The western tradition: moral and political values
A.A. 2020/2021
Obiettivi formativi
The course aims at introducing the students to the moral and political values prominent in the Western tradition. A selection of values (such as dignity, respect, liberty, autonomy, equality, fairness, solidarity and patriotism) 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.
Risultati apprendimento attesi
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)
Periodo: Secondo trimestre
Modalità di valutazione: Esame
Giudizio di valutazione: voto verbalizzato in trentesimi
Corso singolo
Questo insegnamento non può essere seguito come corso singolo. Puoi trovare gli insegnamenti disponibili consultando il catalogo corsi singoli.
Programma e organizzazione didattica
Edizione unica
Responsabile
Periodo
Secondo trimestre
For Unit 1: The lessons are held online via Teams until possible changes are communicated.
For Unit 2: lessons are always held online via Teams.
Final exams are in oral form online via Teams.
For Unit 2: lessons are always held online via Teams.
Final exams are in oral form online via Teams.
Prerequisiti
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.
Modalità di verifica dell’apprendimento e criteri di valutazione
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. 50% of the mark depends on the active participation during the course, 50% 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
a) Attending students
The final evaluation will be based on participation, a paper of max. 6.000 words about one of the topics addressed during the course, and an oral test. The paper is not required to attending students who offer a presentation during the class discussion. As far as papers and presentations, students are expected to summarize and critically discuss the central arguments proposed in one of the assigned readings. The contributions included in the list of bibliographical references are to be considered as preliminary and preparatory studies that can be examined by students in their papers, if it is necessary. The evaluation is intended to ascertain students' capacity to identify the relevant points of the texts under scrutiny, to reconstruct their argumentative structure and their conclusions. The evaluation is also meant to assess students' capacity to assess the internal coherence of the arguments at stake, to enlighten and critically examine their implications.
The oral test comprises at least three open questions, which are meant to ascertain not only the acquisition of appropriate knowledge and understanding of the topics addressed in class, but also the ability to establish connections between the various topics covered by the course and to comparatively assess different approaches and arguments. One of the oral questions might regard the paper.
The final mark will be established in this way:
- Participation: 10%
- Presentation/paper: 40%
- Oral test: 50 %
b) Non-attending students
The final evaluation will be based on a paper of max. 6.000 words about one of the topics addressed during the course and an oral test. As far as papers, non-attending students are expected to summarize and critically discuss the central arguments proposed in one of the assigned readings. The contributions included in the list of bibliographical references are to be considered as preliminary and preparatory studies that can be examined by students in their papers, if it is necessary. The evaluation is intended to ascertain students' capacity to identify the relevant points of the texts under scrutiny, to reconstruct their argumentative structure and their conclusions. The evaluation is also meant to assess students' capacity to assess the internal coherence of the arguments at stake, to enlighten and critically examine their implications.
The oral test comprises at least four open questions, which are meant to ascertain not only the acquisition of appropriate knowledge and understanding of the topics addressed, but also the ability to establish connections between the various topics covered by the course and to comparatively assess different approaches and arguments. One of the questions might regard the paper.
The final mark will be established in this way:
- Paper: 40%
- Oral test: 60 %
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. 50% of the mark depends on the active participation during the course, 50% 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
a) Attending students
The final evaluation will be based on participation, a paper of max. 6.000 words about one of the topics addressed during the course, and an oral test. The paper is not required to attending students who offer a presentation during the class discussion. As far as papers and presentations, students are expected to summarize and critically discuss the central arguments proposed in one of the assigned readings. The contributions included in the list of bibliographical references are to be considered as preliminary and preparatory studies that can be examined by students in their papers, if it is necessary. The evaluation is intended to ascertain students' capacity to identify the relevant points of the texts under scrutiny, to reconstruct their argumentative structure and their conclusions. The evaluation is also meant to assess students' capacity to assess the internal coherence of the arguments at stake, to enlighten and critically examine their implications.
The oral test comprises at least three open questions, which are meant to ascertain not only the acquisition of appropriate knowledge and understanding of the topics addressed in class, but also the ability to establish connections between the various topics covered by the course and to comparatively assess different approaches and arguments. One of the oral questions might regard the paper.
The final mark will be established in this way:
- Participation: 10%
- Presentation/paper: 40%
- Oral test: 50 %
b) Non-attending students
The final evaluation will be based on a paper of max. 6.000 words about one of the topics addressed during the course and an oral test. As far as papers, non-attending students are expected to summarize and critically discuss the central arguments proposed in one of the assigned readings. The contributions included in the list of bibliographical references are to be considered as preliminary and preparatory studies that can be examined by students in their papers, if it is necessary. The evaluation is intended to ascertain students' capacity to identify the relevant points of the texts under scrutiny, to reconstruct their argumentative structure and their conclusions. The evaluation is also meant to assess students' capacity to assess the internal coherence of the arguments at stake, to enlighten and critically examine their implications.
The oral test comprises at least four open questions, which are meant to ascertain not only the acquisition of appropriate knowledge and understanding of the topics addressed, but also the ability to establish connections between the various topics covered by the course and to comparatively assess different approaches and arguments. One of the questions might regard the paper.
The final mark will be established in this way:
- Paper: 40%
- Oral test: 60 %
Unit 1
Programma
These lessons (40 hours) are divided into 5 thematic sessions, each consisting of 8 hours.
1. What are moral values? The main traditions and issues
a. General introduction: the idea of value and the plurality of values
b. Critics of values and conflicts among values
c. R. Audi, Moral Value and Human Diversity, Ch. 1: presentation, objections and discussion
d. R. Audi, Moral Value and Human Diversity, Ch. 2: presentation, objections and discussion
2. Dignity & Respect
a. Why is dignity relevant?
b. The idea of respect
c. J. Waldron, Dignity, Rank, & Rights, Oxford University Press, Oxford 2012, chapter 1: presentation, objections and discussion
d. R. Mordacci, A Short History and Theory of Respect, "International Philosophical Quarterly": presentation, objections and discussion
3. 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 discussionI.
d. I. Kant, Groundwork of the Metaphysics of Morals, Section II (extract): presentation, objections and discussion
4. Equality & Fairness
a. The idea of equality
b. Equality of what? Seminar with Greta Favara
c. R. Dworkin, What is Equality? Parts 1 & 2 (extracts): presentation, objections and discussion
d. E. Anderson, What is the Point of Equality?: presentation, objections and discussion
5. Solidarity & Patriotism
a. Solidarity vs. Patriotism
b. Solidarity as a European value. Seminar with Alessandro Volpe
c. J. Habermas, Democracy, Solidarity and the European Crisis: presentation, objections and discussion
d. MacIntyre A, "Is Patriotism a Virtue?": presentation, objections and discussion
1. What are moral values? The main traditions and issues
a. General introduction: the idea of value and the plurality of values
b. Critics of values and conflicts among values
c. R. Audi, Moral Value and Human Diversity, Ch. 1: presentation, objections and discussion
d. R. Audi, Moral Value and Human Diversity, Ch. 2: presentation, objections and discussion
2. Dignity & Respect
a. Why is dignity relevant?
b. The idea of respect
c. J. Waldron, Dignity, Rank, & Rights, Oxford University Press, Oxford 2012, chapter 1: presentation, objections and discussion
d. R. Mordacci, A Short History and Theory of Respect, "International Philosophical Quarterly": presentation, objections and discussion
3. 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 discussionI.
d. I. Kant, Groundwork of the Metaphysics of Morals, Section II (extract): presentation, objections and discussion
4. Equality & Fairness
a. The idea of equality
b. Equality of what? Seminar with Greta Favara
c. R. Dworkin, What is Equality? Parts 1 & 2 (extracts): presentation, objections and discussion
d. E. Anderson, What is the Point of Equality?: presentation, objections and discussion
5. Solidarity & Patriotism
a. Solidarity vs. Patriotism
b. Solidarity as a European value. Seminar with Alessandro Volpe
c. J. Habermas, Democracy, Solidarity and the European Crisis: presentation, objections and discussion
d. MacIntyre A, "Is Patriotism a Virtue?": presentation, objections and discussion
Metodi didattici
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.
Materiale di riferimento
1. What are moral values? The main traditions and issues
Bibliography: R. Audi, Moral Value and Human Diversity, Oxford University Press, Oxford 2007, chapters 1 and 2, pp. 3-56.
2. Dignity & Respect
Bibliography: J. Waldron, Dignity, Rank, & Rights, Oxford University Press, Oxford 2012, chapter 1, pp. 13-46; R. Mordacci, A Short History and Theory of Respect, "International Philosophical Quarterly", 59, 2, issue 234 (June 2019), pp. 121-136.
3. 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).
4. Equality & Fairness
Bibliography: R. Dworkin, What is Equality? Part 1: Equality of Welfare, "Philosophy & Public Affairs" 10, 3 (1981), extracts; What is Equality? Part 2: Equality of Resources, "Philosophy & Public Affairs 10, 4 (1981), extracts; E. Anderson, What is the Point of Equality?, "Ethics" 109, 2 (1999), pp. 287-337 (extracts).
5. Solidarity & Patriotism
Bibliography: Habermas, J. 2013. Democracy, Solidarity, and the European Crisis. Lecture delivered on 26 April 2013 at KU Leuven, Belgium; MacIntyre A, "Is Patriotism a Virtue?" (The Lindley Lecture), Lawrence: University of Kansas 1984
Please note:The syllabus will be fine-tuned at the beginning of the course. The final version of the syllabus, completed with more precise bibliographical indications and suggestions for papers and presentations, will be available on the Ariel website of the course. https://mpvwt.ariel.ctu.unimi.it/v5/home/Default.aspx
Bibliography: R. Audi, Moral Value and Human Diversity, Oxford University Press, Oxford 2007, chapters 1 and 2, pp. 3-56.
2. Dignity & Respect
Bibliography: J. Waldron, Dignity, Rank, & Rights, Oxford University Press, Oxford 2012, chapter 1, pp. 13-46; R. Mordacci, A Short History and Theory of Respect, "International Philosophical Quarterly", 59, 2, issue 234 (June 2019), pp. 121-136.
3. 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).
4. Equality & Fairness
Bibliography: R. Dworkin, What is Equality? Part 1: Equality of Welfare, "Philosophy & Public Affairs" 10, 3 (1981), extracts; What is Equality? Part 2: Equality of Resources, "Philosophy & Public Affairs 10, 4 (1981), extracts; E. Anderson, What is the Point of Equality?, "Ethics" 109, 2 (1999), pp. 287-337 (extracts).
5. Solidarity & Patriotism
Bibliography: Habermas, J. 2013. Democracy, Solidarity, and the European Crisis. Lecture delivered on 26 April 2013 at KU Leuven, Belgium; MacIntyre A, "Is Patriotism a Virtue?" (The Lindley Lecture), Lawrence: University of Kansas 1984
Please note:The syllabus will be fine-tuned at the beginning of the course. The final version of the syllabus, completed with more precise bibliographical indications and suggestions for papers and presentations, will be available on the Ariel website of the course. https://mpvwt.ariel.ctu.unimi.it/v5/home/Default.aspx
Unit 2
Programma
The course will address the following topics:
Lecture 1 Alternative approaches to the History of political thought
Lecture 2 Political values and the value of the History of political philosophy
Lecture 3 Republican freedom and negative liberty
Lecture 4 Honneth's third concept of freedom
Lecture 5 How many views of political freedom are there?
Lecture 6 Students' presentations and class discussion
Lecture 7 Sovereign power: Hobbes' absolutistic model
Lecture 8 Sovereign power: Locke's constitutional model
Lecture 9 Sovereign power and people's constituent power: Rousseau
Lecture 10 Sovereign power and people's constituent power: Sieyès
Lecture 11 A glance to current debates:
international anarchy and criticism of representative democracy
Lecture 12- Students' presentations and class discussion
Lecture 13 Hobbes and Locke on political authority
Lecture 14 Weber's authorities
Lecture 15 Arendt's view of authority
Lecture 16 Students' presentations and class discussion
Lecture 17 theme to be chosen by students
Lecture 18 theme to be chosen by students
Lecture 19 theme to be chosen by students
Lecture 20 Recap lecture
Lecture 1 Alternative approaches to the History of political thought
Lecture 2 Political values and the value of the History of political philosophy
Lecture 3 Republican freedom and negative liberty
Lecture 4 Honneth's third concept of freedom
Lecture 5 How many views of political freedom are there?
Lecture 6 Students' presentations and class discussion
Lecture 7 Sovereign power: Hobbes' absolutistic model
Lecture 8 Sovereign power: Locke's constitutional model
Lecture 9 Sovereign power and people's constituent power: Rousseau
Lecture 10 Sovereign power and people's constituent power: Sieyès
Lecture 11 A glance to current debates:
international anarchy and criticism of representative democracy
Lecture 12- Students' presentations and class discussion
Lecture 13 Hobbes and Locke on political authority
Lecture 14 Weber's authorities
Lecture 15 Arendt's view of authority
Lecture 16 Students' presentations and class discussion
Lecture 17 theme to be chosen by students
Lecture 18 theme to be chosen by students
Lecture 19 theme to be chosen by students
Lecture 20 Recap lecture
Metodi didattici
The course combines lessons, students' presentations, and class discussion.
Materiale di riferimento
1) Introduction, 4 h, lectures 1-2
Bibliographical references
1) M. Bevir, The Contextual Approach, in G. Klosko (ed. by), The Oxford Handbook of the History of Political Philosophy, Oxford, Oxford University Press, 2011;
2) one of the following chapters:
a) J.F. Dienstag, Postmodern Approaches to the History of Political Thought, in G. Klosko (ed. by), The Oxford Handbook of the History of Political Philosophy, Oxford, Oxford University Press, 2011;
b) A Levine, Marxist and Socialist Approaches, in D. Estlund, The Oxford Handbook of Political Philosophy, Oxford, Oxford University Press, 2012;
3) 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.
2)Political freedom, 8 h, lectures 3-6
Bibliographical references:
1) P. Pettit, Freedom, in D. Estlund, The Oxford Handbook of Political Philosophy, Oxford, Oxford University Press, 2012;
2) F. Lovett, Republicanism, in The Stanford Encyclopedia of Philosophy (Summer 2018 Edition), https://plato.stanford.edu/archives/sum2018/entries/republicanism/;
3) Q. Skinner, A Third Concept of Liberty, in "Proceedings of the British Academy", 117 (2002), pp. 237-268
4) A. Honneth, Three, Not Two, Concepts of Liberty: https://cgep.gc.cuny.edu/videos/axel-honneth/ or 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
Readings to be assigned for presentations and papers:
M. Bachvarova, Non-domination's Role in Theorizing Global Justice, "Journal of Global Ethics", 2013, 9, pp. 173-85;
A. Coffee, Mary Wollstonecraft, Freedom, and the Enduring Power of Social Domination, "European Journal of Political Theory", 2012, 12, pp. 116-35;
M. Costa, Is Neo-Republicanism Bad for Women?, Hypatia, 2013, 28, pp. 921-36;
S. Fine, Non-domination and the Ethics of Migration, "Critical Review of International Social and Political Theory", 2014, 17:, pp. 10-30;
C. Laborde, Female Agency and the Critique of Republican Paternalism, in Ead., Critical Republicanism: The Hijab Controversy and Political Philosophy, Oxford, Oxford University Press, 2008;
A. Phillips, "Feminism and Republicanism: Is this a Plausible Alliance?, "Journal of political philosophy", 2000, 8, pp. 279-93;
Q. Skinner, Freedom as the Absence of Arbitrary Power," in C. Laborde and J. Maynor (eds.), Republicanism and Political Theory, Malden, MA: Blackwell Publishing, 2008
Q. Skinner, Thinking about Liberty: An Historian Approach, Olschki, Firenze 2016, pp. 13-28
T. Okochi, Freedom and Institution: Theroy of Justice as Hegelian "Sitlichkeitslehre' in A. Honneth's "Das Recht der Freiheit", in "Hitotsubashi Journal of Social Studies, vol. 44, no. 1, 2012, pp. 9-19
A. Honneth, Sulla povertà della nostra libertà. Grandezza e limiti della dottrina della vita etica di Hegel, in "Filosofia Politica", n. 1, 2016, pp. 9-24
D.N. McNeill, Social Freedom and Self-Actualization: "Normative Reconstruction" as a Theory of Justice, Critical Horizons, n. 2, 2015, pp. 153-169
3)Sovereign power, 12 h, lectures 7-12
Bibliographical references:
1) D. Philipott, Sovereignity, in in G. Klosko (ed. by), The Oxford Handbook of the History of Political Philosophy, Oxford, Oxford University Press, 2011;
2) Selected passages from T. Hobbes, On the Citizen, J. Locke, The Two Treatises of Government and J.-J. Rousseau, Social Contract;
3) L. Rubinelli, Sieyès and the French Revolution, in Ead., Constituent Power: A History, Cambridge, Cambridge University Press, 2020
Readings to be assigned for presentations and papers:
N. Urbinati, Representative democracy and its critics, in S. Alonso et alii (eds), The Future of Representative Democracy, Cambridge, Cambridge University Press, 2011
N. Urbinati and M. Warren, The Concept of Representation in Contemporary Democratic Theory, "Annual Review of Political Science", 2008, 11, pp. 387-412
D. Castiglione, Trajectories and Transformations of the Democratic Representative System, "Global Policy," 2015, 6, pp. 8-16
G. Mackie, Schumpeter's Leadership Democracy, "Political Theory", 2009, 1, pp. 128-153
M. Saward,. Representation and Democracy: Revisions and Possibilities, Sociology Compass, 2008, 2, pp. 1000-1013
W.J. Korab-Karpowicz, Political Realism in International Relations, "The Stanford Encyclopedia of Philosophy", 2018 https://plato.stanford.edu/archives/sum2018/entries/realism-intl-relations/>
H. Bull, Hobbes and the International Anarchy, "Social Research", 1981, 48, 4, pp. 717-73
M. Troper, The Survival of Sovereignty, in N. Kalmo and Q. Skinner (eds), Sovereignty in Fragments: The Past, Present, and Future of a Contested Concept, Cambridge: Cambridge University Press, 2014
4)Political authority, 8h, Lecture 13-16
Bibliographical references
1) Selected passages from T. Hobbes, Leviathan and J. Locke, The Two Treatises of Government
2) M. Weber, Politics as Vocation
3) H. Arendt, What is Authority?, in Ead., Between Past and Future: Six Exercises in Political Thought, New York, The Viking Press, 1961
Readings to be assigned for presentations and papers:
I. Simmons, Authority, in D. Estlund, The Oxford Handbook of Political Philosophy, Oxford, Oxford University Press, 2012
T. Christiano, Authority, in The Stanford Encyclopedia of Philosophy, 2020, https://plato.stanford.edu/archives/sum2020/entries/authority/
T. Christiano, The Authority of Democracy, "Journal of Political Philosophy", 2004, 12(3), pp. 245-270.
B. Honig, Arendt ' s Accounts of Action and Authority, in Ead., Political Theory and the Displacement of Politics, Ithaca, Cornell University Press, 1993
5)Theme to be chosen by students, 6h: lecture 17-19
The theme will be chosen by the end of January among, for instance, Pluralism, Civic friendship, Pacifism, Individualism.. At the beginning of February students will receive both the bibliographical references and the list of readings to be assigned for presentations and papers
Please note: The syllabus will be fine-tuned at the beginning of the course. The final version of the syllabus, completed with more precise bibliographical indications and suggestions for papers and presentations, will be available on the Ariel website of the course. https://aceronwtmpvu2.ariel.ctu.unimi.it/v5/Home/
Bibliographical references
1) M. Bevir, The Contextual Approach, in G. Klosko (ed. by), The Oxford Handbook of the History of Political Philosophy, Oxford, Oxford University Press, 2011;
2) one of the following chapters:
a) J.F. Dienstag, Postmodern Approaches to the History of Political Thought, in G. Klosko (ed. by), The Oxford Handbook of the History of Political Philosophy, Oxford, Oxford University Press, 2011;
b) A Levine, Marxist and Socialist Approaches, in D. Estlund, The Oxford Handbook of Political Philosophy, Oxford, Oxford University Press, 2012;
3) 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.
2)Political freedom, 8 h, lectures 3-6
Bibliographical references:
1) P. Pettit, Freedom, in D. Estlund, The Oxford Handbook of Political Philosophy, Oxford, Oxford University Press, 2012;
2) F. Lovett, Republicanism, in The Stanford Encyclopedia of Philosophy (Summer 2018 Edition), https://plato.stanford.edu/archives/sum2018/entries/republicanism/;
3) Q. Skinner, A Third Concept of Liberty, in "Proceedings of the British Academy", 117 (2002), pp. 237-268
4) A. Honneth, Three, Not Two, Concepts of Liberty: https://cgep.gc.cuny.edu/videos/axel-honneth/ or 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
Readings to be assigned for presentations and papers:
M. Bachvarova, Non-domination's Role in Theorizing Global Justice, "Journal of Global Ethics", 2013, 9, pp. 173-85;
A. Coffee, Mary Wollstonecraft, Freedom, and the Enduring Power of Social Domination, "European Journal of Political Theory", 2012, 12, pp. 116-35;
M. Costa, Is Neo-Republicanism Bad for Women?, Hypatia, 2013, 28, pp. 921-36;
S. Fine, Non-domination and the Ethics of Migration, "Critical Review of International Social and Political Theory", 2014, 17:, pp. 10-30;
C. Laborde, Female Agency and the Critique of Republican Paternalism, in Ead., Critical Republicanism: The Hijab Controversy and Political Philosophy, Oxford, Oxford University Press, 2008;
A. Phillips, "Feminism and Republicanism: Is this a Plausible Alliance?, "Journal of political philosophy", 2000, 8, pp. 279-93;
Q. Skinner, Freedom as the Absence of Arbitrary Power," in C. Laborde and J. Maynor (eds.), Republicanism and Political Theory, Malden, MA: Blackwell Publishing, 2008
Q. Skinner, Thinking about Liberty: An Historian Approach, Olschki, Firenze 2016, pp. 13-28
T. Okochi, Freedom and Institution: Theroy of Justice as Hegelian "Sitlichkeitslehre' in A. Honneth's "Das Recht der Freiheit", in "Hitotsubashi Journal of Social Studies, vol. 44, no. 1, 2012, pp. 9-19
A. Honneth, Sulla povertà della nostra libertà. Grandezza e limiti della dottrina della vita etica di Hegel, in "Filosofia Politica", n. 1, 2016, pp. 9-24
D.N. McNeill, Social Freedom and Self-Actualization: "Normative Reconstruction" as a Theory of Justice, Critical Horizons, n. 2, 2015, pp. 153-169
3)Sovereign power, 12 h, lectures 7-12
Bibliographical references:
1) D. Philipott, Sovereignity, in in G. Klosko (ed. by), The Oxford Handbook of the History of Political Philosophy, Oxford, Oxford University Press, 2011;
2) Selected passages from T. Hobbes, On the Citizen, J. Locke, The Two Treatises of Government and J.-J. Rousseau, Social Contract;
3) L. Rubinelli, Sieyès and the French Revolution, in Ead., Constituent Power: A History, Cambridge, Cambridge University Press, 2020
Readings to be assigned for presentations and papers:
N. Urbinati, Representative democracy and its critics, in S. Alonso et alii (eds), The Future of Representative Democracy, Cambridge, Cambridge University Press, 2011
N. Urbinati and M. Warren, The Concept of Representation in Contemporary Democratic Theory, "Annual Review of Political Science", 2008, 11, pp. 387-412
D. Castiglione, Trajectories and Transformations of the Democratic Representative System, "Global Policy," 2015, 6, pp. 8-16
G. Mackie, Schumpeter's Leadership Democracy, "Political Theory", 2009, 1, pp. 128-153
M. Saward,. Representation and Democracy: Revisions and Possibilities, Sociology Compass, 2008, 2, pp. 1000-1013
W.J. Korab-Karpowicz, Political Realism in International Relations, "The Stanford Encyclopedia of Philosophy", 2018 https://plato.stanford.edu/archives/sum2018/entries/realism-intl-relations/>
H. Bull, Hobbes and the International Anarchy, "Social Research", 1981, 48, 4, pp. 717-73
M. Troper, The Survival of Sovereignty, in N. Kalmo and Q. Skinner (eds), Sovereignty in Fragments: The Past, Present, and Future of a Contested Concept, Cambridge: Cambridge University Press, 2014
4)Political authority, 8h, Lecture 13-16
Bibliographical references
1) Selected passages from T. Hobbes, Leviathan and J. Locke, The Two Treatises of Government
2) M. Weber, Politics as Vocation
3) H. Arendt, What is Authority?, in Ead., Between Past and Future: Six Exercises in Political Thought, New York, The Viking Press, 1961
Readings to be assigned for presentations and papers:
I. Simmons, Authority, in D. Estlund, The Oxford Handbook of Political Philosophy, Oxford, Oxford University Press, 2012
T. Christiano, Authority, in The Stanford Encyclopedia of Philosophy, 2020, https://plato.stanford.edu/archives/sum2020/entries/authority/
T. Christiano, The Authority of Democracy, "Journal of Political Philosophy", 2004, 12(3), pp. 245-270.
B. Honig, Arendt ' s Accounts of Action and Authority, in Ead., Political Theory and the Displacement of Politics, Ithaca, Cornell University Press, 1993
5)Theme to be chosen by students, 6h: lecture 17-19
The theme will be chosen by the end of January among, for instance, Pluralism, Civic friendship, Pacifism, Individualism.. At the beginning of February students will receive both the bibliographical references and the list of readings to be assigned for presentations and papers
Please note: The syllabus will be fine-tuned at the beginning of the course. The final version of the syllabus, completed with more precise bibliographical indications and suggestions for papers and presentations, will be available on the Ariel website of the course. https://aceronwtmpvu2.ariel.ctu.unimi.it/v5/Home/
Moduli o unità didattiche
Unit 1
M-FIL/06 - STORIA DELLA FILOSOFIA - CFU: 6
Lezioni: 40 ore
Docente:
Mordacci Roberto
Unit 2
SPS/02 - STORIA DELLE DOTTRINE POLITICHE - CFU: 6
Lezioni: 40 ore
Docente:
Ceron Annalisa Antonia
Docente/i
Ricevimento:
Lunedì 9.15-12.15. Per favore, prendere appuntamento via mail una settimana prima.
Studio del docente e/o Piattaforma Teams.