Mind and Brain
A.Y. 2026/2027
Learning objectives
Students will acquire in-depth knowledge and skills on current research topics in mind and brain sciences.
Expected learning outcomes
Students will acquire the ability to:
- critically analyze the philosophical arguments on mind and brain;
- critically evaluate information sources and reliability of data;
- discuss and compare different philosophical positions in mind and brain;
- apply critical abilities in mind and brain sciences;
- reflect on complex and articulated philosophical positions;
- adopt their own stance in a philosophical debate, and put forward arguments in support of it;
- effectively communicate the results of their research, including through multimedia techniques for presenting information, with possible applications in teaching;
- use relational, communicative, and organizational skills even in highly complex contexts and in managing group work;
- convey the acquired skills even in non-specialist contexts;
- reflect on their own abilities and on the evaluations received;
- independently search for the philosophical sources of a debate or school of thought;
- independently explore in depth a philosophical position or theoretical thesis.
- critically analyze the philosophical arguments on mind and brain;
- critically evaluate information sources and reliability of data;
- discuss and compare different philosophical positions in mind and brain;
- apply critical abilities in mind and brain sciences;
- reflect on complex and articulated philosophical positions;
- adopt their own stance in a philosophical debate, and put forward arguments in support of it;
- effectively communicate the results of their research, including through multimedia techniques for presenting information, with possible applications in teaching;
- use relational, communicative, and organizational skills even in highly complex contexts and in managing group work;
- convey the acquired skills even in non-specialist contexts;
- reflect on their own abilities and on the evaluations received;
- independently search for the philosophical sources of a debate or school of thought;
- independently explore in depth a philosophical position or theoretical thesis.
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
Online
Course syllabus
What is the relation between the mind and the brain when it comes to psychiatric illness? Are psychiatric disorders disorders of the brain, of the mind, or both? And what kind of science should psychiatry be? Should it be reduced to cognitive neuroscience, or should it built on the integration of insights from multiple perspectives - including the neurosciences, psychology, phenomenology, and the social sciences?
During this course we will revisit the classic philosophical debate about the relation between the mind and the brain in the context of psychiatry and psychometrics as interdisciplinary endeavours. We will discuss the concept of mental illness and ask what counts as a scientific explanation of it. We will reflect on the challenges of psychiatric classification, measurement, and diagnosis and on whether psychiatric categories are natural kinds or social constructs, and what is at stake in treating them one way or the other. Finally, we will examine the role that values should and should play in the context of treatment and intervention at multiple levels.
During this course we will revisit the classic philosophical debate about the relation between the mind and the brain in the context of psychiatry and psychometrics as interdisciplinary endeavours. We will discuss the concept of mental illness and ask what counts as a scientific explanation of it. We will reflect on the challenges of psychiatric classification, measurement, and diagnosis and on whether psychiatric categories are natural kinds or social constructs, and what is at stake in treating them one way or the other. Finally, we will examine the role that values should and should play in the context of treatment and intervention at multiple levels.
Prerequisites for admission
Some basic notions of philosophy of science
Teaching methods
Lectures, weekly readings, and in-class discussions
Teaching Resources
Key works
Cooper, R. (2014). Psychiatry and philosophy of science. Routledge.
Murphy, D. (2012). Psychiatry in the scientific image. Mit Press.
Tsou, J. Y. (2021). Philosophy of psychiatry. Cambridge University Press.
Required readings
The required readings will be selected articles and book chapters made available in the course page in Ariel.
Cooper, R. (2014). Psychiatry and philosophy of science. Routledge.
Murphy, D. (2012). Psychiatry in the scientific image. Mit Press.
Tsou, J. Y. (2021). Philosophy of psychiatry. Cambridge University Press.
Required readings
The required readings will be selected articles and book chapters made available in the course page in Ariel.
Assessment methods and Criteria
Students will be assessed by means of an oral exam or, if attending the lectures, by means of a in-class presentation or an essay.
PHIL-02/A - Logic and Philosophy of Science - University credits: 6
Lessons: 40 hours
Professors:
Marchionni Caterina, Serpico Davide
Professor(s)
Reception:
Mondays 14.30-15.30 or by appointment
Office (last floor, Via Festa del Perdono 7), or online