The Western Tradition: Moral and Political Values
A.Y. 2022/2023
Learning objectives
The course aims at introducing the students to the moral and political values prominent in the Western tradition. A selection of values (such as liberty, autonomy, equality, fairness, fraternity, solidarity, critique, limitation of power..) and issues connected with them will be presented and analyzed in order to teach the students how to recognize when they are at stake, when they conflict with each other and how to critically assess the possible solutions and policies dealing with these values. At the end of the course, the students must be able to evaluate social and political issues in the light of the main moral and political values and to envisage the justification for the choices concerning them.
Expected learning outcomes
The expected learning outcomes include:
- The knowledge and understanding of the meaning and the practical implications of the main moral and political values in the Western tradition
-The ability to apply the knowledge and understanding of these values to the issues raised by the conflict among the values themselves and by typical contemporary social problems
-The ability to analyse and evaluate critically real life situations taken from the recent history of moral and political discussion
-The skill to communicate and argue in favour and against some values in specific situations, identifying themselves with one or another of the different opinions concerning the issue at stake in a discussion with the colleagues and the teacher (debate method)
-The ability to read, understand, summarize and communicate the content of chapters and articles concerning the moral and political values discussed, obtained through the reading and exposition in the classroom, guided by the teacher (flipped classroom method)
- The knowledge and understanding of the meaning and the practical implications of the main moral and political values in the Western tradition
-The ability to apply the knowledge and understanding of these values to the issues raised by the conflict among the values themselves and by typical contemporary social problems
-The ability to analyse and evaluate critically real life situations taken from the recent history of moral and political discussion
-The skill to communicate and argue in favour and against some values in specific situations, identifying themselves with one or another of the different opinions concerning the issue at stake in a discussion with the colleagues and the teacher (debate method)
-The ability to read, understand, summarize and communicate the content of chapters and articles concerning the moral and political values discussed, obtained through the reading and exposition in the classroom, guided by the teacher (flipped classroom method)
Lesson period: Second trimester
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 trimester
Prerequisites for admission
The admission to the course requires a general preliminary knowledge of the Western moral and political tradition. No specific knowledge in philosophy or political theory is required.
Assessment methods and Criteria
UNIT 1
Attendant students are required to read the assigned materials during the course and to participate actively in the discussion of the texts. Also, the students have to show, in the final colloquium, that they have read and understood all the assigned texts and that they can argue on relevant issues using the concepts, the knowledge and the theories that have been presented and used in the course.The assessment is based on an oral colloquium, and it includes the evaluation of the active role played by each student (through short presentations of the texts, participation in the discussion, offering arguments and cases, raising objections to the theories) during the course. 40% of the mark depends on the active participation during the course, 60% on the final colloquium.For non-attendant students, evaluation is based on an oral colloquium.
The criteria for assessment are:
1. Adequate and complete knowledge of the contents and the material of the course
2. Adequate language in the use of moral concepts and theories
3. Clarity of exposition in the presentations and in answering the questions
4. Capacity to re-elaborate the contents in order to face problematic issues in morally and politically relevant situations
The mark is assigned in 30/30.
UNIT 2
The course will combine frontal lessons, student presentations, and discussions. Attendant students are expected to read the assigned materials during the course and to participate actively in the discussion and presentation of the texts. Attendant students can choose whether to give a presentation or a paper on one of the readings indicated in the list provided at beginning of the course. Non-attendant students cannot substitute papers for presentations. The assessment depends on
1) the presentation or the paper on the chosen reading;
2) the oral colloquium.
The mark will be assigned in 30/30 and will be the average of the mark of the paper or the presentation (50%) and the mark of the oral colloquium (50%).
The criteria for assessment are:
1. Adequate and complete knowledge of the contents and the material of the course
2. Adequate language in the use of political concepts and theories (language property)
3. Clarity of exposition and capacity to develop a coherent line of reasoning
4. Capacity to critically re-elaborate the contents in order to support personal theses and opinions in relation to the topics addressed in the course
Attendant students are required to read the assigned materials during the course and to participate actively in the discussion of the texts. Also, the students have to show, in the final colloquium, that they have read and understood all the assigned texts and that they can argue on relevant issues using the concepts, the knowledge and the theories that have been presented and used in the course.The assessment is based on an oral colloquium, and it includes the evaluation of the active role played by each student (through short presentations of the texts, participation in the discussion, offering arguments and cases, raising objections to the theories) during the course. 40% of the mark depends on the active participation during the course, 60% on the final colloquium.For non-attendant students, evaluation is based on an oral colloquium.
The criteria for assessment are:
1. Adequate and complete knowledge of the contents and the material of the course
2. Adequate language in the use of moral concepts and theories
3. Clarity of exposition in the presentations and in answering the questions
4. Capacity to re-elaborate the contents in order to face problematic issues in morally and politically relevant situations
The mark is assigned in 30/30.
UNIT 2
The course will combine frontal lessons, student presentations, and discussions. Attendant students are expected to read the assigned materials during the course and to participate actively in the discussion and presentation of the texts. Attendant students can choose whether to give a presentation or a paper on one of the readings indicated in the list provided at beginning of the course. Non-attendant students cannot substitute papers for presentations. The assessment depends on
1) the presentation or the paper on the chosen reading;
2) the oral colloquium.
The mark will be assigned in 30/30 and will be the average of the mark of the paper or the presentation (50%) and the mark of the oral colloquium (50%).
The criteria for assessment are:
1. Adequate and complete knowledge of the contents and the material of the course
2. Adequate language in the use of political concepts and theories (language property)
3. Clarity of exposition and capacity to develop a coherent line of reasoning
4. Capacity to critically re-elaborate the contents in order to support personal theses and opinions in relation to the topics addressed in the course
Unit 1
Course syllabus
The lessons (40 hours) are divided into 5 thematic sessions, each consisting of 8 hours.
1. European values and moral traditions
a. Moral values and the main moral traditions
b. The historical-cultural background of the triad "Liberté, Egalité, Fraternité"
c. The ethics of Enlightenment, seminar with Roberto Mordacci
d. I. Kant, An Answer to the Question: What is Enlightenment? (1784): presentation, objections and discussion
2. Liberty & Autonomy
a. The meanings of freedom and liberty
b. The value of autonomy
c. I. Berlin, Two concepts of liberty, (extract) (1958): presentation, objections and discussion.
d. I. Kant, Groundwork of the Metaphysics of Morals, Section II (extract) (1785): presentation, objections and discussion
3. Equality & Fairness
a. The idea of equality
b. Equality of what?
c. E. Anderson, What is the Point of Equality? (1999): presentation, objections and discussion
d. J. Rawls, Justice as Fairness (1985): presentation, objections and discussion
4. Fraternity & Solidarity
a. The idea of fraternity
b. From fraternity to modern solidarity
c. K. Bayertz, Four Uses of "Solidarity" (1999): presentation, objections and discussion
d. J. Habermas, Democracy, Solidarity and the European Crisis (2013): presentation, objections and discussion
5. Emancipation and Non-Western views
a. Overcoming (and realizing) the triad: critical theory and emancipation
b. De-colonizing the French motto?, seminar with Francesco Tava
c. A. Honneth, The Original Idea: The Consummation of the Revolution in Social Freedom (2015): presentation, objections and discussion
d. D. Chakrabarty, The Idea of Provincializing Europe (2000): presentation, objections and discussion
1. European values and moral traditions
a. Moral values and the main moral traditions
b. The historical-cultural background of the triad "Liberté, Egalité, Fraternité"
c. The ethics of Enlightenment, seminar with Roberto Mordacci
d. I. Kant, An Answer to the Question: What is Enlightenment? (1784): presentation, objections and discussion
2. Liberty & Autonomy
a. The meanings of freedom and liberty
b. The value of autonomy
c. I. Berlin, Two concepts of liberty, (extract) (1958): presentation, objections and discussion.
d. I. Kant, Groundwork of the Metaphysics of Morals, Section II (extract) (1785): presentation, objections and discussion
3. Equality & Fairness
a. The idea of equality
b. Equality of what?
c. E. Anderson, What is the Point of Equality? (1999): presentation, objections and discussion
d. J. Rawls, Justice as Fairness (1985): presentation, objections and discussion
4. Fraternity & Solidarity
a. The idea of fraternity
b. From fraternity to modern solidarity
c. K. Bayertz, Four Uses of "Solidarity" (1999): presentation, objections and discussion
d. J. Habermas, Democracy, Solidarity and the European Crisis (2013): presentation, objections and discussion
5. Emancipation and Non-Western views
a. Overcoming (and realizing) the triad: critical theory and emancipation
b. De-colonizing the French motto?, seminar with Francesco Tava
c. A. Honneth, The Original Idea: The Consummation of the Revolution in Social Freedom (2015): presentation, objections and discussion
d. D. Chakrabarty, The Idea of Provincializing Europe (2000): presentation, objections and discussion
Teaching methods
Frontal lessons and structured discussions of assigned texts (40 hours).
The teaching is divided into 5 thematic Sessions (8 hours per Session), each comprising 4 units (2 hours per unit); 2 units are devoted to frontal lessons introducing the history and theory of each moral and political value (presented in couples: see the program); 2 units are devoted to structured discussions of assigned relevant texts concerning the values.
During the structured discussion the students have: 1) to shortly present the assigned text (10-15 minutes); 2) to discuss the text, arguing its basis in favour and against the thesis proposed by the author (30 minutes); 3) to offer and discuss examples proposed by the teacher (30 minutes); 4) to take a precisely argued position on the topics chosen for the discussion (15 minutes).
The aim of the active part is to train the students' argumentative capacities on issues where the moral and political values are at stake.
At the end of each discussion unit, the teacher summarizes the results of the discussion and re-organizes the contents concerning each value in a systematic perspective. The whole of the values treated in the course offer a general unitary overview of the Western moral and political tradition.
The teaching is divided into 5 thematic Sessions (8 hours per Session), each comprising 4 units (2 hours per unit); 2 units are devoted to frontal lessons introducing the history and theory of each moral and political value (presented in couples: see the program); 2 units are devoted to structured discussions of assigned relevant texts concerning the values.
During the structured discussion the students have: 1) to shortly present the assigned text (10-15 minutes); 2) to discuss the text, arguing its basis in favour and against the thesis proposed by the author (30 minutes); 3) to offer and discuss examples proposed by the teacher (30 minutes); 4) to take a precisely argued position on the topics chosen for the discussion (15 minutes).
The aim of the active part is to train the students' argumentative capacities on issues where the moral and political values are at stake.
At the end of each discussion unit, the teacher summarizes the results of the discussion and re-organizes the contents concerning each value in a systematic perspective. The whole of the values treated in the course offer a general unitary overview of the Western moral and political tradition.
Teaching Resources
1. European values and moral traditions
Bibliography: I. Kant, An Answer to the Question: What is Enlightenment? (1784).
2. Liberty & Autonomy
Bibliography: I. Berlin, Two concepts of liberty (1958), in Four Essays on Liberty, Oxford University Press, Oxford 1969; I. Kant, Groundwork of the Metaphysics of Morals, Section II (extract).
3. Equality & Fairness
Bibliography: E. Anderson, What is the Point of Equality?, "Ethics" 109, 2 (1999), pp. 287-337 (extracts); J. Rawls, Justice as Fairness: Political not Metaphysical. Philosophy & Public Affairs, 14(3), 1985, pp. 223-251.
4. Fraternity & Solidarity
Bibliography: K. Bayertz, "Four Uses of 'Solidarity'", in Id. (ed.), Solidarity, Kluwer, Dordrecht 1999, pp. 3-28; J. Habermas, Democracy, Solidarity, and the European Crisis. Lecture delivered on 26 April 2013 at KU Leuven, Belgium.
5. Emancipation and Non-Western views
Bibliography: A. Honneth, The Original Idea: The Consummation of the Revolution in Social Freedom (2015), in Id., The Idea of Socialism, Polity Press, Cambridge 2007, pp. 1-26; D. Chakrabarty, The Idea of Provincializing Europe (2000), in Id., "Provincializing Europe", Princeton University Press, Princeton 2000, pp. 3-23.
Bibliography: I. Kant, An Answer to the Question: What is Enlightenment? (1784).
2. Liberty & Autonomy
Bibliography: I. Berlin, Two concepts of liberty (1958), in Four Essays on Liberty, Oxford University Press, Oxford 1969; I. Kant, Groundwork of the Metaphysics of Morals, Section II (extract).
3. Equality & Fairness
Bibliography: E. Anderson, What is the Point of Equality?, "Ethics" 109, 2 (1999), pp. 287-337 (extracts); J. Rawls, Justice as Fairness: Political not Metaphysical. Philosophy & Public Affairs, 14(3), 1985, pp. 223-251.
4. Fraternity & Solidarity
Bibliography: K. Bayertz, "Four Uses of 'Solidarity'", in Id. (ed.), Solidarity, Kluwer, Dordrecht 1999, pp. 3-28; J. Habermas, Democracy, Solidarity, and the European Crisis. Lecture delivered on 26 April 2013 at KU Leuven, Belgium.
5. Emancipation and Non-Western views
Bibliography: A. Honneth, The Original Idea: The Consummation of the Revolution in Social Freedom (2015), in Id., The Idea of Socialism, Polity Press, Cambridge 2007, pp. 1-26; D. Chakrabarty, The Idea of Provincializing Europe (2000), in Id., "Provincializing Europe", Princeton University Press, Princeton 2000, pp. 3-23.
Unit 2
Course syllabus
The course will last 40 hours and will be divided into an introduction and 4 thematic sections as follows:
1.Introduction (2 h)
Lesson 1: Contested concepts, political values, and the value of history: general remarks
2. Political freedom (8 h)
Lesson 2: Negative liberty and Skinner's third concept of freedom
Lesson 3: Pettit's republican idea of freedom
Lesson 4: Positive liberty and Honneth's view of social freedom
Lesson 5: How many ideas of political freedom are there?
3. Constitutionalism (8 h)
Lesson 6: Before Montesquieu: a short history of constitutionalism
Lesson 7: Constant's constitutionalism
Lesson 8: Constituent power and constituted power: Sieyès's view
Lesson 9: The paradoxes of constitutionalism
Lesson 10: Student presentations and discussion (2h)
4. Critique (8h)
Lesson 11: La Boétie's notion of voluntary servitude
Lesson 12: Foucault's notion of critique and Enlightenment
Lesson 13: Walzer's practice of social criticism
Lesson 14: Voluntary in-servitude, social criticism and freedom from power
Lesson 15: Student presentations and discussion (2h)
5. Feminism II (8 h)
Lesson 16: The waves of feminism: a historical overview
Lesson 17: A glimpse of Italian feminism
Lesson 18: Feminist political philosophy: a theoretical overview
Lesson 19: Current debates: intersectional feminism, anti-capitalist feminism, and anarca-feminism
Lesson 20: Student presentations (2h)
Please, note that the syllabus is provisional: it will be fine-tuned at the beginning of the course, and its final versions will be available on the Ariel website of the course (https://aceronwtmpvu2.ariel.ctu.unimi.it/v5/home/Default.aspx)
1.Introduction (2 h)
Lesson 1: Contested concepts, political values, and the value of history: general remarks
2. Political freedom (8 h)
Lesson 2: Negative liberty and Skinner's third concept of freedom
Lesson 3: Pettit's republican idea of freedom
Lesson 4: Positive liberty and Honneth's view of social freedom
Lesson 5: How many ideas of political freedom are there?
3. Constitutionalism (8 h)
Lesson 6: Before Montesquieu: a short history of constitutionalism
Lesson 7: Constant's constitutionalism
Lesson 8: Constituent power and constituted power: Sieyès's view
Lesson 9: The paradoxes of constitutionalism
Lesson 10: Student presentations and discussion (2h)
4. Critique (8h)
Lesson 11: La Boétie's notion of voluntary servitude
Lesson 12: Foucault's notion of critique and Enlightenment
Lesson 13: Walzer's practice of social criticism
Lesson 14: Voluntary in-servitude, social criticism and freedom from power
Lesson 15: Student presentations and discussion (2h)
5. Feminism II (8 h)
Lesson 16: The waves of feminism: a historical overview
Lesson 17: A glimpse of Italian feminism
Lesson 18: Feminist political philosophy: a theoretical overview
Lesson 19: Current debates: intersectional feminism, anti-capitalist feminism, and anarca-feminism
Lesson 20: Student presentations (2h)
Please, note that the syllabus is provisional: it will be fine-tuned at the beginning of the course, and its final versions will be available on the Ariel website of the course (https://aceronwtmpvu2.ariel.ctu.unimi.it/v5/home/Default.aspx)
Teaching methods
The course will combine frontal lessons, student presentations, and discussions. In the frontal lessons, the teacher will present the key topics of each thematic section, introducing them historically and theoretically through the texts indicated in the bibliography. In their presentations and discussions, students will delve some topics covered in the course through one of the reading indicated in the list provided at the beginning of the course. Students presentations are expected
1) to synthesize the main contents of the chosen reading;
2) to critically discuss the key topics of the chosen reading, arguing in favour or/and against the theses proposed in it;
3) to express personal opinions and theses on the chosen reading through references to the texts indicated in the bibliography, the course materials, the contents of the lessons, the texts and materials already studied for other courses
Each presentation will last max. 10 minutes. At the end of each presentation the teacher will summarizes its findings and connect them with the general topics of the course. Attendant students can choose whether to give a presentation or a paper. Non-attendant students cannot substitute papers for presentations.
Student presentations will be held on the dates provided in the calendar of the lessons. The list of the readings to be chosen for papers and presentations will be available at the beginning of the course.
Student papers are expected to summarize and critically discuss the central arguments proposed in the chosen reading, by considering the related texts indicated in the bibliography, the contents of lessons, the materials of the course and the theses present in other works already known and studied. The paper (min. 6 and max.10 pages; font size 12, line spacing 1.5, margins 2.5, bibliography included) must be sent by email to the teacher 10 days before the date of the oral colloquium.
1) to synthesize the main contents of the chosen reading;
2) to critically discuss the key topics of the chosen reading, arguing in favour or/and against the theses proposed in it;
3) to express personal opinions and theses on the chosen reading through references to the texts indicated in the bibliography, the course materials, the contents of the lessons, the texts and materials already studied for other courses
Each presentation will last max. 10 minutes. At the end of each presentation the teacher will summarizes its findings and connect them with the general topics of the course. Attendant students can choose whether to give a presentation or a paper. Non-attendant students cannot substitute papers for presentations.
Student presentations will be held on the dates provided in the calendar of the lessons. The list of the readings to be chosen for papers and presentations will be available at the beginning of the course.
Student papers are expected to summarize and critically discuss the central arguments proposed in the chosen reading, by considering the related texts indicated in the bibliography, the contents of lessons, the materials of the course and the theses present in other works already known and studied. The paper (min. 6 and max.10 pages; font size 12, line spacing 1.5, margins 2.5, bibliography included) must be sent by email to the teacher 10 days before the date of the oral colloquium.
Teaching Resources
In addition to the teaching and didactic materials of the course (slides, passages of texts commented by the teacher...), attendant and non-attendant students have to study the following works:
1) For the introduction: T. Ball, The Value of the History of Political philosophy, in G. Klosko (ed. by), The Oxford Handbook of the History of Political Philosophy, Oxford, Oxford University Press, 2011 or W.B. Gallie, Essentially Contested Concepts, in "Proceedings of the Aristotelian Society", New Series, vol. 56 (1955-56), pp. 167-198;
2) For the section on political freedom: 2a) Q. Skinner, A Third Concept of Liberty, in "Proceedings of the British Academy", 117 (2002), pp. 237-268; 2b) P. Pettit, Freedom, in D. Estlund, The Oxford Handbook of Political Philosophy, Oxford, Oxford University Press, 2012; 2c) A. Honneth, Three, Not Two, Concepts of Liberty: A Proposal to Enlarge Our Moral Self-Understanding, in R. Zuckert and J. Kreines (eds), Hegel on Philosophy in History, Cambridge, Cambridge University Press, 2017, pp. 177-192;
3) For the section on constitutionalism 3a) D.V.K. Steven, Benjamin Constant and Constitutionalism, in "Historia Constitucional", (2015), n. 16, pp. 19-46 and 3b) L. Rubinelli, Sieyès and the French Revolution, in Ead., Constituent Power: A History, Cambridge, Cambridge University Press, 2020, pp. 33-74;
4) For the section of critique: 4a) E. de La Boétie, The Discourse of Voluntary Servitude, OLL: On Line Lybrary of Liberty: https://oll.libertyfund.org/title/kurz-the-discourse-of-voluntary-servitude and 4b) M. Foucault, What is Critique? and M. Foucault, What is Enlightenment?, in M. Foucault, The Politics of Truth, ed. by M.S. Lotringer and L. Hochroth, Los Angeles, Semiotext(e),2007, pp. 41-83 and 97120 or M. Walzer, The Practice of Social Criticism, in M. Walzer, Interpretation and Social Criticism, Cambridge Mass., Harvard University Press, 1993, pp. 33-66;
5) For the section on feminism: 5a) A Carastathis, The Concept of Intersectionality in Feminist Theory, «Philosophy Compass» (2014), pp. 304-314 (https://compass.onlinelibrary.wiley.com/doi/pdf/10.1111/phc3.12129) and 5b) A. Cavarero, In Spite of Plato: A Feminist Rewriting of Ancient Philosophy, Cambridge, Polity Press, 1995 or C. Arruzza, T. Bhattacharya and N. Fraser, Feminism for the 99%: A Manifesto, London Verso 2019 or C. Bottici, Anarcafeminism, New York, Bloomsbury Academic, 2022, ch. 1 and 2, pp. 28-76.
Suggested, but not compulsory, works for non attendant students:
F. Lovett, Republicanism, in The Stanford Encyclopedia of Philosophy: https://plato.stanford.edu/archives/sum2018/entries/republicanism/
M. Bevir, The Contextual Approach, in G. Klosko (ed. by), The Oxford Handbook of the History of Political Philosophy, Oxford, Oxford University Press, 2011
C. Corradetti, The Frankfurt School and Critical Theory, C Corradetti, in The Internet Encyclopedia of Philosophy: ttps://iep.utm.edu/frankfur/#:~:text
R. Bellamy, Constitutionalism, in Encyclopedia Britannica, https://www.britannica.com/topic/constitutionalism
N. Hirschmann, Feminism, in G. Klosko (ed. by), The Oxford Handbook of the History of Political Philosophy, Oxford, Oxford University Press, 2011
N. McAfee and K.B. Howard, Feminist Political Philosophy, in The Stanford Encyclopedia of Philosophy: https://plato.stanford.edu/archives/win2018/entries/feminism-political/
S. Newman, The Question of Freedom in Foucault and La Boétie, «Soft-power» 2 (2015), n. 1: http://www.softpowerjournal.com/web/?p=789
1) For the introduction: T. Ball, The Value of the History of Political philosophy, in G. Klosko (ed. by), The Oxford Handbook of the History of Political Philosophy, Oxford, Oxford University Press, 2011 or W.B. Gallie, Essentially Contested Concepts, in "Proceedings of the Aristotelian Society", New Series, vol. 56 (1955-56), pp. 167-198;
2) For the section on political freedom: 2a) Q. Skinner, A Third Concept of Liberty, in "Proceedings of the British Academy", 117 (2002), pp. 237-268; 2b) P. Pettit, Freedom, in D. Estlund, The Oxford Handbook of Political Philosophy, Oxford, Oxford University Press, 2012; 2c) A. Honneth, Three, Not Two, Concepts of Liberty: A Proposal to Enlarge Our Moral Self-Understanding, in R. Zuckert and J. Kreines (eds), Hegel on Philosophy in History, Cambridge, Cambridge University Press, 2017, pp. 177-192;
3) For the section on constitutionalism 3a) D.V.K. Steven, Benjamin Constant and Constitutionalism, in "Historia Constitucional", (2015), n. 16, pp. 19-46 and 3b) L. Rubinelli, Sieyès and the French Revolution, in Ead., Constituent Power: A History, Cambridge, Cambridge University Press, 2020, pp. 33-74;
4) For the section of critique: 4a) E. de La Boétie, The Discourse of Voluntary Servitude, OLL: On Line Lybrary of Liberty: https://oll.libertyfund.org/title/kurz-the-discourse-of-voluntary-servitude and 4b) M. Foucault, What is Critique? and M. Foucault, What is Enlightenment?, in M. Foucault, The Politics of Truth, ed. by M.S. Lotringer and L. Hochroth, Los Angeles, Semiotext(e),2007, pp. 41-83 and 97120 or M. Walzer, The Practice of Social Criticism, in M. Walzer, Interpretation and Social Criticism, Cambridge Mass., Harvard University Press, 1993, pp. 33-66;
5) For the section on feminism: 5a) A Carastathis, The Concept of Intersectionality in Feminist Theory, «Philosophy Compass» (2014), pp. 304-314 (https://compass.onlinelibrary.wiley.com/doi/pdf/10.1111/phc3.12129) and 5b) A. Cavarero, In Spite of Plato: A Feminist Rewriting of Ancient Philosophy, Cambridge, Polity Press, 1995 or C. Arruzza, T. Bhattacharya and N. Fraser, Feminism for the 99%: A Manifesto, London Verso 2019 or C. Bottici, Anarcafeminism, New York, Bloomsbury Academic, 2022, ch. 1 and 2, pp. 28-76.
Suggested, but not compulsory, works for non attendant students:
F. Lovett, Republicanism, in The Stanford Encyclopedia of Philosophy: https://plato.stanford.edu/archives/sum2018/entries/republicanism/
M. Bevir, The Contextual Approach, in G. Klosko (ed. by), The Oxford Handbook of the History of Political Philosophy, Oxford, Oxford University Press, 2011
C. Corradetti, The Frankfurt School and Critical Theory, C Corradetti, in The Internet Encyclopedia of Philosophy: ttps://iep.utm.edu/frankfur/#:~:text
R. Bellamy, Constitutionalism, in Encyclopedia Britannica, https://www.britannica.com/topic/constitutionalism
N. Hirschmann, Feminism, in G. Klosko (ed. by), The Oxford Handbook of the History of Political Philosophy, Oxford, Oxford University Press, 2011
N. McAfee and K.B. Howard, Feminist Political Philosophy, in The Stanford Encyclopedia of Philosophy: https://plato.stanford.edu/archives/win2018/entries/feminism-political/
S. Newman, The Question of Freedom in Foucault and La Boétie, «Soft-power» 2 (2015), n. 1: http://www.softpowerjournal.com/web/?p=789
Unit 1
M-FIL/06 - HISTORY OF PHILOSOPHY - University credits: 6
Lessons: 40 hours
Professor:
Volpe Alessandro
Unit 2
SPS/02 - HISTORY OF POLITICAL THOUGHT - University credits: 6
Lessons: 40 hours
Professor:
Ceron Annalisa Antonia
Professor(s)
Reception:
Monday, 9.15-12.15. Please, write an e-mail to arrange an appointment.
Teams and/or office