello's texts), in the second, longer part we will read and comment three classics authors of 20th century philosophy of science, namely Karl Popper, Carl Hempel and Rudolf Carnap. The fundamental problem raised in the course is the objectivity of scientific knowledge.

D. Gillies, Philosophy of Science in the twentieth century. Four central themes. Oxford-Cambridge, Mass, 1993
Karl .R. Popper, Scienza e Filosofia, Einaudi, Torino, 2000.
S. Okasha Philosophy of Science. A very short introduction, Oxford University Press, 2002
Carl G. Hempel, Philosophy of natural sciences Prentice Hall, 1966 (chapters available on the teacher's personal website)
Rudolf Carnap, Philosophical foundations of physics, 1966 (chapters available on the teacher's personal website)
Mauro Dorato. Cosa c'entra l'anima con gli atomi? 2017 2 ed., Laterza, Roma (Reichenbach not available)

This course provides an introduction to:
(1) the role played by reasoning in rational interaction (discussions, exchanges of theses), in the solution of problems of logic and mathematics, and the consequence of a lack of adequate reasoning procedures in these areas;
(2) ratioanl argomentation and the logical structure underlying valid arguments;
(3) a rigorous approach to deductive reasoning, based on the formal tools provided by propositional and quantified (deductive) logic;
(4) some forms of non-deductive reasoning
The course also wishes to alert participants of the consequences of a lack of a rational course in the context of mass communication, information society, and online interaction, while developing the ability to correctly apply the basic rules of reasoning that are distinctive of deductive reasoning.

The course will apply, as far as possible, a `bottom-up' approach: from reasoning problems, to the tools required to solve them, to the theories in which such tools are defined, understood, and discussed. The course is divided into two modules:

Module A: It will approach and discuss the definition of an argument and of a good argument, the role played by arguments in our reactions to disagreement and in rational discussions, and the rational strategies for reacting to disagreement. It will then focus on deductive reasoning and on propositional logic in particular. In this context the course will introduce and discuss the basic rules of reasoning of propositional logic and it will discuss the notion of derivability, introduce the procedures for building a formal language, it will explore the semantics of propositional logic, the notions of logical consequence and validity, and the possible connections between derivability, logical consequence, and validity. In addition, the module will introduce the notion of a system of rules and that of an axiomatics system, together with the notions of soundness and completeness, and it will then focus on natural deduction and its soundness and completeness with respect to the semantics of classical propositional logic.

Module B: It will present basic facts, notions, and definitions of set theory, which are indispensible when it comes to an understanding of quantified logic. After that, the course will focus on quantified logic, by explaining the way in which quantified logic 'reads' predicates and quantifiers (expressions like 'Every' and 'Some'), it will introduce basic rules for reasoning with the quantifiers, and it will introduce the semantics of quantified logic. The course will then discuss soundness and completeness of natural deduction for quantified classical logic with resepct to the semantics of quantified classical logic. Russell paradox will also be introduced and discussed. The module will later with a brief overview of some forms of non-deductive reasoning (probabilistic reasoning, statistical reasoning, reasoning with explanatory hypotheses).

Main text:
Critical Thinking. Un’introduzione, a cura di D. Canale, R. Ciuni, A. Frigerio, G. Tuzet, Egea, Milano 2021
(Relativi al Modulo A: Capitoli 2 – 6. Relativi al Modulo B: Capitoli 7 – 10).

Introduction to reasoning and argumentation, with a special focus on the key features, domain of application and potential fallacies of each type of inference.
Part I: Deduction. Part II: Induction, abduction and probabilistic reasoning.

F. D’Agostini, Le ali al pensiero, Carocci.
G. Boniolo, P. Vidali, Strumenti per ragionare, Bruno Mondadori/Pearson.
A. Coliva, E. Lalumera, Pensare. Leggi ed errori del ragionamento, Carocci.

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

b) 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).

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)

Part 1: Some preliminary notions.
Order relations and trees, inductive definitions, proofs by induction, axiom of choice and Kőnig's lemma.

Part 2: Provability and satisyability.
First order formal language: alphabet, terms, formulas, sequents. Structures for first order languages: structures, terms and formulas with parameters in a structure, value of terms, formulas and sequents. The calculus of sequents for first order logic: Gentzen's LK. Derivable sequents and derivations. Correctness of the rules of LK. Canonical analysis and fundamental theorem: construction of the canonical analysis (with and without cuts) and proof of the fundamental theorem of the canonical analysis. Consequences of the fundamental theorem: completeness theorem, compactness theorem, eliminability of cuts, L"owenheim-Skolem's theorem.

Part 3: Towards proof-theory: the cut-elimination theorem.
The cut-elimination procedure. Definition of the elementary steps of cut-elimination. First proof strategy (big reduction steps). Second proof strategy (reversion of derivations). The complexity of the cut-elimination procedure (sketch). Some immediate consequences of the cut-elimination theorem.

V. Michele Abrusci e Lorenzo Tortora de Falco, Logica. Vol. 1 Dimostrazioni e modelli al primo ordine, Springer, 2014

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

Benjamins messianic philosophy of history..

The class will study Benjamin "On the concept of history" and other texts related like the "Theological-political Fragment" (1921), confronted with the theory of messianism of Gershom Schole,

Walter Benjamin: Selected Writings, Vol. 4, 1938-1940 First Edition
T. Tagliacozzo, Knowledge, Language and Messianism in the Philosophy of Walter Benjamin, Rowmann and Littlefield, London-New York 2018.

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

For the exam of 12 Credits, the following three items are to be studied for the oral examination:

A. Poggi I.: Psicologia della comunicazione. La mente, il corpo, gli altri. Mondadori, Milano 2022. (per intero)

B. One of the three following books:
1. Poggi I.: Le parole del corpo. Introduzione alla comunicazione multimodale. Carocci, Roma 2006. (those who study this book can skip Part V of the textbook A.)
2. Poggi I e D’Errico F.: Comunicazione multimodale e influenza sociale. Il corpo e il potere. Carocci, Roma 2020. (those who study this book can skip Part IX of the textbook A.)
3. Castelfranchi C. e Poggi I. Bugie finzioni sotterfugi. Per una scienza dell'inganno. Carocci, Roma 2005 (those who study this book can skip its Chapter 1, and also skip Chapter 9 of the textbook A.)


C. Either one book (or three papers in English) chosen among the items of the following list:

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. Piazza F.: La parola e la spada. Violenza e linguaggio attraverso l’Iliade. Il Mulino, Bologna 2018.
3. Lombardi Vallauri E.: La lingua disonesta. Il Mulino, Bologna 2019.
4. ORLETTI F.: La conversazione diseguale. Carocci, Roma, 2000.
5. LUGLI L. e MIZZAU M.: L’ascolto. Il Mulino, Bologna.
6. LAKOFF G.: Non pensate all'elefante. Fusi Orari, Milano, 2006.
7. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. Il Mulino, Bologna 2019.
8. Bazzanella C. Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014.
9. Cacciari C.: Psicologia del linguaggio. Il Mulino, Bologna 2011.
10. Domaneschi F. e Penco C.: Come non detto. Usi e abusi dei sottintesi. Laterza, Bari 2016.
11. Domaneschi F.: Insulti. Laterza, Bari 2020.
12. Tarabbia A.: Parlare per immagini. Zanichelli, Bologna.
13. Pennisi A. e Perconti P. (a cura di): Le scienze cognitive del linguaggio. Il Mulino, Bologna 2006.
14. Belacchi C. e Benelli B.: Il significato delle parole. La competenza definitoria nello sviluppo tipico e atipico. Mulino, Bologna 2007.
15. Campisi E. Che cos’è la gestualità. Carocci, Roma, 2018.
16. Nobili C. I gesti dell’italiano. Carocci, Roma, 2019.
17. Bongelli R e Riccioni I. Cosa facciamo con le parole. Modelli di analisi qualitativa delle interazioni verbali. Franco Angeli, Milano, 2020.
18. Calemi F. e Paolini Paoletti M.: Cattive argomentazioni: come riconoscerle. Carocci (Bussole) Roma 2014.
19. Paglieri F.: Disinformazione felice. Cosa c’insegnano le bufale. Mulino 2020
20. Pietrandrea P.: Comunicazione, dibattito pubblico, social media. Carocci 2021.
21. Fossa F., Schiaffonati V., Tamburrini G. Automi e persone. Introduzione all’etica dell’Intelligenza Artificiale e della Robotica. Carocci, Roma 2021.


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

22. Cornoldi C., Meneghetti C., Moè A., e Zamperlin C.: Processi cognitivi, motivazione e apprendimento. Il Mulino, Bologna, 2018.
23. PARISI D. (a cura di): Per una educazione linguistica razionale. Mulino, Bologna, 1979.
24. 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).
25. POGGI I.: La grammatica del significato. Un itinerario didattico. Mulino, Bologna, 1989.

26. One of the above books can be replaced by THREE papers in English, to download from the following link:
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 texts to be reported at the oral examinations are the following two:

1. Poggi I.: Psicologia della comunicazione. Un approccio socio-cognitivo. Mondadori, Milano 2022.

2. Lotto L. e Rumiati R. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2019.

P. D'Angelo Il paesaggio: teorie, storie, luoghi, Laterza.
P. D'Angelo Filosofia del paesaggio, Quodlibet.
Un testo a scelta tra i seguenti: S. Parigi e G. Ravesi, Il paesaggio nel cinema contemporaneo, Bulzoni; S. Arecco, Cinema e Paesaggio, Le Mani; S. Bernardi, IL paesaggio nel cinema italiano, Marsilio

Title: Musical Expressiveness
Throughout the course, the following issues will be examined:
How can music be expressive of emotion?
How can we explain our emotional response to music?
What kinds of emotions are those generated by listening to music?
How can we justify the attribution of expressive qualities to music?
What do we mean when we say, for example, that music is sad, joyful, melancholic?
Are expressive descriptions of music literal or metaphorical?

Hanslick, E., Il bello musicale, Aesthetica, Palermo 2007.
Langer, S., Filosofia in una nuova chiave, Ramando editore, Roma, 1972 (cap. 8: Sul significato in musica).
Lentini, D., La musica e le emozioni. Percorsi nell’estetica analitica, Mimesis, Milano, 2014.
Kivy, P., Filosofia della musica. Un’introduzione, Einaudi, Torino, 2007.

Main themes of medieval history: the end of the western roman empire; barbarian kingdoms; Lombards and Byzantines in Italy; from frankish kingdoms to carolingian empire; christianity during the early Middle Ages: bishops and monks; manors, fiefs and the rural lordship; agrarian economy and commercial development (from 9th to 13th century); Church reform in the 11th century; italian communes; european western kingdoms, from 11th to 13th century; culture, church and religious experiences in the late Middle Ages; the Crisis of the 14th century; early modern state in Italy and Europe.

First part, common to all Degree Courses (for 6 credit and 12 credit exam):
Profile and Themes of Medieval History.

G. Albertoni, S. M. Collavini, T. Lazzari, Introduzione alla storia medievale, Il Mulino, Bologna, 2020; G. Sergi, L'idea di Medioevo. Fra storia e senso comune, Rome, Donzelli, 1998; and V. Loré, R. Rao, Medioevo da manuale. Una ricognizione della storia medievale nei manuali scolastici italiani, in RM Rivista, 18/2 (2017), only pp. 305-313 (free download: http://www.rmojs.unina.it/index.php/rm/article/view/5353).
Non-attending students are advised to replace Albertoni-Collavini-Lazzari, Introduzione alla storia medievale, with A. Cortonesi, Medioevo. Profilo di un millennio, Roma, Carocci, various editions.

Second part (only for 12 credit exam):
SECONDA PARTE (soltanto per esami da dodici crediti):
COUNTRYSIDE AND CITIES: THREE ROUTES BETWEEN DOCUMENTS AND HISTORIOGRAPHY.

the teaching materials will be made available by the teachers.


EXAM TEXTS for the second part, for ATTENDING students:

- dossier of documents (with translation) examined in class;

- B. Andreolli, M. Montanari, L'azienda curtense in Italia, Bologna, CLUEB, various editions, chapters 1, 4, 5, 6, 7;

- P. Majocchi, Pavia città regia. Storia e memoria di una capitale, Rome, Viella, 2008, chapter 3;

- D. Internullo, «Decus Urbis». Un’altra prospettiva sui «Mirabilia» di Roma e le origini del decoro urbano (secoli XII-XV), in "Quaderni Storici", 163/2 (2020),
pp. 159-183;

- J. Le Goff, Introduzione, in L'uomo Medievale, ed. J. Le Goff, Rome-Bari, Laterza, various editions;


- an article to be chosen from:

M, T. Fumagalli Beonio Brocchieri, L’intellettuale, in L'uomo Medievale, ed. J. Le Goff;

B. Geremek, L’emarginato, in L'uomo Medievale, ed. J. Le Goff;

Ch. Klapisch-Zuber, La donna e la famiglia, in L'uomo Medievale, ed. J. Le Goff;

M. C. Rossi, Religiones novae e Ordini Mendicanti, in Storia del Cristianesimo, vol. II (L’età medievale), ed. M. Benedetti, Rome, Carocci,
2015, pp. 215-240.



Exam texts for the second part, for NON ATTENDING students (with additions to replace the dossier of documents):

- B. Andreolli, M. Montanari, L'azienda curtense in Italia, Bologna, CLUEB, various editions, chapters from 1 to 7;

- P. Majocchi, Pavia città regia. Storia e memoria di una capitale, Rome, Viella, 2008, cap. 3;

- D. Internullo, «Decus Urbis». Un’altra prospettiva sui «Mirabilia» di Roma e le origini del decoro urbano (secoli XII-XV), in Quaderni Storici, 163/2 (2020),
pp. 159-183;

- G. Fasoli, La coscienza civica nelle «laudes civitatum», in La coscienza cittadina nei comuni italiani del Duecento, Todi, Centro Italiano di Studi sul basso
Medioevo, 1973, pp. 11-44;

- J. Le Goff, Introduzione, in L'uomo Medievale, ed. J. Le Goff, Roma-Bari, Laterza, varie edizioni;

- J. Rossiaud, Il cittadino e la vita in città, in L'uomo Medievale, ed. J. Le Goff;

- un articolo a scelta tra:

M. T. Fumagalli Beonio Brocchieri, L’intellettuale, in L'uomo Medievale, ed. J. Le Goff;

B. Geremek, L’emarginato, in L'uomo Medievale, ed. J. Le Goff;

Ch. Klapisch-Zuber, La donna e la famiglia, in L'uomo Medievale, ed. J. Le Goff;

M. C. Rossi, Religiones novae e Ordini Mendicanti, in Storia del Cristianesimo, vol. II (L’età medievale), ed. M. Benedetti, Rome, Carocci, 2015, pp.
215-240.

The course will present and discuss some basic notions of philosophical anthropology, a discipline that focuses on the investigation of the central aspects of what it is to be human. The first part of the course aims at providing an overview of classic questions in philosophical anthropology. The second part will focus on the themes of personal identity and the relation with others in the contemporary debate.

FOR STUDENTS WHO ATTEND THE COURSE, THE PROGRAM INCLUDES THE FOLLOWING TEXTS:
1. M. Montaigne (1580). “Delle carrozze”, in M. Montaigne, Saggi, Tutte le edizioni
2. M. Montaigne (1580). “I cannibali”, in M. Montaigne, Saggi, Tutte le edizioni
3. T. Todorov (1984/2014). La conquista dell’America. Il problema dell’altro, Einaudi
4. Booklet including short excerpts from various texts, including: I. Kant (1798/2010). Antropologia dal punto di vista pragmatico, Einaudi; M. Scheler (1928/2006). La posizione dell'uomo nel cosmo, Armando; A. Gehlen (1940/2010). L’uomo. La sua natura e il suo posto nel mondo, Mimesis; S. Landucci (2014). I filosofi e i selvaggi, Einaudi; A. Campodonico (2013). L'uomo. Lineamenti di antropologia filosofica, Rubbettino

FOR STUDENTS WHO DO NOT ATTEND THE COURSE, THE PROGRAM INCLUDES THE FOLLOWING TEXTS:
1. M. Montaigne (1580). “Delle carrozze”, in M. Montaigne, Saggi, All editions
2. M. Montaigne (1580). “I cannibali”, in M. Montaigne, Saggi, All editions
3. T. Todorov (1984/2014). La conquista dell’America. Il problema dell’altro, Einaudi
4. Booklet including short excerpts from various texts, including: I. Kant (1798/2010). Antropologia dal punto di vista pragmatico, Einaudi; M. Scheler (1928/2006). La posizione dell'uomo nel cosmo, Armando; A. Gehlen (1940/2010). L’uomo. La sua natura e il suo posto nel mondo, Mimesis; S. Landucci (2014). I filosofi e i selvaggi, Einaudi; A. Campodonico (2013). L'uomo. Lineamenti di antropologia filosofica, Rubbettino
5. S. Landucci (2014). I filosofi e i selvaggi, Einaudi

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

Bibliography provided by the teachers during the lessons.

We will read a number of texts on the relation between I and magic after 1945.
The interpretation and comment of the texts will focus on the following points:
1) E. De Martino's "The world of magic" and the historico-philosophical debate on the book
2) Astrological belief in T.W. Adorno
3) The actuality of Nietzsche's "Dyonisian" between philosophy, psychology and ethnology

1) E. De Martino, Il mondo magico (nuova ediz. Einaudi 2022)
2) T.W. Adorno, Stelle su misura (Einaudi 2010)
3) P. Rossi, Il tempo dei maghi, Raffaello Cortina 2006: Premessa, capitoli 1, 8
4) P. Pecere, Il dio che danza, nottetempo 2021
Exceprts from Freud and Nietzsche in handout

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.
R. Garrigou-Lagrange, La sintesi tomistica, Fede & Cultura, Verona, 2020.
S. Vanni Rovighi, Introduzione a Tommaso d’Aquino, Laterza, Bari, 1973.
Bonaventura da Bagnoregio, Itinerario della mente in Dio, Bompiani, Milano, 1996.
Tommaso d’Aquino, L’ente e l’essenza, Bompiani, Milano, 2002.

Theme of this year's course: Living life.

Ways and forms of how people "build" their lives.
Biographical paths, individual paths and collective exchanges.
Individual strategies and social organization.
Perfomative systems: from subjectivity to community.
The environment, the space, the house, the objects.

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

2. The monographic part includes:
Stefano De Matteis, La forza della vulnerabilità, Milano, Meltemi.
Andrea Staid,La casa vivente. Riparare gli spazi, imparare a costruire, Milano, And.
Ernesto de Martino, Oltre Eboli, Roma, e/o.

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

Andrea Zanzotto, beyond the lanscape

a) Andrea Zanzotto, Tutte le poesie, edited by Stefano Dal Bianco, Milano, «Oscar» Mondadori, 2011

b) Andrea Cortellessa, Andrea Zanzotto. Il canto nella terra, Roma-Bari, Laterza, 2021

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

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.
G. Conte, Il credito di una nazione. Roma, Edizioni di Storia e Letteratura, 2021.

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 provide an overview of the main aesthetic categories - from beautiful to ugly, from interesting to Kitsch, from sublime to horror and terror - in order to assess their relevance in contemporary artistic practices. In addition, the concept of the classical and of beauty in the West and in the East will be explored, with particular attention to Japanese aesthetics and literature.

The following texts are mandatory:

F. Iannelli: Dissonanze contemporanee. Arte e vita in un tempo inconciliato. Quodlibet 2010 (fino p. 206)
S. Settis. Il futuro del classico, EINAUDI, Torino, 2004.
D. Richie, Sull’estetica giapponese, Lindau, Torino 2009.
Y. Kawabata, Esistenza e scoperta della bellezza, pp. 57-76 in "La danzatrice di Izu", Adelphi, Milano 2017

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 space, in history and in contemporary times.

Dispense (nuova versione 2021)
F. Giardini, L'alleanza inquieta (pdf disponibile on line)
H. Lefebvre, Spazio e politica. Diritto alla città II, ombre corte 2020
F. Castelli, Spazio pubblico (cap. 1; cap. 3, §1; cap. IV, §§ 2-5 disponibili on line)
F. Giardini, Città stellari, in La Libertà è una Passeggiata. Donne e spazi urbani tra violenza strutturale e autodeterminazione, a c. di C. Belingardi, F. Castelli, S. Olcuire, IAPh Italia, Roma 2019, pp. 55-60 (pdf disponibile on line)

This course will provide an introduction to cognitive science by exploring some topics of research in this multidisciplinary field. Cognitive science is the study of cognition as information processing by complex organisms or artificial systems; thus it is not a discipline, but rather a “doctrine” that has oriented and is orienting inquiries in a number of disciplines — some descriptive and empirical (e.g., cognitive psychology, linguistics and, more recently, neuroscience), some speculative and foundational (e.g., philosophy of mind), and some both speculative and applied (e.g., artificial intelligence and robotics).

J.L. Bermúdez, Cognitive Science: An Introduction to the Science of the Mind, Cambridge University Press, Cambridge 2020.
S. Dehaene, Consciousness and the Brain: Deciphering How the Brain Codes Our Thoughts, Viking Press, New York 2014.

The course of ethics and cognitive sciences aims to present and discuss some basic ethical notions, focusing on the contemporary debate and on the relationship between moral philosophy and the cognitive sciences. The course includes two parts. In the first part, we will discuss some key notions in the interdisciplinary ethical debate at the interplay between moral philosophy and the cognitive sciences. Among the themes that will be discussed: free will and moral responsibility, neurolaw, the role of emotions and reasons in moral judgments, social cooperation. In the second part, we will focus on the role of unconscious psychological mechanisms in driving human behaviours.

FOR STUDENTS WHO ATTEND THE COURSE, THE PROGRAM INCLUDES THE FOLLOWING TEXTS:
1 – M. De Caro, M. Marraffa (2016). Mente e morale. Una piccola introduzione, Luiss University Press
2 – J. Bargh (2018). A tua insaputa. La mente inconscia che guida le nostre azioni, Bollati Boringhieri

FOR STUDENTS WHO DO NOT ATTEND THE COURSE, THE PROGRAM INCLUDES THE FOLLOWING TEXTS:
1 – M. De Caro, M. Marraffa (2016). Mente e morale. Una piccola introduzione, Luiss University Press
2 – J. Bargh (2018). A tua insaputa. La mente inconscia che guida le nostre azioni, Bollati Boringhieri
3 - D. Kahneman (2013). Pensieri lenti e veloci, Mondadori

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.

We will read a number of texts on the relation between I and magic after 1945.
The interpretation and comment of the texts will focus on the following points:
1) E. De Martino's "The world of magic" and the historico-philosophical debate on the book
2) Astrological belief in T.W. Adorno
3) The actuality of Nietzsche's "Dyonisian" between philosophy, psychology and ethnology

1) E. De Martino, Il mondo magico (nuova ediz. Einaudi 2022)
2) T.W. Adorno, Stelle su misura (Einaudi 2010)
3) P. Rossi, Il tempo dei maghi, Raffaello Cortina 2006: Premessa, capitoli 1, 8
4) P. Pecere, Il dio che danza, nottetempo 2021
Exceprts from Freud and Nietzsche in handout