Modern literature is presented within a European temporal and geographical scenario, starting from the foundation of the 'modern' (with Cervantes and Shakespeare), up to the advent of capitalist society. Within this scenario, and in the perspective of a historical-philological study, not devoid of comparative openings, of the topics addressed, the student can reach a deeper conception of the roots of "modernity" as it develops from the sixteenth to the nineteenth century, in the conflict of different cultural and socio-economic models, between the religion of progress and colonial ideology. Accustomed, therefore, to the direct reading of Italian texts within a European horizon, and to interrogate them on the basis of a conscious reflection on the methods used for their interpretation, the student will be able to integrate and rearticulate, in the sign of complexity, their knowledge about literature and to manage them with rigor and passion, as befits a subject that does not ask to be neutral, inert, opaque, but proposes itself, thanks to the cultural depth of its texts, as a dialectical junction between memory and fictional.

Works, ideas and models of libertine literature, between the seventeenth and nineteenth centuries. The course proposes the crossing of that wide cultural horizon which has translated into a broad and articulated (sometimes even contradictory) philosophical and literary movement which has opened the great season of modernity in Europe, diversifying from country to country.

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The aim of the course is to allow the student (a) an ability to integrate knowledge and manage the complexity of the issues addressed in the context of a European historical-cultural and critical-literary horizon, as well as to formulate judgments on the basis of learning and reflection on the critical methodologies developed during the twentieth century (from historicism to gender and intercultural studies), including reflection on the social and ethical responsibilities of the literary text linked to the application of their knowledge and judgments; therefore (b) the possibility of communicating in a clear and unambiguous manner the arguments and possibly the conclusions (assuming it is possible to conclude), including the underlying rationale, to both specialist and non-specialist interlocutors; finally, (c) the ability to develop those critical and didactic skills that allow you to continue studying independently, in view of the possible continuation of studies or any professional application.

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

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Teaching

Frontal lessons; analysis of films and audiovisual materials; class discussions of the texts used; in-depth seminars on the topics of the course; laboratory

Attendance

A good starting point is required for Italian literature, its periodization, major issues, and literary forms and genres, as prescribed in the modern and contemporary Italian literature course of the triennial.

In order to be able to take the exam as attending students, students must attend at least 80% of the lessons and all seminar activities included in the sum of the hours of the course. Alternatively, contact the teacher.

Course books

a) Due libri a scelta fra i seguenti: Giordano Bruno, Il candelaio, a cura di I. Guerrini Angrisani, Rizzoli, Milano 1997; Salvator Rosa, Satire, intr. di D. Romei, commento di J. Manna, Mursia, Milano 1995; Giovan Battista Casti, Novelle galanti, a cura di L. Rodler, Carocci, Roma 2001; Giacomo Casanova, Memorie scritte da lui medesimo, trad. di G. Brunacci, Garzanti, Milano 2015; Giacomo Leopardi, Paralipomeni della Batracomiomachia, a cura di M. A. Baccocchi e R. Bonavita, Carocci, Roma 2009; due libri a scelta fra i seguenti: Chistopher Marlowe, Il Dottor Faust, Milano, Mondadori 2017; Paul Scarron, Il romanzo buffo, trad. di S. Balduzzi, Sellerio, Palermo 2005; Tirso de Molina, Don Giovanni, il beffatore di Siviglia, a cura di A. D’Agostino, Rizzoli, Milano 2011 (oppure Molière, Don Giovanni, a cura di L. Lunari, Rizzoli, Milano 1980); Pierre Choderlos de Laclos, Le relazioni pericolose, trad. di M. T. Nessi Somaini, Garzanti, Milano 2004; Denis Diderot, Jacques il fatalista e il suo padrone, a cura di P. Biancani, Rizzoli, Milano 2008; S. Kierkegaard, Diario del seduttore, a cura di G. Garrera, trad. di A. Veraldi, Rizzoli, Milano 2005.

b)  critical bibliography: Libertini italiani. Letteratura e idee tra XVII e XVIII secolo, a cura di A. Beniscelli, Rizzoli, Milano 2011; G. Macchia, Tra Don Giovanni e Don Rodrigo. Scenari secenteschi, Adelphi, Milano 1989; G. Spini, Ricerca dei libertini. La teoria dell'impostura delle religioni nel Seicento italiano, La Nuova Italia, Firenze 1983.

Assessment

Oral exam interview.

Students will be assessed through the following criteria: (1) knowledge of the topics, (2) ability to reason appropriately on the topics proposed at the interview, (3) ability to present the arguments with language properties.

Students who have registered their disability certification or DSA certification at the Inclusion and Right to Study Office can ask to use concept maps (for keywords) during the exam. To this end, it is necessary to send the maps, two weeks before the exam session, to the teacher of the course, who will verify their consistency with the indications of the university guidelines and will be able to request modifications

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

Contact the teacher

Attendance

Nothing

Course books

Contact the teacher

Assessment

Oral exam interview.

Students will be assessed through the following criteria: (1) knowledge of the topics, (2) ability to reason appropriately on the topics proposed at the interview, (3) ability to present the arguments with language properties.

Students who have registered their disability certification or DSA certification at the Inclusion and Right to Study Office can ask to use concept maps (for keywords) during the exam. To this end, it is necessary to send the maps, two weeks before the exam session, to the teacher of the course, who will verify their consistency with the indications of the university guidelines and will be able to request modifications

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.