• General part: The course aims to present an overview of the problems related to the foundation of scientific psychology, also promoting a critical reflection on the theoretical, epistemological, and methodological assumptions and the social conditioning that have historically guided its development. We will dwell - albeit synthetically - on the origin, evolution, and transformation of the main orientations of psychological research from the mid-19th century to the present day, placing them in their respective historical context and highlighting the dominant research program.

• Monographic part: the course seeks to analyse the evolution of the philosophical and psychological debate on emotions from William James to the most recent studies on the topic. After discussing some theories of emotions formulated during the Modern era – especially the Cartesian one –, the course will take into account the scientific debate on emotional states arisen in the 19th century and still ongoing. The focal point will be, in particular, Carl Lange’s and William James’ so-called peripheral theory of emotions, of which we will discuss peculiarities and critical aspects. Starting from this theorisation, the aim will be to retrace the history of the scientific study of emotion up to the contemporary era. This objective will be achieved by discussing some interpretative models (e.g., cognitive-physiological theories, appraisal theories, neuroscientific perspectives) and putting them into dialogue with the previous tradition.

- General part: History of psychology

Introduction - Wundt and the foundation of scientific psychology - Structuralism and functionalism - Pierre Janet: Psychological automatism - Freud and psychoanalysis - Gestalt psychology - Bechterev and Pavlov's reflexology - Behaviorism - Cultural-historical school (Vygotsky and Lurija) - Piaget and Geneva school - Cognitivism.

- Monographic part: The physical basis of emotion: the history of emotions from William James to the contemporary debate

Passions and emotions: Descartes and Modern philosophy - Carl Lange's and William James' peripheral theory of emotion - Critical aspects of James' theory - The brain and the emotions (Cannon-Bard, Papez e McLean) – Cognitive-physiological and appraisal theories of emotion – Neuroscientific perspectives: Antonio Damasio and the somatic marker hypothesis.

No bridging courses required.

With reference to the Dublin Descriptors, given the type of discipline (as a basis for the study of the different and specific articulations of the same), it is considered appropriate to give priority, among the expected results, to knowledge and understanding of:

- the main developments, up to the present day, of epistemological reflection on psychology as a science characterized by fundamental antinomic positions, which constitute one of the foundations of the current plurality of psychological disciplines;

- the roots of psychology in philosophical thought and in the physiological and medical-freniatric sciences and the long path towards scientific, social and legal recognition of psychology;

- the contents, epistemological positions, methodological approaches and distinctive features of the great schools of psychological-psychopathological research and theorization and the reasons for overcoming each of them or their support by other and different schools.

Since the teaching of the History of Psychology does not have immediate purposes related to the profession, the knowledge and understanding skills applied can only be understood as such in a broad sense. As expected results, therefore, we privilege, for example, skills such as the ability to retrace the complex path of research and theoretical reflection on the main themes of psychology, starting with the specification of its object, and to trace the salient elements of the relationship between theory and applications in psychology, as it has historically been determined and modified.

The expected results include the autonomy of judgement, specifically expressed as the ability to conduct comparisons between schools and theories, to identify and evaluate analogies and differences between them, grasping the influences between them or, vice versa, the critical positions, which often motivate, in the course of the historical development of the sector, the opening of new perspectives. The ability to learn also comes under this heading, with particular reference to critical-conceptual and not merely mnemonic learning. Finally, where possible, the ability to adequately communicate the contents of the course is also an expected result.

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

Additional lessons; Additional seminars; Exercises and experiences.

Teaching

Teaching methods will be adopted including direct exposure, group discussion, analysis of historically and scientifically significant texts, the development of experiences and / or exercises and in-depth studies of a seminar nature.

Attendance

There is no obligations

Course books

6 cfu:

• C. Morabito, Introduzione alla storia della psicologia, Laterza, Roma-Bari 2007;
• R. Cartesio, Le passioni dell’anima, a cura di S. Obinu, Bompiani, Milano 2003;
• W. James, Che cos’è un’emozione?, in G. Baggio, F. Caruana, A. Parravicini, M. Viola (ed.), Emozioni. Da Darwin al pragmatismo, Resenberg & Sellier, Torino 2020, pp. 89-109;
• W. James, Le emozioni, in W. James, Antologia di scritti psicologici, ed. by N. Dazzi, Il Mulino, Bologna 1981, pp. 161-192 [available on blended.uniurb.it]; 
• W. James, Le basi fisiche dell’emozione, in G. Baggio, F. Caruana, A. Parravicini, M. Viola (ed.), Emozioni. Da Darwin al pragmatismo, Resenberg & Sellier, Torino 2020, pp. 110-125;
• A. Damasio, L’errore di Cartesio, Adelphi, Milano 1995, pp. 187-341.

8 cfu:

• C. Morabito, Introduzione alla storia della psicologia, Laterza, Roma-Bari 2007;
• R. Cartesio, Le passioni dell’anima, a cura di S. Obinu, Bompiani, Milano 2003;
• W. James, Che cos’è un’emozione?, in G. Baggio, F. Caruana, A. Parravicini, M. Viola (ed.), Emozioni. Da Darwin al pragmatismo, Resenberg & Sellier, Torino 2020, pp. 89-109;
• W. James, Le emozioni, in W. James, Antologia di scritti psicologici, ed. by N. Dazzi, Il Mulino, Bologna 1981, pp. 161-192 [available on blended.uniurb.it]; 
• W. James, Le basi fisiche dell’emozione, in G. Baggio, F. Caruana, A. Parravicini, M. Viola (ed.), Emozioni. Da Darwin al pragmatismo, Resenberg & Sellier, Torino 2020, pp. 110-125;
• A. Damasio, L’errore di Cartesio, Adelphi, Milano 1995, only pages 187-341.
• M. Nussbaum, L'intelligenza delle emozioni, Il Mulino, Bologna 2004, only pages 17-116, 160-173.

Assessment

Oral examination. The evaluation will be expressed in 30ths.

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

Please contact the teacher.

Attendance

Please contact the teacher.

Course books

6 cfu:

• C. Morabito, Introduzione alla storia della psicologia, Laterza, Roma-Bari 2007;
• R. Cartesio, Le passioni dell’anima, a cura di S. Obinu, Bompiani, Milano 2003;
• W. James, Che cos’è un’emozione?, in G. Baggio, F. Caruana, A. Parravicini, M. Viola (ed.), Emozioni. Da Darwin al pragmatismo, Resenberg & Sellier, Torino 2020, pp. 89-109;
• W. James, Le emozioni, in W. James, Antologia di scritti psicologici, ed. by N. Dazzi, Il Mulino, Bologna 1981, pp. 161-192 [available on blended.uniurb.it]; 
• W. James, Le basi fisiche dell’emozione, in G. Baggio, F. Caruana, A. Parravicini, M. Viola (ed.), Emozioni. Da Darwin al pragmatismo, Resenberg & Sellier, Torino 2020, pp. 110-125;
• A. Damasio, L’errore di Cartesio, Adelphi, Milano 1995, pp. 187-341.
• J. Plamper, Storia delle emozioni, Il Mulino, Bologna 2018, only chapter III, Universalismo e scienze della vita.

8 cfu:

• C. Morabito, Introduzione alla storia della psicologia, Laterza, Roma-Bari 2007;
• R. Cartesio, Le passioni dell’anima, a cura di S. Obinu, Bompiani, Milano 2003;
• W. James, Che cos’è un’emozione?, in G. Baggio, F. Caruana, A. Parravicini, M. Viola (ed.), Emozioni. Da Darwin al pragmatismo, Resenberg & Sellier, Torino 2020, pp. 89-109;
• W. James, Le emozioni, in W. James, Antologia di scritti psicologici, ed. by N. Dazzi, Il Mulino, Bologna 1981, pp. 161-192 [available on blended.uniurb.it]; 
• W. James, Le basi fisiche dell’emozione, in G. Baggio, F. Caruana, A. Parravicini, M. Viola (ed.), Emozioni. Da Darwin al pragmatismo, Resenberg & Sellier, Torino 2020, pp. 110-125;
• A. Damasio, L’errore di Cartesio, Adelphi, Milano 1995, pp. 187-341.
• J. Plamper, Storia delle emozioni, Il Mulino, Bologna 2018, only chapter III, Universalismo e scienze della vita.
• M. Nussbaum, L'intelligenza delle emozioni, Il Mulino, Bologna 2004, only pages 17-116, 160-173.

Assessment

Oral examination. The evaluation will be expressed in 30ths.

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.