The course "Moral Philosophy: Origins and Moral Theories" aims to provide students with a critical and in-depth understanding of the foundations of ethical reflection, through the historical and conceptual analysis of major moral theories. Its goal is to develop the ability to recognize and assess the various conceptions of the good, duty, and responsibility that have shaped Western thought, from its Greek origins to contemporary philosophy. By studying authors and movements such as Aristotle, Christian thought, Kantian ethics, and utilitarianism, students will be guided in acquiring theoretical tools to navigate moral debates and to critically reflect on the normative assumptions that underlie both individual and collective choices. The course also seeks to foster a philosophical awareness of the ethical dimension of human action, strengthening students' argumentative and interpretive skills in preparation for rigorous engagement with complex moral issues.
teacher profile teaching materials
The question of happiness in the history of Western philosophy.
One of the fundamental questions that grips the human heart is that of happiness.
What do we desire when we want to be happy? Do we want to be so for ourselves or also for others? Can it be achieved in this life or is it illusory?
During the course we will see how several important authors of philosophy have attempted to answer these questions.
Therefore, the course will be divided into two parts. In the first part , an anthology of texts will be used, which will enable the student to learn about and compare the theories of the main authors of Western philosophy.
In the second part, we will reflect on how we conceive happiness today, especially how we experience it: have the many advances we have witnessed in recent decades, socially and culturally, contributed to making us happy or not? To address this question, we will focus mainly on Gilles Lipovetsky's analyses.
A. Petagine, Coltivare l'umano. Perché abbiamo bisogno dell'etica, Othotes, Napoli-Salerno 2019, pp. 29-82.
A. Petagine, Profili dell'umano. Lineamenti di Antropologia filosofica, FrancoAngeli, Milano 2007, pp. 17-54. 138-170.
An anthology of texts by classical philosophers (Aristotle, Epicurus, Thomas Aquinas, Locke, Bentham) will be provided on the Formonline platform.
Additional teaching materials will ben provided via the Formonline platform.
Programme
Can we be happy during our lifetime ?The question of happiness in the history of Western philosophy.
One of the fundamental questions that grips the human heart is that of happiness.
What do we desire when we want to be happy? Do we want to be so for ourselves or also for others? Can it be achieved in this life or is it illusory?
During the course we will see how several important authors of philosophy have attempted to answer these questions.
Therefore, the course will be divided into two parts. In the first part , an anthology of texts will be used, which will enable the student to learn about and compare the theories of the main authors of Western philosophy.
In the second part, we will reflect on how we conceive happiness today, especially how we experience it: have the many advances we have witnessed in recent decades, socially and culturally, contributed to making us happy or not? To address this question, we will focus mainly on Gilles Lipovetsky's analyses.
Core Documentation
G. Lipovetsky, Una felicità paradossale, Cortina, Milano 2007, pp. 126-320.A. Petagine, Coltivare l'umano. Perché abbiamo bisogno dell'etica, Othotes, Napoli-Salerno 2019, pp. 29-82.
A. Petagine, Profili dell'umano. Lineamenti di Antropologia filosofica, FrancoAngeli, Milano 2007, pp. 17-54. 138-170.
An anthology of texts by classical philosophers (Aristotle, Epicurus, Thomas Aquinas, Locke, Bentham) will be provided on the Formonline platform.
Additional teaching materials will ben provided via the Formonline platform.
Attendance
Although attendance is optional, it is strongly recommendedType of evaluation
The final exam will consist of a written exam, in which students will be asked multiple-choice and open-ended questions covering the authors’ main theories and the classification of the texts. Online assignments completed prior to the exam will also be taken into account. Grades will be assigned by distinguishing between failing (1–17) and passing grades. A grade will be considered failing if the majority of responses are missing or contain serious gaps or errors. Within the passing grades, a range of grades from 18 to 30 will be assigned. Grades from 28 to 30 represent the highest possible grade, where the distinction is justified by minor shortcomings in non-substantive elements of the response, such as the development of the argument, the ability to reason, and the presentation of the content. In cases where the student demonstrates not only the optimal achievement of the objectives but also a distinctive ability in the articulation of philosophical discourse, the grade of 30/30 will be awarded with honors.