Teaching Workshop
A.Y. 2021/2022
Learning objectives
The aim of the workshop is to develop a path that allows participants to acquire the basic tools for the use and understanding of historical sources useful to study the history of the early-modern age. During the ten lessons of the workshop we will discuss methodological problems, historical themes and we will be able to analyze documents.
Expected learning outcomes
By the end of the workshop, the students who have attended will have become conscious of the methodology and critical knowledge that will allow them to read, contextualize and interrogate the original sources, then put them in a more extensive historiographic framework. After addressing problems and methodological issues, analyzing historical themes and delving into the knowledge of documentary material contained in the archives, the student will have the basis to reflect directly on the sources and to understand the concrete challenges that arise for those who are familiar with historical studies. They will also be able to move through a basic bibliography and will know the main search tools available online.
The skills will be acquired through direct contact with the instructor and through active and effective participation in the lessons. The final exam will consist of the drafting of a short paper written from the material and themes analyzed during the lessons.
Students unable to attend classes regularly will made available to them the teaching materials by the instructor, with whom they can also agree to further in-depth readings.
The skills will be acquired through direct contact with the instructor and through active and effective participation in the lessons. The final exam will consist of the drafting of a short paper written from the material and themes analyzed during the lessons.
Students unable to attend classes regularly will made available to them the teaching materials by the instructor, with whom they can also agree to further in-depth readings.
Lesson period: Second semester
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
Lesson period
Second semester
More specific information on the delivery modes of training activities for academic year 2021/22 will be provided over the coming months, based on the evolution of the public health situation.
Course syllabus
The course discusses the development of natural sciences in Europe in the second half of the 18th century and the first two decades of the 19th century. In particular, it focuses on the training of experts who dealt with this field of research and on the value of travels and explorations in the study of natural and agricultural resources.
Prerequisites for admission
There are no specific requirements different from those requested for the degree admission.
Teaching methods
Attendance to classes is mandatory. The course is intended to provide students with the essential tools to carry out research in modern history, with particular reference to the second half of the 18th century and the first two decades of the 19th century.
The students will learn how to:
- find a useful bibliography thanks to online catalogues and repertories;
- know the main strategies for the study of nature in the 18th and early 19th centuries and place them in a scientific, cultural and institutional context;
- elaborate the results of their research in a short paper, expressing them appropriately and applying the editorial style commonly used in essays.
These skills will be first acquired through classes, by practicing on research tools and sources, and then through the individual drafting of a short paper, on the basis of reading and discussion of essays and published sources. In-class debate is an important part of the didactic method and aims at promoting a critical approach and the ability to apply the acquired competence and knowledge.
Laboratory is also based on didactic material provided on ARIEL.
The students will learn how to:
- find a useful bibliography thanks to online catalogues and repertories;
- know the main strategies for the study of nature in the 18th and early 19th centuries and place them in a scientific, cultural and institutional context;
- elaborate the results of their research in a short paper, expressing them appropriately and applying the editorial style commonly used in essays.
These skills will be first acquired through classes, by practicing on research tools and sources, and then through the individual drafting of a short paper, on the basis of reading and discussion of essays and published sources. In-class debate is an important part of the didactic method and aims at promoting a critical approach and the ability to apply the acquired competence and knowledge.
Laboratory is also based on didactic material provided on ARIEL.
Teaching Resources
Knowledge of the topics discussed during the course.
Knowledge of the sources examined during the course.
The students are recommended to read one essay chosen from List 1 plus a second essay chosen from List 2:
List 1
- M.-N. Bourguet, "L'esploratore", in M. Vovelle (ed.), L'uomo dell'Illuminismo, Roma-Bari 1992, pp. 283-351
- V. Ferrone, "L'uomo di scienza", in M. Vovelle (ed.), L'uomo dell'Illuminismo, Roma-Bari, 1992, pp. 199-243
List 2
- D. Brianta, "I luoghi del sapere agronomico: Accademie, società di agricoltura e di arti meccaniche, orti agrari, atenei (1802-1814)", in E. Brambilla, C. Capra, A. Scotti (eds.), Istituzioni e cultura in età napoleonica, Milano 2008, pp. 62-156
- M. Di Tullio, "Il mito delle campagne lombarde nella cultura inglese sette-ottocentesca", in G. Bigatti (ed.), Quando l'Europa ci ammirava. Viaggiatori, artisti, tecnici e agronomi stranieri nell'Italia del '700 e '800, Truccazzano, 2016, pp. 67-120
- A. Ferraresi, "Linnaeus in Lombardy", in M. Beretta, A. Tosi (ed.), Linnaeus in Italy: The spread of a revolution in science, Sagamore Beach 2007, pp. 147-167
- I. Laboulais-Lesage, "L'usage des récits de voyage dans les dictionnaires de géographie du XVIIIe siècle : le cas des notices américaines", in G. Bertrand (ed.), La culture du voyage : pratiques et discours de la Renaissance à l'aube du XXe siècle, Paris-Budapest-Torino 2004, pp. 147-179
- A. Visconti, "Scienziati e naturalisti dai Balcani a Capo Nord", in Europa: Storie di viaggiatori italiani, Milano 1988, pp. 200-229
International students and incoming Erasmus students are invited to promptly contact the professor in charge of the course to agree upon an alternative program, possibly in English.
Knowledge of the sources examined during the course.
The students are recommended to read one essay chosen from List 1 plus a second essay chosen from List 2:
List 1
- M.-N. Bourguet, "L'esploratore", in M. Vovelle (ed.), L'uomo dell'Illuminismo, Roma-Bari 1992, pp. 283-351
- V. Ferrone, "L'uomo di scienza", in M. Vovelle (ed.), L'uomo dell'Illuminismo, Roma-Bari, 1992, pp. 199-243
List 2
- D. Brianta, "I luoghi del sapere agronomico: Accademie, società di agricoltura e di arti meccaniche, orti agrari, atenei (1802-1814)", in E. Brambilla, C. Capra, A. Scotti (eds.), Istituzioni e cultura in età napoleonica, Milano 2008, pp. 62-156
- M. Di Tullio, "Il mito delle campagne lombarde nella cultura inglese sette-ottocentesca", in G. Bigatti (ed.), Quando l'Europa ci ammirava. Viaggiatori, artisti, tecnici e agronomi stranieri nell'Italia del '700 e '800, Truccazzano, 2016, pp. 67-120
- A. Ferraresi, "Linnaeus in Lombardy", in M. Beretta, A. Tosi (ed.), Linnaeus in Italy: The spread of a revolution in science, Sagamore Beach 2007, pp. 147-167
- I. Laboulais-Lesage, "L'usage des récits de voyage dans les dictionnaires de géographie du XVIIIe siècle : le cas des notices américaines", in G. Bertrand (ed.), La culture du voyage : pratiques et discours de la Renaissance à l'aube du XXe siècle, Paris-Budapest-Torino 2004, pp. 147-179
- A. Visconti, "Scienziati e naturalisti dai Balcani a Capo Nord", in Europa: Storie di viaggiatori italiani, Milano 1988, pp. 200-229
International students and incoming Erasmus students are invited to promptly contact the professor in charge of the course to agree upon an alternative program, possibly in English.
Assessment methods and Criteria
- Method: evaluation at the end of the course.
- Type of examination: in itinere assessment and at the end of the course, on the basis of the attendance of lectures and the writing of a short essay.
- Evaluation criteria: ability to demonstrate and elaborate knowledge; ability for critical reflection on the completed work; quality of expression, competence in the use of specialised lexicon, efficacy, clarity.
- Type of evaluation method: approval of 3 cfu.
The format of the assessment for students with disabilities should be arranged in advance with the lecturer.
- Type of examination: in itinere assessment and at the end of the course, on the basis of the attendance of lectures and the writing of a short essay.
- Evaluation criteria: ability to demonstrate and elaborate knowledge; ability for critical reflection on the completed work; quality of expression, competence in the use of specialised lexicon, efficacy, clarity.
- Type of evaluation method: approval of 3 cfu.
The format of the assessment for students with disabilities should be arranged in advance with the lecturer.
- University credits: 3
Humanities workshops: 20 hours
Professor:
Fagnani Martino Lorenzo