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

Teacher: Prof. Claudio Buccolini
E-mail:

CFU: 6
Course code: 8048611
Bachelor Degrees: Scienze dell’Educazione e della Formazione
Language: Italian

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

Pre-requisites:
No prerequisites; however it is suitable to have already a high school knowledge of the history of philosophy.

Program:
The ‘Essay on human Understanding’ by John Locke

Text books:
1) J. Locke, Saggio sull’intelligenza umana, trad. di C. Pellizzi, rivista da G. Farina, con introduzione di C.A. Viano, 2 voll., Laterza, Bari 1994 2) J.W. Yolton, John Locke, Il Mulino, Bologna 1990; oppure, in alternativa: M. Sina, Introduzione a Locke, Laterza, Roma-Bari 1993. 3) G. Cambiano, L. Fonnesu, M. Mori (a cura di), La filosofia moderna. Il Seicento e il Settecento, Bologna, Il Mulino, 2018. Selezione di capitoli: 1. La Rivoluzione scientifica; 2. Cartesio 3. L’età cartesiana; 4. Hobbes; 5. Locke; 6. Spinoza; 7. Leibniz; 10. L’Illuminismo francese; 11. Rousseau; 12. Hume e la filosofia scozzese; 14. Kant.

Text books:

1) J. Locke, Saggio sull’intelligenza umana, trad. di C. Pellizzi, rivista da G. Farina, con introduzione di C.A. Viano, 2 voll., Laterza, Bari 1994
2) J.W. Yolton, John Locke, Il Mulino, Bologna 1990; oppure, in alternativa: M. Sina, Introduzione a Locke, Laterza, Roma-Bari 1993.
3) G. Cambiano, L. Fonnesu, M. Mori (a cura di), La filosofia moderna. Il Seicento e il Settecento, Bologna, Il Mulino, 2018. Selezione di capitoli: 1. La Rivoluzione scientifica; 2. Cartesio 3. L’età cartesiana; 4. Hobbes; 5. Locke; 6. Spinoza; 7. Leibniz; 10. L’Illuminismo francese; 11. Rousseau; 12. Hume e la filosofia scozzese; 14. Kant.

Bibliography:
M. Sina, Introduzione a Locke, Laterza, Roma-Bari 1993. C.A. Viano, John Locke: dal razionalismo all’illuminismo, Einaudi, Torino, 1960. A. Pacchi, Introduzione alla lettura del “Saggio sull’intelletto umano” di Locke, a c. di F. Tomasoni, Milano, Unicopli, 1997. Open source: John Locke (1632—1704) in The Internet Encyclopedia of Philosophy (IEP) https://iep.utm.edu/locke/#SH8b John Locke in Stanford Encyclopedia of Philosophy https://plato.stanford.edu/entries/locke/

Bibliography:

M. Sina, Introduzione a Locke, Laterza, Roma-Bari 1993.
C.A. Viano, John Locke: dal razionalismo all’illuminismo, Einaudi, Torino, 1960.
A. Pacchi, Introduzione alla lettura del “Saggio sull’intelletto umano” di Locke, a c. di F. Tomasoni, Milano, Unicopli, 1997.
Open source:
John Locke (1632—1704) in The Internet Encyclopedia of Philosophy (IEP)
https://iep.utm.edu/locke/#SH8b
John Locke in Stanford Encyclopedia of Philosophy
https://plato.stanford.edu/entries/locke/

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: The course aims to provide the knowledge and skills of understanding, the independence of judgment and communication skills sufficient to obtain a method of study and expoition of a text of historical-philosophical argument KNOWLEDGE AND UNDERSTANDING: To understand and study a philosophical text in relation to its context and its historical meaning. APPLYING KNOWLEDGE AND UNDERSTANDING: To present and expose philosophical texts in relation to their historical and conceptual meaning MAKING JUDGEMENTS: To articulate a personal judgment on the interpretations of the text discussed and presented. COMMUNICATION SKILLS: To display and discuss the text with mastery of the general linguistic tools and with the use of a basic philosophical lexicon. LEARNING SKILLS: To autonomously elaborate a method of study, exposition and discussion of a text of historical-philosophical argument.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES: The course aims to provide the knowledge and skills of understanding, the independence of judgment and communication skills sufficient to obtain a method of study and expoition of a text of historical-philosophical argument
KNOWLEDGE AND UNDERSTANDING:
To understand and study a philosophical text in relation to its context and its historical meaning.
APPLYING KNOWLEDGE AND UNDERSTANDING:
To present and expose philosophical texts in relation to their historical and conceptual meaning
MAKING JUDGEMENTS:
To articulate a personal judgment on the interpretations of the text discussed and presented.
COMMUNICATION SKILLS:
To display and discuss the text with mastery of the general linguistic tools and with the use of a basic philosophical lexicon.
LEARNING SKILLS:
To autonomously elaborate a method of study, exposition and discussion of a text of historical-philosophical argument.

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:
Reading and presentation of the texts Power Point presentations Open access teaching material Flipped classroom and cooperative learning: presentation of in-depth analyses of topics covered in the course by student working groups The attendance is not mandatory but highly recommended.