Epistemology
A.Y. 2024/2025
Learning objectives
The course has the goal to discuss in depth problems in the general area of theoretical philosophy and philosophical anthropology. It focuses on questions concerning the nature of human experience and the constitution of subjectivity, stressing the connections with other disciplines (anthropology, psychology, sociology, biology, etc) and helping students to develop their analytical skills and recognize the connections between philosophical research and the current cultural context.
Expected learning outcomes
Knowledge and understanding
At the end of the course, the student:
· knows the theoretical fundamentals of contemporary philosophy and understands its vocabulary;
· understands the nature of philosophical problems;
· understands the nature and strength of philosophical arguments;
· knows the basic methodological elements of philosophical exercise.
Ability to apply knowledge and understanding
At the end of the course, the student:
· is able to put forward and outline the main conceptual contributions of theoretical philosophy
· is able to identify philosophical topics and problems in philosophical and non-philosophical contexts;
· can approach general issues by adopting the appropriate methodological perspectives and discuss the arguments of various authors making use of an adequate lexicon.
· can consistently support her /his claims with arguments
At the end of the course, the student:
· knows the theoretical fundamentals of contemporary philosophy and understands its vocabulary;
· understands the nature of philosophical problems;
· understands the nature and strength of philosophical arguments;
· knows the basic methodological elements of philosophical exercise.
Ability to apply knowledge and understanding
At the end of the course, the student:
· is able to put forward and outline the main conceptual contributions of theoretical philosophy
· is able to identify philosophical topics and problems in philosophical and non-philosophical contexts;
· can approach general issues by adopting the appropriate methodological perspectives and discuss the arguments of various authors making use of an adequate lexicon.
· can consistently support her /his claims with arguments
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
In this course we will discuss some epistemological (or "gnoseological") problems of particular interest for philosophical methodology and we will do so focusing on the case of epistemic injustice addressed through an ontological analysis. Epistemic injustice is a phenomenon overlooked by traditional epistemology, characterized by the systematic exclusion or marginalization of groups or individuals from processes of knowledge creation, dissemination, and recognition, through the imposition of norms and standards that perpetuate power imbalances. For instance, when someone's testimony is rejected or discredited based on irrelevant or discriminatory factors such as race or gender, rather than the content or credibility of the testimony itself (testimonial injustice); or when a subject is unjustly disadvantaged in making sense of an experience due to lacking appropriate concepts and categories (hermeneutical injustice); or when discrimination, marginalization, and exclusion rooted in stereotypes and prejudices prevent individuals from perceiving targeted group members as capable subjects of producing and receiving knowledge (ignorance-based oppression).
This course will explore the conceptual mechanisms that perpetuate epistemic injustice through the analysis of the ontological and categorical premises of our taxonomies. It will present the most recent debates on these issues and inquire into how philosophers can promote greater inclusion and equity for marginalized individuals and groups.
This course will explore the conceptual mechanisms that perpetuate epistemic injustice through the analysis of the ontological and categorical premises of our taxonomies. It will present the most recent debates on these issues and inquire into how philosophers can promote greater inclusion and equity for marginalized individuals and groups.
Prerequisites for admission
Specific preliminary notions are not required.
Teaching methods
Lectures.
Debate and discussions.
Students will also be required to deliver presentations on topics related to the program, or on specific areas covered in the program, which will be included as part of their final evaluation.
Debate and discussions.
Students will also be required to deliver presentations on topics related to the program, or on specific areas covered in the program, which will be included as part of their final evaluation.
Teaching Resources
COMMON BIBLIOGRAPHY FOR THE 6 AND 9 CFU EXAM:
P. Valore, L'inventario del mondo. Guida allo studio dell'ontologia, UTET, Torino 2008, Parte I: "Lessico di base"; Parte II: "Strumenti" (pp. 3-78); Parte III: "Categorie" (pp. 79-129); Parte VI: "Esistenza" (pp. 195-234); Parte VII: "Entità" (pp. 235-296).
ADDITIONAL BIBLIOGRAPHY FOR THE 9 CFU EXAM:
Pohlhaus Jr., G. (2017). "Varieties of Epistemic Injustice", in Kidd, I.J., Medina, J., & Pohlhaus Jr., G. (Eds.). (2017). The Routledge Handbook of Epistemic Injustice. London and New York: Routledge, pp 13-26.
Wanderer, J. (2017). "Varieties of Testimonial Injustice", in Kidd-Medina-Pohlhaus (cit), pp. 27-40.
Medina, J. (2017). "Varieties of Hermeneutical Injustice", in Kidd-Medina-Pohlhaus (cit), pp. 41-52.
Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press, pp. 147-175.
NON-ATTENDING STUDENTS (6 OR 9 CFU) WILL ALSO BE REQUIRED TO READ:
P. Valore, Quine, La Scuola/Morcelliana, Brescia 2014.
P. Valore, L'inventario del mondo. Guida allo studio dell'ontologia, UTET, Torino 2008, Parte I: "Lessico di base"; Parte II: "Strumenti" (pp. 3-78); Parte III: "Categorie" (pp. 79-129); Parte VI: "Esistenza" (pp. 195-234); Parte VII: "Entità" (pp. 235-296).
ADDITIONAL BIBLIOGRAPHY FOR THE 9 CFU EXAM:
Pohlhaus Jr., G. (2017). "Varieties of Epistemic Injustice", in Kidd, I.J., Medina, J., & Pohlhaus Jr., G. (Eds.). (2017). The Routledge Handbook of Epistemic Injustice. London and New York: Routledge, pp 13-26.
Wanderer, J. (2017). "Varieties of Testimonial Injustice", in Kidd-Medina-Pohlhaus (cit), pp. 27-40.
Medina, J. (2017). "Varieties of Hermeneutical Injustice", in Kidd-Medina-Pohlhaus (cit), pp. 41-52.
Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press, pp. 147-175.
NON-ATTENDING STUDENTS (6 OR 9 CFU) WILL ALSO BE REQUIRED TO READ:
P. Valore, Quine, La Scuola/Morcelliana, Brescia 2014.
Assessment methods and Criteria
The oral exam consists of some questions on the common parts of the course and, in the case of 9 CFU exams, on the additional part. The exam is the same for attending and non-attending students and consists of an oral interview on the topics of the course, during which the candidate must demonstrate to master not only the contents but also, and above all, the argumentative styles of the contemporary philosophical debate, evaluating the arguments for and against and the costs and benefits of the individual theoretical proposals. Students will be evaluated for their ability to organize knowledge discursively and for their critical reasoning skills; The teacher will take into account the quality of the exposition, the correct use of the specialized lexicon, the linearity of the exposure. The final grade will be expressed in thirtieths. International or Erasmus students are invited to promptly contact the teacher of the course.
Students with SLD and/or disabilities must agree, as soon as possible, on the examination procedures with the teacher and the competent office, scrupulously following the procedures described at the following links (in the section Support for teaching and contact with the teachers - compensatory measures):
https://www.unimi.it/it/studiare/servizi-gli-studenti/servizi-studenti-con-dsa
https://www.unimi.it/it/studiare/servizi-gli-studenti/servizi-studenti-con-disabilita
Students with SLD and/or disabilities must agree, as soon as possible, on the examination procedures with the teacher and the competent office, scrupulously following the procedures described at the following links (in the section Support for teaching and contact with the teachers - compensatory measures):
https://www.unimi.it/it/studiare/servizi-gli-studenti/servizi-studenti-con-dsa
https://www.unimi.it/it/studiare/servizi-gli-studenti/servizi-studenti-con-disabilita
Professor(s)
Reception:
Wednesday from 5:00 PM
On line (Teams). Please send an email to book your appointment