The module aims at providing with necessary competences to assess the field of philosophies of interpretation in its relationship to pedagogical topics such as narration and dialogue. The student will learn about a philosophical way to consider these topics.  

Thus the module offers tools for:

- understanding the main outlines of philosophical hermeneutics;

- critically assessing the notion of narration;

- grasping the dialogical structure of interpretation;

- thinking interculturality in dialogical terms.

1) A brief history of philosophical hermeneutics:

- Heidegger;

- Gadamer;

- Derrida.

2) The dialogue between Paul Ricoeur and Algirdas J. Greimas on narrativity;

- Ricoeur and the grammar of narration;

- Greimas' answers to Ricoeur.

3) The notion of dialogue in Charles Sanders Peirce and Raimon Panikkar:

- thought as dialogue in Peirce;

- Panikkar's dialogical dialogue as a model of intercultural and interreligious meeting.

None.

Knowledge and understanding

- knowledge of contemporary perspectives on interpretation;

- ablity to grap similarities and differences among the philosophies of interpretation.   

Knowledge and understanding skills applied

- the student will manage to critically assess issues concerning interpretation and dialogue;

-  the student will manage to grasp some of the narrative and argumentative aspects of philosophical and non-philosophical texts.    

Autonomy of judgment

- the student will be able to critically read a philosophical text.

Communication skills

- the student  will be aware of some elements to reflect on communication processes and to set an intercultural dialogue.     

Ability to learn

- Once the module will be over, the student will be able to deepen the acquaintance with philosophical debate on interpretation and dialogue

- the student will be inclined to consider dialogue with the other as necessary factor of personal growth.

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

None.

Teaching

Lectures with final discussion

Attendance

Students must be regularly present. 

Course books

A) Exam books:

1) Paul Ricoeur e Algirdas J. Greimas, Tra semiotica ed ermeneutica, a cura di F. Marsciani, Meltemi, Roma 2000 [disponibile online: http://www.ec-aiss.it/biblioteca/13_greimas_ricoeur_semiotica_ed_ermeneutica.php];

2) Raimon Panikkar, Il dialogo intrareligioso, tr. it. M. Carrara Pavan in R. Panikkar, Dialogo interculturale e interreligioso, Jaca Book, Milano 2013, pp. 9-130 (già Il dialogo intrareligioso, Cittadella, Assisi 1988).

B) Compulsory secondary literature:

1) Maurizio Ferraris, Storia dell’ermeneutica, Bompiani, Milano 1989, limitatamente alle sezioni intitolate:

- Dalla fenomenologia all’ermeneutica (pp. 227-263),

- Urbanizzazione o radicalizzazione della eredità heideggeriana: Gadamer e Derrida (pp. 265-284);

2) Valerio Marconi, Il pensiero come dialogo: la logica della coscienza in Charles Sanders Peirce in R. Santi (a cura di), Coscienza individuale e coscienza collettiva nella società contemporanea. Un approccio filosofico, FrancoAngeli, Milano, pp. 136-147.

C) Optional secondary readings:

1) Rossella Fabbrichesi, La fatticità della vita. Percorsi pragmatisti nel primo Heidegger in A. N. Nieddu e V. Busacchi (a cura di), Pragmatismo ed ermeneutica, Mimesis, Milano 2019, pp. 105-120;

2) Mats Bergman, C. S. Peirce’s Dialogical Conception of Sign Processes, “Studies in Philosophy and Education”, 24, 3-4 (2005), pp. 213-233. [disponibile online: https://www.researchgate.net/publication/248767479_C_S_Peirce%27s_Dialogical_Conceptionof_Sign_Processes];

3) Roberto Celada Ballanti, Filosofia del dialogo interreligioso, Morcelliana, Brescia 2020.

Assessment

Learning assessment consists of an oral exam on singular passages from the exam books (point A) to be read and commented by the candidate. There is the possibility of sending a short paper by the date of the chosen assessment in oder to have a sensibly shorter oral examination (further information is available on Moodle). The student must show a grasp of the main theoretical problems underlying the singular passages and contextualisation skills both from author’s perspective and inside contemporary debate on interpretation.

Specific attention will be payed to proper use of technical language.

Critical approach to studied theories is highly valued. Personal insights and comparative skills are positively valued.

Assessment criteria:

- Excellence is described in terms of clear exposition and proper language, skilful linkage among different theories, good critical and deepening skills;

- Goodness is described in terms of clear exposition (even if mnemonic), good linkage among different theories, some critical skills and proper language;

- Sufficiency is described in terms of minimal knowledge, generic linkage among theories, barely proper language;

- Insufficiency is described in terms of lack of minimal knowledge, evident failure in attaining learning objectives, lack of use of technical language.

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

Non-attending students can arrange meetings with the teacher to ask for explanations about the contents of exam books.

Attendance

If further readings are needed to pass the exam, please contact the teacher at least three months in advance before the exam date.

Course books

The same as attending student’s ones, if the non-attending student doesn’t need further readings to pass the exam.

Assessment

Learning assessment consists of an oral exam on singular passages from the exam books (point A)  to be read and commented by the candidate. There is the possibility of sending a short paper by the date of the chosen assessment in oder to have a sensibly shorter oral examination (further information is available on Moodle). The student must show a grasp of the main theoretical problems underlying the singular passages and contextualisation skills both from author’s perspective and inside contemporary debate on interpretation.

Specific attention will be payed to proper use of technical language.

Critical approach to studied theories is highly valued. Personal insights and comparative skills are positively valued.

Assessment criteria:

- Excellence is described in terms of clear exposition and proper language, skilful linkage among different theories, good critical and deepening skills;

- Goodness is described in terms of clear exposition (even if mnemonic), good linkage among different theories, some critical skills and proper language;

- Sufficiency is described in terms of minimal knowledge, generic linkage among theories, barely proper language;

- Insufficiency is described in terms of lack of minimal knowledge, evident failure in attaining learning objectives, lack of use of technical language.

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.

During the hours of the module the following e-seminars will take place (per via telematica):

Tiziana Migliore (Cento Internazionale di Scienze Semiotiche "Umberto Eco"), title: La prossemica. Schema, norma, usi e atti al tempo del Covid ;

Cristina Zorzella Cappi (Università degli Studi di Brescia), title: Definire il simbolo. Tra semiotica ed ermeneutica.

After the talk the teacher will briefly comment on it and open the discussion with the students, who are invited to actively take part.