What is knowledge? can we justify our beliefs, and how? It a reality independent form the subject exists, can we know it, and to what extent? What have been the main contributions on these arguments by classical and contemporary philosophers?

How does today's analytic metaphysics deal with existence, universals and abstract  entities, the constitution of material objects, time, change and modality?

While discussing these arguments the course will provide a brief general introduction to the philosophy of knowledge and contemporary metaphysics

This work will help students to improve their logico-analytic and dialectic abilities, their philosophical sensibility, and the mastership of concepts and contents from the history of philosophy they have acquired in their bachelor program.

There are no pre-requisites for this course, but because of the rather abstract and rigorous character of its topics, it is advisable to attend classes regularly and actively, since the very beginning. Those unable to attend classes can study on their own the texts listed in the section below for "NON FREQUENTANTI", but this will require careful work and a good attitude to autonomous learning, analysis and abstract thought.

In order to offer an opportunity of CLIL (content and language integrated learning), and also as a form of support for non Italian students, the teacher will propose to devote some classes to readings and comments in English. Non Italian students will also be allowed to use English for all their required readings, questions and comments in the classroom, and the final exam.

Program:

Knowledge, its sources and varieties. Knowledge as true justified belief. The nature of belief, justification and truth. Foundationalism and coherentism. Gettier's paradox. What can we know, and how: Plato and rationalism; Aristotle; modern empiricism; Kant; idealism; contemporary empiricism. Constructivism; gnoseological realism; scientific realism. The skeptical challenge and the possible strategies for facing it:  reliabilism; K-K thesis; internism and ed externism; reflexive equilibrium; principle of charity; trascendentalism.

Metaphysics: existence, universals and abstract  entities, the constitution of material objects, the nature of time, change and modality.

There are no strict pre-requisites for this course, but a high school handbook of history of philosophy might provide a useful background

Dublin Descriptors

 Knowledge and understanding

After the course students should be able to understand and explain philosophical texts of medium difficulty, discuss some of the classical problems in philosophy of knowledge, epistemology and metaphysics, use the bibliographical tools and repertories available in this field, know some of the state of the art questions on scientific realism

 Applying knowledge and understanding

After the course students should be able to discuss and evaluate various claims and arguments both in the specialistic debate and in the general contemporary cultural debate.

 Making judgements

After the course students should be able to make autonomous and original judgements about the arguments in the debate and  the examples drawn from both ordinary and scientific knowledge. To this end discussions in the classroom will be encouraged. Originality and autonomous judgement will be part of the final evalution of the student's performance

 Communication skills

After the course students should be able to explain and discuss the relevant topics with conceptual and linguistic exactness, and to offer efficacious  and synthetic accounts of the subject matter. To this end, verbal interaction in the classroom and a careful reading and analysis of the relevant texts will be encouraged

 Learning skills

After the course students should be acquainted with the subject matter and the method of research enough to be able to proceed on their own  in gathering further knowledge from the literature in the field and in contiguous fields. To this end they should also improve their ability to read English texts in the field.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

TEACHING METHOD

Classroom lectures offering general frameworks, analyses of particular topics, and comments to the relevant literature. Before, during and after the lecture questions, comments and discussions by the students are encouraged. Of course personal study at home will be equally important

Attendance

REQUIREMENTS

Students should attend classes regularly and actively, since the very beginning. Because of the analytic and often abstract character of the subject matter, active participation in classroom discussion will be very useful. In order to do that, and in general to follow the lectures successfully, it is strongly advised to do every day the homework suggested as preparation for the following lecture

Course books

A) ClassicS

1. Plato, TeetetUS 163-165, XVIII-XX; 184b-187b, XXIX-XXX; 200D-2001D, XXXVIII; 206c-210a, XLII-XLIV.

2. Plato, Meno (97d-98b, XXXIX).

3. Galileo, from Il Saggiatore: heat and subjective properties

4.Descartes, Meditations metafisiques I, II, IV (pp. 228-229). .

5. Descartes, Discourse sur la methode IV (pp. 154-159).

6. Berkeley, from the Treatise on the principles of human knowledge  (pp. 450-453)

7. Berkeley, from: Dialogues of Hylas and Philonous I §§ 1-8 (pp. 453-461)

8. Kant, Critique of pure reason, B xx, 59-60.

9. Duhem, some passes from The physical theory, its object and its structure

10. Carnap, Psudoproblems in philosophy, § 9-10.

11. B. Russell, The Problems of Philosophy, chs.i 1, 2.

12. K. Popper, Logic of scientific discovery cap. I, §§ 1-6, cap. V.

13. W.V. Quine, "Two dogmas of empiricism", § 6  (in Quine, Da un punto di vista logico, Raffaello Cortina, o in Filosofia del Linguaggio, a cura di Casalegno e altri, Raffaello Cortina)

14. W.V. Quine: "Posits and reality", in I modi del Paradosso, Il Saggiatore, 1975, pp. 304-312.

15. N. Goodman, Facts, fiction and forecast, Laterza, pp. 84-86, 92-93

16. J.L. Austin, Sense and sensibilia,  pp. 31-33, 42-43, 112-113

17. T. Kuhn The structure of scientific revolutions, Ch. 10 (139-41, 144-5, 147-50, 151, 153-156)

18. E. Gettier, "Is true justified knowledge truth?" in A.Bottani, C. Penco (cur.) Significato e teorie del linguaggio, Franco Angeli 1991.

(B) Introductions and critical literature

19. N. Vassallo, Teoria della conoscenza, Laterza 2003.

20. A. Varzi, Metafisica: Classici Contemporanei, Laterza, Roma-Bari 2008 (a selection)

21. M. Alai,   "Conoscenza, verità, giustificazione epistemica", in La certezza della verità. Il sistema della logica aletica e il procedimento della giustificazione epistemica (Sensus Communis. International Yearbook for Studies on Alethic Logic, 18), a cura di A. Livi, Editrice Leonardo da Vinci, Roma 2013, pp. 31-46.

22. M. Alai,   "Realismo, idealismo e agnosticismo. Una prospettiva epistemologica", Hermeneutica (Nuova Serie) 2014, pp. 109-126.

 (C) Further voluntary readings

23. A. Musgrave, Common sense, science and scepticism, Cortina Editore 1995.

24. A. Pagnini, Teoria della conoscenza, TEA, 1997 (anche in P. Rossi (cur.), La filosofia UTET, 1995, vol. III, pp. 109-185).

25. M. Alai,   "Σώζειν τά φαινόμενα. Realistic and Antirealistic attitudes in Natural Science", Isonomia 2008.

26. "Subjective and Objective Justification in the Solution of Gettier's Problem", in Selected Proceedings of the SILFS 2010 International Congress, edited by S.R. Arpaia, L&PS - Logic and Philosophy of Science, IX, 1, 2011, pp. 493-501, online: http://www2.units.it/episteme/L&PS_Vol9No1/L&PS_Vol9No1_2011_48_Alai.pdf.

27.  M. Alai,   "Regimenting Common Sense Concepts of Knowledge and Justification after Gettier", in:  The Epistemology of Ordinary Knowledge, a cura di M. Bianca e P. Piccari, in corso di stampa presso Mimesis

Unavailable texts can be required from the teacher

Assessment

EXAMINATIONS

Students will be allowed to choose between a written examination at the early pre-exam session and an oral examination at the regular exam sessions. Active participation in the classroom will also contribute to the final evaluation. Foreign students will have an option to take the exam in English

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

FOR THOSE UNABLE TO ATTEND CLASSES

They will study on theior own (individually or with others) according to the directions of this vademecum and if possible with the help which can be given by the teacher during office hours or through e-mail, Skype, etc. The files of lecture notes will also be made available

Attendance

REQUIREMENTS

In order to make up for the impossibility of attending classes, a hard and careful study is required. One should already possess good skills of autonomous learning and some capacity to read and understand philosophical texts, at least at a basic level. Whenever possible, it is advisable to work with other students. Students should also test their own learning by trying to produce examples of each concept and idea they encounter. Lists of test questions or mock exams will also be supplied upon request.

Course books

(A)      Required readings

1. A. Musgrave, Common sense, science, and scepticism, Cortina Editore 1995.

2. N. Vassallo, Teoria della conoscenza, Laterza 2003.

(B) Further voluntary readings

all the other readings suggested for students attending classes

Assessment

EXAMINATION
Oral examination. Alternatively, subject to previous agreement with the teacher, it will be possible to take a written examination at the early pre-exam session. Foreign students may ask to take the exam in English

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

As a form of  CLIL (Content and Language Integrated Learning) at least one article will  be read and commented in English. Help to the understanding will be supplied if needed. Foreign students will be allowed to use English for questions and comments during classes, for all the required readings, and for the final examination.