Angelo Maria VITALE | HISTORY OF PHILOSOPHY AND HISTORY OF PHILOSOPHICAL MAIEUTICS

cod. 4412400116

HISTORY OF PHILOSOPHY AND HISTORY OF PHILOSOPHICAL MAIEUTICS

	4412400116
	DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES
	EQF6
	EDUCATIONAL SCIENCE
	2023/2024

CURRICULUM STUDY PLAN OF PROFESSIONAL SOCIO-PEDAGOGICAL EDUCATORS

	YEAR OF COURSE 2
	YEAR OF DIDACTIC SYSTEM 2019
	FULL ACADEMIC YEAR

TEACHING UNITS

	SSD	CFU	HOURS	ACTIVITY	TYPE OF ACTIVITY
1	STORIA DELLA FILOSOFIA
	M-FIL/06	6	36	LESSONS	SUPPLEMENTARY COMPULSORY SUBJECTS
2	STORIA DELLA MAIEUTICA FILOSOFICA
	M-FIL/06	6	36	LESSONS	SUPPLEMENTARY COMPULSORY SUBJECTS

PROFESSORS

	FRANCESCO PIRO1 T Curriculum
	ANGELO MARIA VITALE2 Curriculum

	Objectives
	KNOWLEDGE AND UNDERSTANDING: STUDENTS WILL BE INTRODUCED TO THE MOST IMPORTANT PHILOSOPHICAL TRADITIONS OF WESTERN PHILOSOPHY FROM AN HISTORICAL POINT OF VIEW AND WILL LEARN TO USE THIS KNOWLEDGE IN ORDER TO DISCUSS ACTUAL THEORETICAL QUESTIONS AND PROBLEMS. ABILITY OF APPLYING KNOWLEDGE AND UNDERSTANDING: STUDENTS LEARN TO USE CRITICALLY HANDBOOKS AND ESSAYS CONCERNING PHILOSOPHICAL THINKING, TO USE ARGUMENTATION FOR FACING AND DISCUSSING PHILOSOPHICAL TOPICS, TO LEARN AND TEACH THOSE DIALOGICAL SKILLS WHICH ARE THE NATURAL OUTPUT OF A GOOD PHILOSOPHICAL EDUCATION.

KNOWLEDGE AND UNDERSTANDING: STUDENTS WILL BE INTRODUCED TO THE MOST IMPORTANT PHILOSOPHICAL TRADITIONS OF WESTERN PHILOSOPHY FROM AN HISTORICAL POINT OF VIEW AND WILL LEARN TO USE THIS KNOWLEDGE IN ORDER TO DISCUSS ACTUAL THEORETICAL QUESTIONS AND PROBLEMS.
ABILITY OF APPLYING KNOWLEDGE AND UNDERSTANDING: STUDENTS LEARN TO USE CRITICALLY HANDBOOKS AND ESSAYS CONCERNING PHILOSOPHICAL THINKING, TO USE ARGUMENTATION FOR FACING AND DISCUSSING PHILOSOPHICAL TOPICS, TO LEARN AND TEACH THOSE DIALOGICAL SKILLS WHICH ARE THE NATURAL OUTPUT OF A GOOD PHILOSOPHICAL EDUCATION.

	Prerequisites
	NONE

	Contents
	LECTURES IN HISTORY OF PHILOSOPHY) THIS PART OF THE LECTURES OFFERS A BASIC BUT LOGICALLY STRUCTURED INTRODUCTION TO THE GREAT TRADITIONS OF WESTERN PHILOSOPHY. THE FIGURES WHICH ARE TAKEN AS PARTICULARLY REPRESENTATIVE ARE: PLATO, ARISTOTLE, AUGUSTIN, AQUINAS, DESCARTES, SPINOZA, LEIBNIZ, VICO, HUME, KANT, HEGEL, NIETZSCHE. THESE AUTHORS ARE ANALYSED BOTH IN THEIR HISTORICAL CONTEXT AND IN THE LOGICO-SYSTEMATICAL ARTICULATION OF THEIR THOUGHT. THE HISTORICAL FRAME INCLUDES ALSO THE RELATIONS BETWEEN THE SINGLE PHILOSOPHERS AND THE WIDER CULTURAL CONTEXT. THE SECOND PART OF THE TEACHING ("MODULO 2") SKETCHES THE METHODOLOGY OF THE EDUCATION TO CRITICAL THINKING WHICH IS INVOLVED IN THE DIDACTICAL USES OF PHILOSOPHY. THE ANALYSIS CONCERNS THE METHODS WHICH ARE NEEDED FOR EDUCATING TO DIALOGUE, TO PRODUCE WELL-STRUCTURED ARGUMENTATIONS, FOR CRITICAL READING OF PHILOSOPHICAL TEXTS.

Contents

LECTURES IN HISTORY OF PHILOSOPHY)
THIS PART OF THE LECTURES OFFERS A BASIC BUT LOGICALLY STRUCTURED INTRODUCTION TO THE GREAT TRADITIONS OF WESTERN PHILOSOPHY. THE FIGURES WHICH ARE TAKEN AS PARTICULARLY REPRESENTATIVE ARE: PLATO, ARISTOTLE, AUGUSTIN, AQUINAS, DESCARTES, SPINOZA, LEIBNIZ, VICO, HUME, KANT, HEGEL, NIETZSCHE. THESE AUTHORS ARE ANALYSED BOTH IN THEIR HISTORICAL CONTEXT AND IN THE LOGICO-SYSTEMATICAL ARTICULATION OF THEIR THOUGHT. THE HISTORICAL FRAME INCLUDES ALSO THE RELATIONS BETWEEN THE SINGLE PHILOSOPHERS AND THE WIDER CULTURAL CONTEXT.

THE SECOND PART OF THE TEACHING ("MODULO 2") SKETCHES THE METHODOLOGY OF THE EDUCATION TO CRITICAL THINKING WHICH IS INVOLVED IN THE DIDACTICAL USES OF PHILOSOPHY. THE ANALYSIS CONCERNS THE METHODS WHICH ARE NEEDED FOR EDUCATING TO DIALOGUE, TO PRODUCE WELL-STRUCTURED ARGUMENTATIONS, FOR CRITICAL READING OF PHILOSOPHICAL TEXTS.

	Teaching Methods
	LECTURES ARE USUALLY TAKEN BY THE TEACHER WITH THE TECHNOLOGICAL SUPPORT OF POWER POINTS, AUDIOVISUAL MATERIALS, TEXTUAL MATERIALS TO READ AND DISCUSS. SINGLE ISSUES CAN BE DEVELOPED THROUGH SEMINARIAL METHODS AND – MAINLY AT THE GOAL TO IMPROVE STUDENTS’ ARGUMENTATION ABILITIES – MAY BE DEVELOPED IN THE LOGIC OF A “RESEARCH COMMUNITY” OR THROUGH THE METHOD OF “DEBATE”.

	Verification of learning
	STUDENTS WHO PREFER LESS ENGAGING SINGLE PROOFS ON EACH PART OF THE TEACHING MAY PRENOTE THEMSELVES FOR THE WRITTEN PROOF OF “HISTORY OF PHILOSOPHY” WHICH IS FIXED AFTER THE END OF THE WINTER SEMESTER. THIS PROOF IS STRUCTURED AS A TEST WITH BOTH CLOSE AND OPEN ANSWERS. THIS PROOF ELIMINATES THE ORAL PROOF FOR “HISTORY OF PHILOSOPHY” IF AND ONLY IF THE STUDENT SHARES THE EVALUATION OF HER/HIS WORK PROPOSED BY THE TEACHER. THE FINAL PROOF IS ORGANIZED AS AN INTERVIEW IN THE COURSE OF WHICH THE SINGLE STUDENT DISCUSSES WITH THE TEACHERS AT LEAST THREE DIFFERENT ISSUES FOR EACH OF THE TWO PARTS OF THE WHOLE TEACHING. THE ORAL PERFORMANCE OF THE STUDENT IS EVALUATED ON THE BASIS OF THE FOLLOWING QUALITIES: (I) THE COMPLETENESS OF THE INFORMATION CONCERNING THE ISSUE; (II) THE ABILITY OF EXPOUNDING CLEARLY AND ANALYSING LOGICALLY THE POINTS; (III) THE ABILITY OF USING CORRECTLY THE PHILOSOPHIC TERMINOLOGY AND DEFINING THE DEFINITION OF THE WORDS. THE PROPENSION TO EXPRESS AN AUTONOMOUS INFORMED JUDGEMENT BY THE STUDENT IS ANOTHER ELEMENT FOR A POSITIVE EVALUATION.

Verification of learning

STUDENTS WHO PREFER LESS ENGAGING SINGLE PROOFS ON EACH PART OF THE TEACHING MAY PRENOTE THEMSELVES FOR THE WRITTEN PROOF OF “HISTORY OF PHILOSOPHY” WHICH IS FIXED AFTER THE END OF THE WINTER SEMESTER. THIS PROOF IS STRUCTURED AS A TEST WITH BOTH CLOSE AND OPEN ANSWERS. THIS PROOF ELIMINATES THE ORAL PROOF FOR “HISTORY OF PHILOSOPHY” IF AND ONLY IF THE STUDENT SHARES THE EVALUATION OF HER/HIS WORK PROPOSED BY THE TEACHER.

THE FINAL PROOF IS ORGANIZED AS AN INTERVIEW IN THE COURSE OF WHICH THE SINGLE STUDENT DISCUSSES WITH THE TEACHERS AT LEAST THREE DIFFERENT ISSUES FOR EACH OF THE TWO PARTS OF THE WHOLE TEACHING. THE ORAL PERFORMANCE OF THE STUDENT IS EVALUATED ON THE BASIS OF THE FOLLOWING QUALITIES: (I) THE COMPLETENESS OF THE INFORMATION CONCERNING THE ISSUE; (II) THE ABILITY OF EXPOUNDING CLEARLY AND ANALYSING LOGICALLY THE POINTS; (III) THE ABILITY OF USING CORRECTLY THE PHILOSOPHIC TERMINOLOGY AND DEFINING THE DEFINITION OF THE WORDS. THE PROPENSION TO EXPRESS AN AUTONOMOUS INFORMED JUDGEMENT BY THE STUDENT IS ANOTHER ELEMENT FOR A POSITIVE EVALUATION.

	Texts
	WINTER CYCLE OF LECTURES: . CONIGLIONE E ALTRI, MANUALE DI BASE DI STORIA DELLA FILOSOFIA, FIRENZE UP, PART 1, PP. 3-160 (PLATO, ARISTOTLE, AUGUSTIN, AQUINAS, DESCARTES, SPINOZA, LEIBNIZ, VICO, HUME, KANT, HEGEL NIETZSCHE). FOREIGN STUDENTS CAN USE OTHER HANDBOOKS WHICH DISCUSS WITH SUFFICIENT EXTENSION THESE SAME PHILOSOPHERS. FOR THE PART “HISTORY OF PHILOSOPHY” IT IS ALSO SUGGESTED (NOT MANDATORY) TO VIEW THE DIDACTIC MATERIALS THAT THE TEACHER PUBLISHES ON HIS WEB PAGE. HTTP://DOCENTI.UNISA.IT/UPLOADS/RESCUE/385/1308/LEZIONISTORIAFILOSOFIA SPRING CYCLE OF LECTURES: THE BOOKS TO READ ARE (A) MATTHEW LIPMAN,THINKING IN EDUCATION, 2002 (ENGLISH ORIGINAL VERSION OR ITALIAN TRANSLATION) (B) PIRO AND OTHERS, PRIMI PASSI NEL PENSIERO CRITICO (IN PRESS)

Texts

WINTER CYCLE OF LECTURES:

. CONIGLIONE E ALTRI, MANUALE DI BASE DI STORIA DELLA FILOSOFIA, FIRENZE UP, PART 1, PP. 3-160 (PLATO, ARISTOTLE, AUGUSTIN, AQUINAS, DESCARTES, SPINOZA, LEIBNIZ, VICO, HUME, KANT, HEGEL NIETZSCHE). FOREIGN STUDENTS CAN USE OTHER HANDBOOKS WHICH DISCUSS WITH SUFFICIENT EXTENSION THESE SAME PHILOSOPHERS.
FOR THE PART “HISTORY OF PHILOSOPHY” IT IS ALSO SUGGESTED (NOT MANDATORY) TO VIEW THE DIDACTIC MATERIALS THAT THE TEACHER PUBLISHES ON HIS WEB PAGE.
HTTP://DOCENTI.UNISA.IT/UPLOADS/RESCUE/385/1308/LEZIONISTORIAFILOSOFIA

SPRING CYCLE OF LECTURES:
THE BOOKS TO READ ARE
(A) MATTHEW LIPMAN,THINKING IN EDUCATION, 2002 (ENGLISH ORIGINAL VERSION OR ITALIAN TRANSLATION)
(B) PIRO AND OTHERS, PRIMI PASSI NEL PENSIERO CRITICO (IN PRESS)

	More Information
	PERSONAL ADDRESS OF THE TEACHER: FPIRO@UNISA.IT. PERSONAL PARTICIPATION IS REALLY USEFUL.

BETA VERSION Data source ESSE3 [Ultima Sincronizzazione: 2024-12-17]

Angelo Maria VITALE | HISTORY OF PHILOSOPHY AND HISTORY OF PHILOSOPHICAL MAIEUTICS