Medieval Jewish Philosophy
A.Y. 2026/2027
Learning objectives
Students will gain in-depth knowledge and skills in the history of philosophy and philosophical historiography, with particular focus on medieval Jewish thought.
Furthermore, the course seeks to promote a perspective on the history of philosophy that includes knowledge transmitted in languages other than Latin. Such knowledge, conveyed through the movement of translations, played a significant role in the dissemination of philosophy and science across Europe and should therefore be considered an integral part of the history of Western philosophy.
Furthermore, the course seeks to promote a perspective on the history of philosophy that includes knowledge transmitted in languages other than Latin. Such knowledge, conveyed through the movement of translations, played a significant role in the dissemination of philosophy and science across Europe and should therefore be considered an integral part of the history of Western philosophy.
Expected learning outcomes
By the end of the course, students will have acquired:
- the ability to critically analyze arguments presented in classical philosophical texts;
- the ability to discuss and compare different historiographical interpretations of philosophical texts and, more broadly, of comprehensive philosophical positions;
- the ability to orient themselves historically and conceptually within the main currents of medieval Jewish philosophy;
- mastery of philosophical terminology through the direct reading of texts;
- competence in understanding the development of philosophical thought across different cultures and languages;
- the ability to present the main problems and themes of medieval Jewish philosophy, and to introduce major authors and their works;
- the ability to reconstruct the essential lines of the transmission of knowledge, from Greek philosophy and science to Arabic philosophy, and from there to medieval Jewish and Latin thought;
- the ability to reflect on complex and structured philosophical positions;
- the ability to take their own position on philosophical theses interpreted within their historical context and put forward arguments in support of it;
- effectively communicate the results of their research, also through multimedia tools for presenting information, with potential applications in teaching;
- use relational, communication, and organizational skills even in highly complex contexts and in group work management;
- convey the acquired skills also in non-specialist contexts;
- present orally in an organized manner what they have learned;
- the ability to reflect on their own abilities and on the assessments received;
- the ability to independently research the philosophical sources of a debate or school of thought;
- the ability to independently explore a philosophical position or theoretical thesis;
- the ability to navigate methodological tools for historiographical research.
- the ability to critically analyze arguments presented in classical philosophical texts;
- the ability to discuss and compare different historiographical interpretations of philosophical texts and, more broadly, of comprehensive philosophical positions;
- the ability to orient themselves historically and conceptually within the main currents of medieval Jewish philosophy;
- mastery of philosophical terminology through the direct reading of texts;
- competence in understanding the development of philosophical thought across different cultures and languages;
- the ability to present the main problems and themes of medieval Jewish philosophy, and to introduce major authors and their works;
- the ability to reconstruct the essential lines of the transmission of knowledge, from Greek philosophy and science to Arabic philosophy, and from there to medieval Jewish and Latin thought;
- the ability to reflect on complex and structured philosophical positions;
- the ability to take their own position on philosophical theses interpreted within their historical context and put forward arguments in support of it;
- effectively communicate the results of their research, also through multimedia tools for presenting information, with potential applications in teaching;
- use relational, communication, and organizational skills even in highly complex contexts and in group work management;
- convey the acquired skills also in non-specialist contexts;
- present orally in an organized manner what they have learned;
- the ability to reflect on their own abilities and on the assessments received;
- the ability to independently research the philosophical sources of a debate or school of thought;
- the ability to independently explore a philosophical position or theoretical thesis;
- the ability to navigate methodological tools for historiographical research.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
The course will address the reception of Averroes' thought in Jewish philosophy.
The programme is divided into the following units:
General Part:
- Introduction to medieval Jewish philosophy in its development across al-Andalus, Provence, and Italy.
- Introduction to the thought of Averroes (Ibn Rushd): works and philosophical project.
- Transmission: the Jewish translators of Averroes — Jacob Anatoli, Moses ibn Tibbon, Qalonymos ben Qalonymos, Todros Todrosi — and the formation of a Hebrew philosophical vocabulary.
- The interpretation of Averroes in selected authors of the Jewish Middle Ages: Isaac Albalag, Moses Narboni, and Joseph ibn Kaspi.
Monographic Part:
Gersonides and intellectual happiness.
The programme is divided into the following units:
General Part:
- Introduction to medieval Jewish philosophy in its development across al-Andalus, Provence, and Italy.
- Introduction to the thought of Averroes (Ibn Rushd): works and philosophical project.
- Transmission: the Jewish translators of Averroes — Jacob Anatoli, Moses ibn Tibbon, Qalonymos ben Qalonymos, Todros Todrosi — and the formation of a Hebrew philosophical vocabulary.
- The interpretation of Averroes in selected authors of the Jewish Middle Ages: Isaac Albalag, Moses Narboni, and Joseph ibn Kaspi.
Monographic Part:
Gersonides and intellectual happiness.
Prerequisites for admission
There are no specific prerequisites other than those required for admission to the Master's degree. A basic knowledge of the history of ancient philosophy (especially Aristotle) and of medieval philosophy is helpful but not compulsory. All texts are read and discussed in Italian or English translation.
Teaching methods
The course is classified as Type Alfa, meaning that it is taught in person.
The course will include:
a) Lectures: frontal teaching supported by slides, which will be made available on MyAriel, for the historical and conceptual framing of the general part of the course; guided reading and commentary of texts in class.
b) Interactive teaching: development of a written study project on a topic agreed upon with the instructor, requiring students to independently find bibliographic tools and specialist sources; in-class presentation of the written paper by students; guided discussion of the presentations through the assignment of discussants.
These methods are consistent with the expected learning outcomes. The lectures support the outcomes relating to Knowledge and understanding by providing the framework within which students can describe, illustrate, and reconstruct stages, authors, and lines of transmission of knowledge. The guided reading and commentary of texts develop the ability to Apply knowledge and understanding, as they support the learning of specific terminology and the analysis of a passage by identifying its thesis, structure, and context. The independent writing of the paper promotes Learning skills. The in-class presentation of the paper develops Communication skills, requiring students to argue an interpretative thesis orally and to clearly communicate its assumptions and structure. The guided discussion through discussants promotes Autonomy of judgement by encouraging critical interpretation and the formulation of well-reasoned positions, and further strengthens Communication skills.
Attendance is optional but strongly recommended.
The course will include:
a) Lectures: frontal teaching supported by slides, which will be made available on MyAriel, for the historical and conceptual framing of the general part of the course; guided reading and commentary of texts in class.
b) Interactive teaching: development of a written study project on a topic agreed upon with the instructor, requiring students to independently find bibliographic tools and specialist sources; in-class presentation of the written paper by students; guided discussion of the presentations through the assignment of discussants.
These methods are consistent with the expected learning outcomes. The lectures support the outcomes relating to Knowledge and understanding by providing the framework within which students can describe, illustrate, and reconstruct stages, authors, and lines of transmission of knowledge. The guided reading and commentary of texts develop the ability to Apply knowledge and understanding, as they support the learning of specific terminology and the analysis of a passage by identifying its thesis, structure, and context. The independent writing of the paper promotes Learning skills. The in-class presentation of the paper develops Communication skills, requiring students to argue an interpretative thesis orally and to clearly communicate its assumptions and structure. The guided discussion through discussants promotes Autonomy of judgement by encouraging critical interpretation and the formulation of well-reasoned positions, and further strengthens Communication skills.
Attendance is optional but strongly recommended.
Teaching Resources
Colette Sirat, La filosofia ebraica medievale secondo i testi editi e inediti, Paideia, 1990, selected chapters.
Matteo Di Giovanni, Averroè, Carocci, 2017.
Mauro Zonta, La filosofia antica nel Medioevo ebraico, Paideia, 1996 (selected pages available on MyAriel).
Roberto Gatti, Come l'uom si etterna. Traduzione annotata del Commento di Lewi ben Gershom ai tre Opuscoli di ibn Rushd e figlio sulla felicità mentale, Paideia, 2021.
Matteo Di Giovanni, Averroè, Carocci, 2017.
Mauro Zonta, La filosofia antica nel Medioevo ebraico, Paideia, 1996 (selected pages available on MyAriel).
Roberto Gatti, Come l'uom si etterna. Traduzione annotata del Commento di Lewi ben Gershom ai tre Opuscoli di ibn Rushd e figlio sulla felicità mentale, Paideia, 2021.
Assessment methods and Criteria
Assessment consists of an in-class presentation based on a short written paper, the topic of which will be agreed upon with the instructor, and an oral examination lasting approximately 20 minutes, structured as follows: 1. questions relating to the textbook component; 2. analysis of one or more passages read in class.
For non-attending students, the in-class presentation is replaced by a discussion of the written paper during the oral examination.
Evaluation Criteria
In accordance with the expected learning outcomes, the assessment takes into account the following criteria:
Knowledge and understanding: completeness and accuracy in describing the main stages in the emergence and development of medieval Jewish philosophy; correct chronological and geographical placement of its key figures; illustration of the main problems, themes, authors, and works; ability to accurately describe the reception and reworking of Arabic thought in medieval Jewish philosophy.
Applying knowledge and understanding: ability to read and analyze a text by identifying its thesis, structure, and context; to correctly use advanced philosophical vocabulary; to orient oneself among the main currents, situating authors and works within them; to compare interpretations developed by different authors, identifying continuities and differences.
Making judgements: ability to collect and critically interpret information useful for formulating an independent judgement on the issues addressed, particularly the interpretative problems raised by the direct reading of texts.
Communication skills: clarity, conceptual order, coherence of exposition, and appropriate use of advanced philosophical language; ability to argue, both in writing and orally, a personal interpretative thesis, making explicit the methodological assumptions and sources used.
Learning skills: autonomy in finding and using bibliographic tools and specialist sources; ability to independently develop a path of further study on an author or theme.
Grade Ranges:
18-21: essential knowledge of the content; guided reading of the text and elementary analysis; use of bibliographic tools limited to those indicated by the instructor; critical judgement not yet autonomous; comprehensible presentation, but with still uncertain use of specific vocabulary.
22-25: good knowledge of the content; ability to situate authors and texts in context and to analyze a passage; development of a personal critical assessment; fair autonomy in bibliographic research; correct and orderly presentation.
26-28: solid and well-structured knowledge; autonomy in textual analysis; ability to formulate a well-reasoned critical judgement on the issues addressed; good autonomy in using bibliographic tools and in developing a path of further study; command of appropriate philosophical vocabulary; effective presentation.
29-30 with honours: complete command of the content and philosophical vocabulary; full autonomy of judgement, with personal critical reworking and the ability to make original connections between authors, texts, and traditions; complete autonomy in research and in developing original paths of further study; rigorous presentation.
For non-attending students, the in-class presentation is replaced by a discussion of the written paper during the oral examination.
Evaluation Criteria
In accordance with the expected learning outcomes, the assessment takes into account the following criteria:
Knowledge and understanding: completeness and accuracy in describing the main stages in the emergence and development of medieval Jewish philosophy; correct chronological and geographical placement of its key figures; illustration of the main problems, themes, authors, and works; ability to accurately describe the reception and reworking of Arabic thought in medieval Jewish philosophy.
Applying knowledge and understanding: ability to read and analyze a text by identifying its thesis, structure, and context; to correctly use advanced philosophical vocabulary; to orient oneself among the main currents, situating authors and works within them; to compare interpretations developed by different authors, identifying continuities and differences.
Making judgements: ability to collect and critically interpret information useful for formulating an independent judgement on the issues addressed, particularly the interpretative problems raised by the direct reading of texts.
Communication skills: clarity, conceptual order, coherence of exposition, and appropriate use of advanced philosophical language; ability to argue, both in writing and orally, a personal interpretative thesis, making explicit the methodological assumptions and sources used.
Learning skills: autonomy in finding and using bibliographic tools and specialist sources; ability to independently develop a path of further study on an author or theme.
Grade Ranges:
18-21: essential knowledge of the content; guided reading of the text and elementary analysis; use of bibliographic tools limited to those indicated by the instructor; critical judgement not yet autonomous; comprehensible presentation, but with still uncertain use of specific vocabulary.
22-25: good knowledge of the content; ability to situate authors and texts in context and to analyze a passage; development of a personal critical assessment; fair autonomy in bibliographic research; correct and orderly presentation.
26-28: solid and well-structured knowledge; autonomy in textual analysis; ability to formulate a well-reasoned critical judgement on the issues addressed; good autonomy in using bibliographic tools and in developing a path of further study; command of appropriate philosophical vocabulary; effective presentation.
29-30 with honours: complete command of the content and philosophical vocabulary; full autonomy of judgement, with personal critical reworking and the ability to make original connections between authors, texts, and traditions; complete autonomy in research and in developing original paths of further study; rigorous presentation.
Modules or teaching units
Parte A e B
PHIL-05/C - History of Medieval Philosophy - University credits: 6
Lessons: 40 hours
Parte C
PHIL-05/C - History of Medieval Philosophy - University credits: 3
Lessons: 20 hours
Professor(s)