The course aims to provide knowledge and skills needed to improve a critical understanding of historical becoming and to develop an interpretative approach to the matter, suited to the analysis of the general problems of historiographic hermeneutics, the temporal and logical links of cause and effect and the long-term relationships between past and present.
Knowledge and understanding:
Acquiring knowledge of the main processes of the modern age and of the fundamental tools of historiographic methodologies: periodizations, personalities, interpretations recognized by the historiographic "canon".
Applying knowledge and understanding:
Understanding the usefulness of the historical perspective for the analysis of social and political phenomena and proving the ability to use the acquired critical tools by connecting them to the interpretation of historical sources and texts.
Making judgements:
Putting in practice the one's own judgment skills by a non-passive learning over the contents of texts and historiography sources.
Communication skills:
Getting abilities and skills in order to express complex political and social situations by acquiring new communication skills.
Learning skills:
Strengthening the acquired knowledge of the key phenomena of modern history and the fundamental concepts of reflection and historiographic methodology related to the modern age.
Knowledge and understanding:
Acquiring knowledge of the main processes of the modern age and of the fundamental tools of historiographic methodologies: periodizations, personalities, interpretations recognized by the historiographic "canon".
Applying knowledge and understanding:
Understanding the usefulness of the historical perspective for the analysis of social and political phenomena and proving the ability to use the acquired critical tools by connecting them to the interpretation of historical sources and texts.
Making judgements:
Putting in practice the one's own judgment skills by a non-passive learning over the contents of texts and historiography sources.
Communication skills:
Getting abilities and skills in order to express complex political and social situations by acquiring new communication skills.
Learning skills:
Strengthening the acquired knowledge of the key phenomena of modern history and the fundamental concepts of reflection and historiographic methodology related to the modern age.
teacher profile teaching materials
History and historiography of the modern age
(Giorgio Rossi)
" THE BESIEGED CITY ". FEAR THROUGHOUT CENTURIES
The course ("The besieged city. Fear throughout centuries ") is organized around the subject of fear, theme of great interest and relevance for the student engaged in the study of socio-historical-pedagogical aspects in daily life.
Jean Delumeau, started a systematic historical study of the argument of fear with the work “Fear in the West (14TH-18th centuries). The besieged city”. Delumeau says that, once again, the L. Febvre’s assertion, according to that the “Story is daughter of its time” is true. Which means that we study the past with the concerns of the present. Today continuously we speak of fear, and maybe too much.
According to Delumeau it was not possible to study this investigation without the help of social sciences such as psychology, sociology, psychiatry, Ethnology, history of medicine. The main interpretative key was the distinction between fear and anguish, taken up to the present day by Bauman.
Delumeau dedicated large space to the “ Witch-Hunt in Modern Europe”, for its strong influence on European life in the modern age. The link between the medieval, modern and contemporary age is the well known work of the sociologist Zygmunt Bauman, “Liquid fear”, reflecting the suggestions of the past to study the elusive and multiform fear of man today.
TEXTBOOKS
1. LA PAURA, IL PECCATO E LA COLPA. Recensione di: Jean Delumeau, La Paura in Occidente (secoli XIV-XVIII). La città assediata. A cura di Armando Comi (cfr. https://governarelapaura.unibo.it/article/download/2513/1884diA.Comi-2008)
2. B. P. Levack, La caccia alle streghe in Europa, Laterza (Collane “Economica”/”I Robinson”), Roma-Bari 2012
3. Z. Bauman, Paura liquida, Laterza, Bari 2008;
NOTA BENE: Il docente indicherà in maniera dettagliata il materiale oggetto di esame
1. LA PAURA, IL PECCATO E LA COLPA. Recensione di: Jean Delumeau, La Paura in Occidente (secoli XIV-XVIII). La città assediata. A cura di Armando Comi (cfr. https://governarelapaura.unibo.it/article/download/2513/1884diA.Comi-2008)
2. B. P. Levack, La caccia alle streghe in Europa, Laterza (Collane “Economica”/”I Robinson”), Roma-Bari 2012
3. Z. Bauman, Paura liquida, Laterza, Bari 2008;
NOTA BENE: Il docente indicherà in maniera dettagliata il materiale oggetto di esame
Programme
Program SPE LM 2019-2020 (2° Sem-March 2020)History and historiography of the modern age
(Giorgio Rossi)
" THE BESIEGED CITY ". FEAR THROUGHOUT CENTURIES
The course ("The besieged city. Fear throughout centuries ") is organized around the subject of fear, theme of great interest and relevance for the student engaged in the study of socio-historical-pedagogical aspects in daily life.
Jean Delumeau, started a systematic historical study of the argument of fear with the work “Fear in the West (14TH-18th centuries). The besieged city”. Delumeau says that, once again, the L. Febvre’s assertion, according to that the “Story is daughter of its time” is true. Which means that we study the past with the concerns of the present. Today continuously we speak of fear, and maybe too much.
According to Delumeau it was not possible to study this investigation without the help of social sciences such as psychology, sociology, psychiatry, Ethnology, history of medicine. The main interpretative key was the distinction between fear and anguish, taken up to the present day by Bauman.
Delumeau dedicated large space to the “ Witch-Hunt in Modern Europe”, for its strong influence on European life in the modern age. The link between the medieval, modern and contemporary age is the well known work of the sociologist Zygmunt Bauman, “Liquid fear”, reflecting the suggestions of the past to study the elusive and multiform fear of man today.
TEXTBOOKS
1. LA PAURA, IL PECCATO E LA COLPA. Recensione di: Jean Delumeau, La Paura in Occidente (secoli XIV-XVIII). La città assediata. A cura di Armando Comi (cfr. https://governarelapaura.unibo.it/article/download/2513/1884diA.Comi-2008)
2. B. P. Levack, La caccia alle streghe in Europa, Laterza (Collane “Economica”/”I Robinson”), Roma-Bari 2012
3. Z. Bauman, Paura liquida, Laterza, Bari 2008;
NOTA BENE: Il docente indicherà in maniera dettagliata il materiale oggetto di esame
Core Documentation
TEXTBOOKS1. LA PAURA, IL PECCATO E LA COLPA. Recensione di: Jean Delumeau, La Paura in Occidente (secoli XIV-XVIII). La città assediata. A cura di Armando Comi (cfr. https://governarelapaura.unibo.it/article/download/2513/1884diA.Comi-2008)
2. B. P. Levack, La caccia alle streghe in Europa, Laterza (Collane “Economica”/”I Robinson”), Roma-Bari 2012
3. Z. Bauman, Paura liquida, Laterza, Bari 2008;
NOTA BENE: Il docente indicherà in maniera dettagliata il materiale oggetto di esame
Type of delivery of the course
By traditional we mean a direct teacher-student relationship (ex visu – face to face), because this facilitates the communication of knowledge and offers good chances of interaction, whereby knowledge and information can be better expressed and shared. There is also a greater possibility for the learner to actively participate, with the prompting and encouragement to be in his/her turn productive, bringing in new contributions, which can also be made available to others (bonum diffusivum sui - Goodness always tends to spread). The teacher will definitely make an active use of those media that turn useful and supportive for a more effective teaching-learning experience.Type of evaluation
We prefer the oral test and evaluation first of all because it prompts the learner to properly understand the question and to organize his/her answer in a short time, in a concise and precise way; one can as well take note of the ability to explain him/herself and the mastering of the language; the opportunity is given to value the ability to connect different historical moments and ideological orientations; there is also the possibility of a greater interaction between teacher and student.