History of Modern and Contemporary Philosophy a.y. 2025-2026 – Scienze dell'Educazione e della Formazione (EDU)

Teacher: Prof. Pasquale Terracciano
E-mail: pasquale.terracciano@uniroma2.it

CFU: 6
Course code: 804002932
Bachelor Degrees: Scienze dell’Educazione e della Formazione
Language: Italian

Course delivery modalities: in-presence
Attendance: Optional
Assessment method: Oral examination

Pre-requisites:
No previous knowledge is required.

Program:
The program will analyze the context and origins of the topic, highlighting the relationship between the unification of Italy and the educational debate, as well as the reflection on philosophy as a tool for nation-building. Starting from this framework, the thought of Bertrando Spaventa and the implicit pedagogy in the Italian liberalism of the time will be explored in depth. The comparison with the educational thought of Benedetto Croce and Giovanni Gentile will allow for an illustration of their aversion to pedagogical positivism, as well as the relationship between the State, authority, and the formation of the “new man” in the debates surrounding school reform. The figures of Gramsci, Calogero, and Capitini will ultimately show the later developments in the relationship between philosophy, politics, and pedagogy in an anti-fascist key, focusing on the ethics of dialogue, educational pluralism, and teaching as critical practice.

Program:

The program will analyze the context and origins of the topic, highlighting the relationship between the unification of Italy and the educational debate, as well as the reflection on philosophy as a tool for nation-building. Starting from this framework, the thought of Bertrando Spaventa and the implicit pedagogy in the Italian liberalism of the time will be explored in depth. The comparison with the educational thought of Benedetto Croce and Giovanni Gentile will allow for an illustration of their aversion to pedagogical positivism, as well as the relationship between the State, authority, and the formation of the “new man” in the debates surrounding school reform. The figures of Gramsci, Calogero, and Capitini will ultimately show the later developments in the relationship between philosophy, politics, and pedagogy in an anti-fascist key, focusing on the ethics of dialogue, educational pluralism, and teaching as critical practice.

Text books:
G. Calogero, La scuola dell’uomo, Diabasis, Parma, 2005 B. Spaventa, La libertà d’insegnamento, Firenze, Vallecchi, 1921 (testi messi a disposizione su Teams) A. Gramsci, La formazione dell’uomo, Editori Riuniti, Roma, 1967 (selezione di testi messi a disposizione su Teams) N. Bobbio, Politica e cultura, Torino, Einaudi, 2005 E. Cassirer, Saggio sull’uomo, Napoli, Armando 2018 (o altra edizione, es. Castelvecchi, Mimesis, e)N. Bobbio, Politica e cultura, Torino, Einaudi, 2005

Text books:

G. Calogero, La scuola dell’uomo, Diabasis, Parma, 2005
B. Spaventa, La libertà d’insegnamento, Firenze, Vallecchi, 1921 (testi messi a disposizione su Teams)
A. Gramsci, La formazione dell’uomo, Editori Riuniti, Roma, 1967 (selezione di testi messi a disposizione su Teams)
N. Bobbio, Politica e cultura, Torino, Einaudi, 2005
E. Cassirer, Saggio sull’uomo, Napoli, Armando 2018 (o altra edizione, es. Castelvecchi, Mimesis, e)N. Bobbio, Politica e cultura, Torino, Einaudi, 2005

Bibliography:
N. Bobbio, Politica e cultura, Torino, Einaudi, 2005 G. Calogero, La scuola dell’uomo, B. Spaventa, La libertà d’insegnamento, Firenze, Vallecchi, 1921 (testi messi a disposizione su Teams) A. Gramsci, La formazione dell’uomo, Editori Riuniti, Roma, 1967 (selezione di testi messi a disposizione su Teams)

Educational goals and expected learning outcomes:
LEARNING OUTCOMES The course aims to examine the interweaving of philosophical thought and pedagogical reflection in Italian philosophy from the time of national unification (the Unità) onward. The struggle to form a shared national consciousness was accompanied by reflections on tradition and the transmission of knowledge. This phenomenon intensified with the rise of Idealism and became closely tied to the political history of the country. KNOWLEDGE AND UNDERSTANDING The course will enable students to follow the development of a major theme over a long historical span. It will also allow them to place texts and authors within their historical context. Furthermore, it will provide a historical and conceptual understanding of the philosophical-pedagogical debate within the specific framework of the Italian context. Students will learn to recognize the connections between philosophical thought, education, and the transmission of knowledge. APPLYING KNOWLEDGE AND UNDERSTANDING: Students will learn to relate the philosophical theories studied to current problems in the field of education. They will be able to apply the acquired knowledge to analyze and critically evaluate contemporary educational policies and practices, identifying how different conceptions of human nature influence educational strategies. MAKING JUDGEMENTS: The course will encourage the development of judgement autonomy, stimulating students to formulate and support their own opinions on the topics covered. Through critical discussion of philosophical texts, students will be asked to compare different perspectives and develop well-founded and coherent arguments. COMMUNICATION SKILLS: Students will improve their communication skills through group presentations, and participation in class debates. They will be encouraged to express their ideas clearly and persuasively, using appropriate and precise language. LEARNING SKILLS: The course aims to develop students’ learning skills by providing them with methodological tools for the critical study of philosophical texts and for autonomous research. Students will be guided in acquiring analytical reading, synthesis, and interpretation skills, which they can apply in future academic and professional contexts.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES The course aims to examine the interweaving of philosophical thought and pedagogical reflection in Italian philosophy from the time of national unification (the Unità) onward. The struggle to form a shared national consciousness was accompanied by reflections on tradition and the transmission of knowledge. This phenomenon intensified with the rise of Idealism and became closely tied to the political history of the country. KNOWLEDGE AND UNDERSTANDING The course will enable students to follow the development of a major theme over a long historical span. It will also allow them to place texts and authors within their historical context. Furthermore, it will provide a historical and conceptual understanding of the philosophical-pedagogical debate within the specific framework of the Italian context. Students will learn to recognize the connections between philosophical thought, education, and the transmission of knowledge.
APPLYING KNOWLEDGE AND UNDERSTANDING: Students will learn to relate the philosophical theories studied to current problems in the field of education. They will be able to apply the acquired knowledge to analyze and critically evaluate contemporary educational policies and practices, identifying how different conceptions of human nature influence educational strategies.
MAKING JUDGEMENTS: The course will encourage the development of judgement autonomy, stimulating students to formulate and support their own opinions on the topics covered. Through critical discussion of philosophical texts, students will be asked to compare different perspectives and develop well-founded and coherent arguments.
COMMUNICATION SKILLS: Students will improve their communication skills through group presentations, and participation in class debates. They will be encouraged to express their ideas clearly and persuasively, using appropriate and precise language.
LEARNING SKILLS: The course aims to develop students’ learning skills by providing them with methodological tools for the critical study of philosophical texts and for autonomous research. Students will be guided in acquiring analytical reading, synthesis, and interpretation skills, which they can apply in future academic and professional contexts.

Methods and criteria for verifying the learning:
The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills). The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking. The exam will be evaluated according to the following criteria: – Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language. – 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language. – 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical. – 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical. – 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language. 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Methods and criteria for verifying the learning:

The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills).
The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking.
The exam will be evaluated according to the following criteria:
– Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language.
– 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language.
– 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical.
– 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical.
– 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language.
30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Attendance modalities:
Lectures with slides; group discussion of topics and texts. Attending and participating to topic discussions