General Objective: the course is aimed at providing the basic tools for  knowing and understanding themes and problems investigated by Renaissance philosophical thought, knowing how to evaluate the rich complexity and the current validity for contemporary Man (general part); it also aims to guide the student towards an autonomous development of the ability to read, to understand, and to analyze a classic text of the philosophy of the Renaissance – the essay on education by Michel de Montaigne and The education of the Christian Prince by Erasmus – capturing contextual articulations and logical-argumentative implications (monographic part).

 Specific objectives:

1. to know how to understand the basic vocabulary of the discipline;

2. to acquire full awareness of the historical development of philosophical thought from antiquity to the Renaissance;

3. to acquire knowledge and awareness of the contextual complexity of the different theories taken into account;

4. to understand what associates and what differentiates medieval and Rennaisance thought;

5. to know how to read and understand a Renaissance philosophical text;

6. to know how to historically contextualize the text in question;

7. know how to interpret and analyze the text in question, identifying the underlying theories and arguments used by the author to support them;

8. to know how to compare the text in question with other related texts, identifying similarities and differences in theories and topics;

9. to be able to recognize any incongruity and inconsistency in the argumentative flow and in the ideas expressed by the author;

10. to be able to reason in a transdisciplinary manner, identifying ways of applying the contents learned, even in  didactic-educational contexts, according to age groups.

11. to know how to formulate an autonomous opinion on the theories that emerged from the analysis of the text and whether they have a significance or not in today’s human world and in various educational contexts.

The course includes a general part, focused on the philosophy of the Renaissance, and a monographic part that explores and analyzes some classical philosophical texts on education written by Erasmus Desiderius and Michel de Montaigne; and specifically:

1. A visual introduction to the themes of the course: the fresco, “The School of Athens” by Raphael;

2. Humanism as a rediscovery of the classics;

3. The philosophical Renaissance as the revival, reworking, and reinterpretation in the modern sense of classical texts;

4. Erudition and books: the Library of Federico da Montefeltro, Duke of Urbino;

5. Reflection on the human condition (Pico della Mirandola and others);

6. From the paideia of the Ancients to the education in the Renaissance;

7. Erasmus Desiderius: life and works;

8. Reading and critical comment of Erasmus's The education of the Christian priince;

9. reading and critical comment of Erasmus's Querela pacis;

10. Michel de Montaigne: life and works;

11. Reading and critical comment of Montaigne's essay on education.

None.

1. Knowledge and the ability to comprehend: to have acquired the content foreseen by the program, understanding the fundamental lines and the particular aspects, even in a comparative perspective.

2. Application of knowledge and the ability to understand: know how to apply the concepts, ideas, theories and methodologies learned, even in contexts other than the original one; to be able to also extend across a transdisciplinary level.

3. Autonomy of judgments: reflecting and thinking about the various contents learned, developing a critical, autonomous, and flexible thought; being “open-minded”: open to the complexity of what is real, with an exploratory and investigative attitude; being able to question the theories of others and also one’s own.

4. Communicative skills: to demonstrate that we have acquired a mastery of the basic vocabulary of discipline and to know how to use it within a speech that is internally coherent and logically structured, according to a correct sequence of topics; the argumentative capacity must be in the use of analysis and synthesis, of inductive and deductive processes, as well as in the application of rhetorical techniques, up to the re-modulation of the subject according to the supposed interlocutor.

5. Learning skills: knowing how to use complementary resources available in addition to study texts – the materials entered by the lecturer in the Moodle platform, but also search engines on the web, bibliographic tools, etc. – to create a personal in-depth course.

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

Seminars.

Teaching

Traditional lectures; however, students will be engaged as often as possible.

Attendance

It's not compulsory.

Course books

1. Erasmo da Rotterdam, La formazione del principe cristiano e Il lamento della pace, in Erasmo da Rotterdam, Scritti teologici e politici, a cura di Enrico Cerasi e Stefania Salvadori, Bompiani, Milano 2011: solo le pagine da 1202 a 1451 (da scorporare l’originale latino a fronte).

2. Michel de Montaigne, L'immaginazione, a cura di Nicola Panichi, Olschki, Firenze 2000.

3. Il pensiero rinascimentale in un buon manuale utilizzato nei Licei; si consiglia: Costantino Esposito e Pasquale Porro, Filosofia, vol. 2: Filosofia moderna, Laterza, Roma-Bari 2009, Parte I: “L’alba della modernità”, pp. 1-126.

Assessment

Oral exam.

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

Material published on the e-platform Moodle: blended.uniurb.it

Attendance

It's not compulsory.

Course books

1. Erasmo da Rotterdam, La formazione del principe cristiano e Il lamento della pace, in Erasmo da Rotterdam, Scritti teologici e politici, a cura di Enrico Cerasi e Stefania Salvadori, Bompiani, Milano 2011: solo le pagine da 1202 a 1451 (da scorporare l’originale latino a fronte).

2. Michel de Montaigne, L'immaginazione, a cura di Nicola Panichi, Olschki, Firenze 2000.

3. Il pensiero rinascimentale in un buon manuale utilizzato nei Licei; si consiglia: Costantino Esposito e Pasquale Porro, Filosofia, vol. 2: Filosofia moderna, Laterza, Roma-Bari 2009, Parte I: “L’alba della modernità”, pp. 1-126.

Assessment

Oral exam.

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.

For the oral exam students are free to choose their preferred language: Italian, English or French.