The course, through the reading of classical texts, aims to provide students with the knowledge and critical understanding of the historical, epistemological and methodological foundations of historical-philosophical research. By indicating from time to time the difficulties presented by the texts and the different possible interpretative solutions, it also aims to stimulate the student's critical reflection and autonomy of judgement.
With the study of History of Philosophy the student will be able to achieve the following educational objectives.
In terms of knowledge and comprehension:
- understand the historical, epistemological and methodological foundations of historical-philosophical research;
- to know the classics of the history of philosophical thought.
In terms of ability to apply knowledge and understanding:
- analyze the difficulties presented by the texts and propose different interpretative solutions;
- planning and organizing philosophical thought in order to improve educational contexts.
In terms of autonomy of judgment:
- to deal with the problems of the current era with a critical spirit;
- analyse a problematic situation from different points of view.
In terms of communication skills:
- be available to listen;
- Contribute to group work.
In terms of learning ability:
- to deal with scientific literature;
- Developing the skills necessary for autonomous research.
With the study of History of Philosophy the student will be able to achieve the following educational objectives.
In terms of knowledge and comprehension:
- understand the historical, epistemological and methodological foundations of historical-philosophical research;
- to know the classics of the history of philosophical thought.
In terms of ability to apply knowledge and understanding:
- analyze the difficulties presented by the texts and propose different interpretative solutions;
- planning and organizing philosophical thought in order to improve educational contexts.
In terms of autonomy of judgment:
- to deal with the problems of the current era with a critical spirit;
- analyse a problematic situation from different points of view.
In terms of communication skills:
- be available to listen;
- Contribute to group work.
In terms of learning ability:
- to deal with scientific literature;
- Developing the skills necessary for autonomous research.
teacher profile teaching materials
Part One:
Key Figures in the History of Philosophy
In the first part of the course, we will provide an overview of some of the major thinkers in the history of philosophy.
We will proceed according to the following outline:
Ancient thought
Medieval thought
Modern and contemporary thought
For each of these periods, we will present a brief profile of some of the most significant thinkers
Second part:
Thinking well: Philosophers and the Art of Liberating Our Mind
Thinking well does not come naturally: it is an achievement, born from the awareness that we must work on ourselves and remain conscious of the conditions in which we find ourselves. Cultivating the intellect and forming one's character are the fundamental conditions for an authentically free and happy life. In this course we will explore how, throughout the history of philosophy, various thinkers have confronted this problem and sought to address it. We will examine in particular Augustine of Hippo, who in the De magistro reminds us of the need to encounter the deeper truth that dwells within us. We will then turn to Locke and his Conduct of the Understanding, in which the English philosopher offers his advice on how to free the mind from prejudices, habits, and mental laziness. Though distant in time, these authors are united by the same urgency: learning to reason well is a worthwhile endeavor, one that enables us to discover the deepest truth about ourselves and to learn how to communicate, to dialogue, and to think together with others.
The recordings of the lectures and materials useful for the exam will be uploaded to the platform.
Secondo Part:
Agostino, De Magistro, Scholé, Brescia 2024.
Locke, La condotta dell'intelletto, in Scritti etico-religiosi, a cura di M. Sina, UTET, Torino 2000
Additional materials useful for the exam will be provided via the Formonline platform.
Mutuazione: 22910130 Storia della filosofia in Scienze dell'educazione per Educatori e Formatori L-19 R PETAGINE ANTONIO
Programme
The course will be divided into two parts:Part One:
Key Figures in the History of Philosophy
In the first part of the course, we will provide an overview of some of the major thinkers in the history of philosophy.
We will proceed according to the following outline:
Ancient thought
Medieval thought
Modern and contemporary thought
For each of these periods, we will present a brief profile of some of the most significant thinkers
Second part:
Thinking well: Philosophers and the Art of Liberating Our Mind
Thinking well does not come naturally: it is an achievement, born from the awareness that we must work on ourselves and remain conscious of the conditions in which we find ourselves. Cultivating the intellect and forming one's character are the fundamental conditions for an authentically free and happy life. In this course we will explore how, throughout the history of philosophy, various thinkers have confronted this problem and sought to address it. We will examine in particular Augustine of Hippo, who in the De magistro reminds us of the need to encounter the deeper truth that dwells within us. We will then turn to Locke and his Conduct of the Understanding, in which the English philosopher offers his advice on how to free the mind from prejudices, habits, and mental laziness. Though distant in time, these authors are united by the same urgency: learning to reason well is a worthwhile endeavor, one that enables us to discover the deepest truth about ourselves and to learn how to communicate, to dialogue, and to think together with others.
Core Documentation
First Part:The recordings of the lectures and materials useful for the exam will be uploaded to the platform.
Secondo Part:
Agostino, De Magistro, Scholé, Brescia 2024.
Locke, La condotta dell'intelletto, in Scritti etico-religiosi, a cura di M. Sina, UTET, Torino 2000
Additional materials useful for the exam will be provided via the Formonline platform.
Type of delivery of the course
As for the first part (36 hours), the course will be conducted mainly through frontal lecture. In the second part (18 hours), in addition to the frontal lecture, the method of discussion, case study, and the use of visual materials will also be used Use of the Formonline platform for uploading and communicating additional supporting materials. Use of the Teams platform for individual and group activities. In the case of a renewed situation of health emergency from COVID-19, all provisions regulating the manner in which teaching activities and student assessment will be implemented. In particular, distance learning lessons will be provided through the "Teams" platform.Attendance
Attendance, while optional, remains strongly recommendedType of evaluation
The final evaluation will consist of an oral exam, during which the student will be subjected to several questions (at least three) assessing their ability to recognize the main doctrines of the authors, classify texts and authors within a certain philosophical tradition, and establish the contents present in a text. During the exam, the instructor will assess whether the student is capable of going beyond a mere mnemonic presentation of what has been taught, presenting a text in a personal manner and combining the effectiveness of exposition with the ability to express themselves using the language specific to philosophy. To achieve the final evaluation, a single test covering the entire program will be administered, allowing the student to range across topics, propose connections, offer relevant comparisons between texts, and provide broad critical observations. The evaluation will differentiate between insufficient (1-17) and sufficient evaluations. An insufficient evaluation will be given if the majority of answers are missing or contain significant gaps or errors. Within the sufficient evaluations, a range from 18 to 30 will be proposed. Grades from 28 to 30 represent the optimal evaluation, where the distinction is justified by a lesser effectiveness on non-substantial elements of the response, concerning the elaboration of discourse, the ability to argue, and the rendering of content. In cases where the student demonstrates not only optimal achievement of objectives but also a particular ability in articulating philosophical discourse, a "30/30" grade will be awarded with honors.