The course aims to provide the tools necessary to understand the cultural origins of the concept of work. The student will find in the classical Roman history the legal, political and cultural factors that have led to the further development of labor relations in the modern and contemporary world.

The course is divided into a first 16-hour general part, in which the student will begin to understand the basic institutions of Roman private law, in particular Ownership and Possession.

The following will be deepened: a) The origins of relationships of belonging; B) the formation of the dominium; C) the protection of Possession. Therefore, the main private contracts will be considered for work performance and relating to free or servile parties: a) formal contracts; B) real contracts; C) sinallagmatic consensual contracts, in particular, leasing (of works and agrarian); Bond of subordination. Free subjects, people in servile condition; The phenomenon of slavery.
In the second part, of 18 hours, the most important issues related to the work of the Republican and Classical Roman law, examined in a comparative key, will be discussed. In particular, we will look at:
-The concept of work in republican and classical antiquity: intellectual work and manual work.
-The causes of the social disillusionment of the 'work' phenomenon: its possible explanation on the historical level.
-The testimony of the philosophers of Greek antiquity: Plato and Aristotle.
-The influence of the Greek mentality on the Roman one: Cicero.
- Jurists and Attorneys.
-Architects and technicians: the case of Vitruvio.
-The alleged economic stagnation of Roman society.
-Conditioned to work in mines.

Reasoned study and partecipation in working class

The student must : 

-demonstrate the basic knowledges to grasp the working relationships in their complexity and historicity ((KNOWLEDGE AND UNDERSTANDING)

 -recognize and be able to analyze the relationship work , finding in it the rights and duties and their origin in terms of legal history, and supporting personal arguments (APPLYING KNOWLEDGE AND UNDERSTANDING)

-understand the milestones that led to the formation of modern labor law, integrating and interpreting rilevant data (MAKING JUDGEMENTS)

-Show to have the cultural tools sufficient to identify the problems inside the historical evolution of legal phenomena working,properly taking the necessary information, formulating ideas, and providing solutions to the problems, even in context of working class (COMMUNICATION SKILLS)

Show to possess the methodological techniques to move within the different cultural components ( legal, economic , philosophical ) that enrich the history of labor law, and demonstrate to have acquired the skills to study with a high degree of autonomy (LEARNING SKILLS).

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

Material by the teacher

Teaching

Lectures ; Group work ; seminars.

The lessons are divides in 6 hours at week, 2 online and 4 in presence.

Innovative teaching methods

Problem solving

flipped learning

Attendance

In-depth study and active participation in group activities.

Course books

G. SANTUCCI, BASI ROMANISTICHE DI ISTITUTI PRIVATISTICI (ED. INTRA, 2023).

M. FRUNZIO, LAVORARE AI TEMPI DI VITRUVIO (ED. CAROCCI, 2014).

Assessment

Oral examination and self-assessment test, that doesn't  affect the final grade.  The results will be discussed with individual students and then collectively commented in a general way. These individual conversations will also serve to recommend the student on how to improve.

 The choice of the oral mode responds to the need to assess the achievement of an adequate critical spirit and of a clear and scientifically correct language.

The expected learning results will be evaluated by means of an oral exam, based on three questions or more. The evaluation criteria and the scale of marks are as follows:

less than 18/30: competence level insufficient. The student doesn’t reach the learning results described in “knowledge and understanding”.

18-20/30: competence level sufficient. In particular, the student attains the learning results described in “knowledge and understanding”.

21-23/30: competence level satisfactory. In particular, the student attains the learning results described in “knowledge and understanding” and in “applied knowledge and understanding”.

24-26/30: competence level good. In particular, the student attains the learning results described in “knowledge and understanding”, “applied knowledge and understanding” and “making judgments”.

27-29/30: competence level very good. In particular, the student attains the learning results described in “knowledge and understanding”, “applied knowledge and understanding”, “making judgments” and “communication skills”.

30-30 with honours: competence level excellent. The student fully attains the learning results described in “knowledge and understanding”, “applied knowledge and understanding”, “making judgments” and “learning skills”.

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

Students not attending are encouraged to contact the teacher- via email -to arrange an appointment where they are needed clarification or to present any , specific needs . They will find more in-depth material on the Moodle platform.

Attendance

Self-contained study in in-depth form

Course books

The textbooks are the same as for students attending.

Assessment

Oral examination.

The expected learning results will be evaluated by means of an oral exam, based on three questions or more. The evaluation criteria and the scale of marks are as follows:

less than 18/30: competence level insufficient. The student doesn’t reach the learning results described in “knowledge and understanding”.

18-20/30: competence level sufficient. In particular, the student attains the learning results described in “knowledge and understanding”.

21-23/30: competence level satisfactory. In particular, the student attains the learning results described in “knowledge and understanding” and in “applied knowledge and understanding”.

24-26/30: competence level good. In particular, the student attains the learning results described in “knowledge and understanding”, “applied knowledge and understanding” and “making judgments”.

27-29/30: competence level very good. In particular, the student attains the learning results described in “knowledge and understanding”, “applied knowledge and understanding”, “making judgments” and “communication skills”.

30-30 with honours: competence level excellent. The student fully attains the learning results described in “knowledge and understanding”, “applied knowledge and understanding”, “making judgments” and “learning skills”.

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.

However there is no obligation to attend , it is recommended strongly participating in the lessons.