• To provide the conceptual tools and methodologies for a depth reflection on the meaning of historical work, focusing on the essential features that define the modern and late-modern age, with particular regard to France during the period 1789-1914, highlighting the role that the study of history has played in culture, in society and in the education system.
• To acquire and master the semantic of modern concept of power, State, representation, suffrage, caesarism, liberalism, democracy, communism, socialism, labor movement, corporatism, nationalism, revisionism, reaction, revolution.
• To learn to question about the meaning of history as a discipline and about the profession of historian, in order to extract problems and concepts, issues and data from textbooks and to personally build the network of space-time coordinates, necessary and preliminary to any historical discourse.
• To develop the ability to recognize in the reality that surrounds us the dimension of time (in terms of the dialectic of duration and of the plurality of social times).
• To recognize historical "structures" as long-term elements.
• To learn the past in order to understand the society and the culture of the present, recovering the dynamic element (that is the historical development), and to build collective identities in which identify.
• To learn the history as a tool for civic education and for the survival of civilization.

The French historian Marc Bloch (1886-1944), founder with Lucien Febvre of the magazine "Annales", explained that the task of the historian is to identify the change, or rather "to understand the present through the past and the past through the present". From this debate about the historical time - the historian should see the events in this kind of fourth dimension - has emerged an important reflection on the historical method, exposed in a famous article written by Fernand Braudel (1902-1985) published in the "Annales" in 1958, in which he takes up the concept of duration - originally employed by French psychologist Victor Egger in relation to the states of individual consciousness and then taken up by the famous philosopher Henri Bergson - applying it to history, to seize the plurality of social time, exactly a "long-duration", whose rhythms are multiple, depending on the studied phenomena. On the basis of this methodological assumption, the course aims to reconstruct the historical and political context of the France of the nineteenth- century until the First World War, focusing on the affirmation of human rights and citizenship, and on the experience of democratic republic, but, at the same time, highlighting the reaction of a large part of French culture to the ongoing transformation of social relations and hierarchical rules established for centuries. A reaction taken against the "civil rights" at the beginning of the century, against political rights in 1848-49, against the parliamentary republic in 1898-99, and more generally against the progress of democracy, socialism, workers' movement and liberal individualism, which led many French intellectuals (like de Bonald, de Maistre, Renan, Taine and Le Bon), but also German (as in the case of Nietzsche), to develop new organic models of hierarchical order that contribute to undermine the idea of ​​democracy in the Thirties of the twentieth-century.

• The student has to show the mastery of basic knowledge related to Modern History (notions, periodizations, concepts and theories), with particular reference to its constitutive elements (problems and methods) and especially to relations with the other social sciences and to the science of education.
• The student has to demonstrate an understanding of the concepts and theories provided by the course, adopting the look of the historian and giving examples of periodization and reconstruction of the political theories that characterize the modern and late-modern age.
• The student has to demonstrate the ability to distinguish the general history and special histories, setting, with appropriate methods, all the stages of the historical research and also the teaching.

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

Frontal lessons

Attendance

Recommended

Course books

• P. VIOLA, L'Ottocento, Einaudi, Torino 2000.
• P. PRODI, Introduzione allo studio della storia moderna, Il Mulino, Bologna 2016, pp. 13-165.
• M. BATTINI, L'ordine della gerarchia. I contributi reazionari e progressisti alle crisi della democrazia in Francia 1789-1914, Bollati Boringhieri, Torino 1995. LE SEGUENTI PARTI: CAP. 1 (paragrafi 1,2,3,6,7); CAP. 2 (paragrafi 1,2,6); CAP. 3 (paragrafi 1,5); CAP. 4 (paragrafi 1,3); EPILOGO (paragrafo 2). 
• K. MARX-F. ENGELS, Manifesto del partito comunista (1848), a cura di D. Losurdo, Laterza, Roma-Bari 1999, solo parte terza, pp. 39-53.
• F. NIETZSCHE, Sull'utilità e il danno della storia per la vita (1874), Adelphi, Milano 1974 (o successive edizioni).
• F. BRAUDEL, Storia e scienze sociali. La "lunga durata" (1958), in ID., Scritti sulla storia, Bompiani, Milano 2001, pp. 37-72.
• R. RONI (a cura di), Victor Egger e Henri Bergson. Alle origini del flusso di coscienza, Edizioni ETS, Pisa 2016.

Assessment

Oral examination

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

Frontal lessons

Course books

• P. VIOLA, L'Ottocento, Einaudi, Torino 2000.
• P. PRODI, Introduzione allo studio della storia moderna, Il Mulino, Bologna 2016, pp. 13-165.
• M. BATTINI, L'ordine della gerarchia. I contributi reazionari e progressisti alle crisi della democrazia in Francia 1789-1914, Bollati Boringhieri, Torino 1995. LE SEGUENTI PARTI: CAP. 1 (paragrafi 1,2,3,6,7); CAP. 2 (paragrafi 1,2,6); CAP. 3 (paragrafi 1,5); CAP. 4 (paragrafi 1,3); EPILOGO (paragrafo 2). 
• K. MARX-F. ENGELS, Manifesto del partito comunista (1848), a cura di D. Losurdo, Laterza, Roma-Bari 1999, solo parte terza, pp. 39-53.
• F. NIETZSCHE, Sull'utilità e il danno della storia per la vita (1874), Adelphi, Milano 1974 (o successive edizioni).
• F. BRAUDEL, Storia e scienze sociali. La "lunga durata" (1958), in ID., Scritti sulla storia, Bompiani, Milano 2001, pp. 37-72.
• R. RONI (a cura di), Victor Egger e Henri Bergson. Alle origini del flusso di coscienza, Edizioni ETS, Pisa 2016.

Assessment

Oral examination

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.