The western tradition: moral and political values
A.A. 2023/2024
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 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.
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: Primo trimestre
Modalità di valutazione: Esame
Giudizio di valutazione: voto verbalizzato in trentesimi
Corso singolo
Questo insegnamento può essere seguito come corso singolo.
Programma e organizzazione didattica
Edizione unica
Responsabile
Periodo
Primo trimestre
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. 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 class discussions to provide students with a general and unitary overview of four key topics in the Western political tradition. Attendant students may choose whether to give a presentation or to write a short paper (6-8 pages). Non-attendant students must write a paper. Papers must be sent by email to the teacher 10 days before the date of the final oral colloquium. In the final oral colloquium, attendant and non-attendant students are required to show that
- they have read and understood the teaching materials and all the texts indicated in the bibliography;
- they can argue on relevant issues using the concepts and the theories that have been explained and discussed in the course.
The assessment will be based on
the paper or the presentation (50% of the mark)
the final oral colloquium (50% of the mark)
The mark will be expressed in 30/30.
The criteria for the assessment are:
1. Adequate and complete knowledge of all the contents and the material of the course
2. Adequate language in the use of political concepts and theories
3. Clarity and coherence of exposition (in oral colloquium as well as in paper/presentation)
4. Capacity to critically re-elaborate the acquired knowledge to express personal opinions and address problematic issues
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 class discussions to provide students with a general and unitary overview of four key topics in the Western political tradition. Attendant students may choose whether to give a presentation or to write a short paper (6-8 pages). Non-attendant students must write a paper. Papers must be sent by email to the teacher 10 days before the date of the final oral colloquium. In the final oral colloquium, attendant and non-attendant students are required to show that
- they have read and understood the teaching materials and all the texts indicated in the bibliography;
- they can argue on relevant issues using the concepts and the theories that have been explained and discussed in the course.
The assessment will be based on
the paper or the presentation (50% of the mark)
the final oral colloquium (50% of the mark)
The mark will be expressed in 30/30.
The criteria for the assessment are:
1. Adequate and complete knowledge of all the contents and the material of the course
2. Adequate language in the use of political concepts and theories
3. Clarity and coherence of exposition (in oral colloquium as well as in paper/presentation)
4. Capacity to critically re-elaborate the acquired knowledge to express personal opinions and address problematic issues
Unit 1
Programma
Course syllabus
These 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
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. I. Berlin, Two concepts of liberty, (extract) (1958): presentation, objections and discussion
c. The value of autonomy
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. J-J. Rousseau, A Discourse on Inequality (1755) (extract): presentation, objections and discussion
c. Equality of what?
d. J. Rawls, A Theory of Justice (1971) (extract): presentation, objections and discussion
4. Fraternity & Solidarity
a. From fraternity to modern solidarity
b. K. Bayertz, Four Uses of "Solidarity" (1999): presentation, objections and discussion
c. Solidarity as a challenge: Europe, crises, ageing society
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. A. Honneth, The Original Idea: The Consummation of the Revolution in Social Freedom (2015): presentation, objections and discussion
c. De-colonizing the French motto?
d. D. Chakrabarty, The Idea of Provincializing Europe (2000): presentation, objections and discussion
These 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
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. I. Berlin, Two concepts of liberty, (extract) (1958): presentation, objections and discussion
c. The value of autonomy
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. J-J. Rousseau, A Discourse on Inequality (1755) (extract): presentation, objections and discussion
c. Equality of what?
d. J. Rawls, A Theory of Justice (1971) (extract): presentation, objections and discussion
4. Fraternity & Solidarity
a. From fraternity to modern solidarity
b. K. Bayertz, Four Uses of "Solidarity" (1999): presentation, objections and discussion
c. Solidarity as a challenge: Europe, crises, ageing society
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. A. Honneth, The Original Idea: The Consummation of the Revolution in Social Freedom (2015): presentation, objections and discussion
c. De-colonizing the French motto?
d. D. Chakrabarty, The Idea of Provincializing Europe (2000): 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. 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: J-J. Rousseau, A Discourse on Inequality (1755) (extract); J. Rawls, A Theory of Justice (1971), Belknap Press, Cambridge 1971/1999, pp. 3-19 (extract)
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, in Id., The Idea of Socialism, Polity Press, Cambridge 2018, pp. 1-26; D. Chakrabarty, The Idea of Provincializing Europe (2000), in Id., "Provincializing Europe", Princeton University Press, Princeton 2000, pp. 3-23.
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: 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: J-J. Rousseau, A Discourse on Inequality (1755) (extract); J. Rawls, A Theory of Justice (1971), Belknap Press, Cambridge 1971/1999, pp. 3-19 (extract)
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, in Id., The Idea of Socialism, Polity Press, Cambridge 2018, pp. 1-26; D. Chakrabarty, The Idea of Provincializing Europe (2000), in Id., "Provincializing Europe", Princeton University Press, Princeton 2000, pp. 3-23.
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 be divided into five parts: an introduction and four thematic sections
1.Introduction (4 hours)
Political values and the value of history
Political values and contested concepts
2. Political freedom (9 hours)
Political freedom as a contested concept: beyond Berlin's distinction
Negative liberty and Skinner's third concept of freedom
Pettit's republican idea of freedom
Positive liberty and Honneth's view of social freedom
Student presentations
3. Constitutionalism (9 hours)
Constitutionalism as a contested concept: before and after Montesquieu
Constant's constitutionalism as institutional pluralism
Sieyès's distinction between constituent power and constituted power
Student presentations
4. Critique (9 hours)
Freedom, critique, and political society: La Boétie's notion of voluntary servitude
What is critique? Foucault's art of voluntary inservitude
What is critique? Walzer's social criticism
5. Feminism (9 hours)
How many feminisms are there? The three waves of feminism
A glimpse of Italian feminism
Current debates: intersectionality and beyond
Student presentations
1.Introduction (4 hours)
Political values and the value of history
Political values and contested concepts
2. Political freedom (9 hours)
Political freedom as a contested concept: beyond Berlin's distinction
Negative liberty and Skinner's third concept of freedom
Pettit's republican idea of freedom
Positive liberty and Honneth's view of social freedom
Student presentations
3. Constitutionalism (9 hours)
Constitutionalism as a contested concept: before and after Montesquieu
Constant's constitutionalism as institutional pluralism
Sieyès's distinction between constituent power and constituted power
Student presentations
4. Critique (9 hours)
Freedom, critique, and political society: La Boétie's notion of voluntary servitude
What is critique? Foucault's art of voluntary inservitude
What is critique? Walzer's social criticism
5. Feminism (9 hours)
How many feminisms are there? The three waves of feminism
A glimpse of Italian feminism
Current debates: intersectionality and beyond
Student presentations
Metodi didattici
The course will combine frontal lessons, student presentations, and class discussions. Teacher's frontal lessons will introduce each topic through close examination and detailed explanation of the texts in the bibliography. Student presentations will facilitate class discussions thanks to an in-depth analysis of the texts assigned by the teacher.
Student presentations are expected
to summarise the main contents of the assigned text
to link them to the key topics explained in the frontal lessons
to select the main thesis of the assigned text and argue in favour or against it
to express comments and questions for the class discussion
Each presentation will last 15 minutes. At the end of each presentation, the teacher will conduct and moderate class discussions. Student presentations will be held on the dates indicated at the beginning of the course. The teacher will assign the texts for student presentations at the beginning of each thematic section.
Whereas attendant students can choose whether to give a presentation or a paper, non-attendant students cannot substitute papers for presentations.
Student papers are required
to focus on one of the texts indicated in the list for papers
to summarise the main contents of the chosen text
to link them to the general topics of the course and the texts indicated in the bibliography
to select the main thesis of the chosen text and argue in favour or against it
to express critical personal opinions
Papers must be sent by email to the teacher 10 days before the date of the oral colloquium.
The list of texts to be chosen for the papers will be posted on the Arial webpage of the course at the beginning of the lessons together with the formal features and the editorial standards for the papers.
Student presentations are expected
to summarise the main contents of the assigned text
to link them to the key topics explained in the frontal lessons
to select the main thesis of the assigned text and argue in favour or against it
to express comments and questions for the class discussion
Each presentation will last 15 minutes. At the end of each presentation, the teacher will conduct and moderate class discussions. Student presentations will be held on the dates indicated at the beginning of the course. The teacher will assign the texts for student presentations at the beginning of each thematic section.
Whereas attendant students can choose whether to give a presentation or a paper, non-attendant students cannot substitute papers for presentations.
Student papers are required
to focus on one of the texts indicated in the list for papers
to summarise the main contents of the chosen text
to link them to the general topics of the course and the texts indicated in the bibliography
to select the main thesis of the chosen text and argue in favour or against it
to express critical personal opinions
Papers must be sent by email to the teacher 10 days before the date of the oral colloquium.
The list of texts to be chosen for the papers will be posted on the Arial webpage of the course at the beginning of the lessons together with the formal features and the editorial standards for the papers.
Materiale di riferimento
Bibliography
For the final oral colloquium, attendant and non-attendant students must study the following texts:
1) W.B. Gallie, Essentially Contested Concepts, in «Proceedings of the Aristotelian Society», New Series, vol. 56 (1955-56), pp. 167-198
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
3a) B. Constant, Principles of Politcis (1815), https://oll.libertyfund.org/title/constant-principles-of-politics-applicable-to-all-governments, book 1, chap. 1-6 and book 3 and 3b) D.V.K. Steven, Benjamin Constant and Constitutionalism, in "Historia Constitucional", (2015), n. 16, pp. 19-46
or 3a) Seyès E-J., What is the Third Estate?, choice edition and 3b) L. Rubinelli, Sieyès and the French Revolution, in Ead., Constituent Power: A History, Cambridge, Cambridge University Press, 2020, pp 33-74;
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
4b) M. Foucault, What is Critique? and 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 4c) S. Newman, The Question of Freedom in Foucault and La Boétie, «Soft-power» 2 (2015), n. 1: http://www.softpowerjournal.com/web/?p=789;
Or 4b) M. Walzer, The Practice of Social Criticism, in M. Walzer, Interpretation and Social Criticism, Cambridge Mass., Harvard University Press, 1993, pp. 33-66 and 4c) M. Walzer, The Company of Critics: Social Criticism and Political Commitment in the Twentieth Century, New York, Basic Books, 2002, chapter on Foucault
5a) K. Chrenschaw, Mapping the Margins, Intersectionality, Identity Politics and Violence against Women of Color, in «Stanford Law Review», 43 (1991), no. 6, pp. 1241-1299 and 5b) A. Cavarero, In Spite of Plato: A Feminist Rewriting of Ancient Philosophy, Cambridge, Polity Press, 1995; or 5b) C. Arruzza, T. Bhattacharya and N. Fraser, Feminism for the 99%: A Manifesto, London Verso 2019; or 5b) S. Moller Okin, Justice and Gender, in «Philosophy & Public Affairs», 16 (1987), no. 1, pp. 42-72; or 5b) J.C Tronto, Beyond Gender Difference to a Theory of Care, in «Signs», 12 (1987), no. 4, pp. 644-663 and J.C. Tronto, Who Cares?: How to Reshape a Democratic Politics, Ithaca, Cornell University Press, 2015, pp. 1-17; or 5b) J. Butler, What is Critique? An Essay on Foucault's Virtue, https://transversal.at/transversal/0806/butler/en and J. Butler, Foucault and the Paradox of Bodily Inscriptions, in «The Journal of Philosophy», 86 (1989), n. 11, pp. 601-607.
The course slides and the course teaching materials will be available for attendant and non-attendant students on the Ariel website of the course.
If necessary, non-attendant students may resort to the following readings:
-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
-N. Hirschmann, Feminism, in G. Klosko (ed. by), The Oxford Handbook of the History of Political Philosophy, Oxford, Oxford University Press, 2011
- D. Cameron, Feminism, Chicago, The Chicago University Press, 2019
- D. Grimm, Constitutionalism: Past, Present, and Future, Oxford, Oxford University Press, 2016, chapter 2: Conditions for the Emergence and Effectiveness of Modern Constitutionalism
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
For the final oral colloquium, attendant and non-attendant students must study the following texts:
1) W.B. Gallie, Essentially Contested Concepts, in «Proceedings of the Aristotelian Society», New Series, vol. 56 (1955-56), pp. 167-198
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
3a) B. Constant, Principles of Politcis (1815), https://oll.libertyfund.org/title/constant-principles-of-politics-applicable-to-all-governments, book 1, chap. 1-6 and book 3 and 3b) D.V.K. Steven, Benjamin Constant and Constitutionalism, in "Historia Constitucional", (2015), n. 16, pp. 19-46
or 3a) Seyès E-J., What is the Third Estate?, choice edition and 3b) L. Rubinelli, Sieyès and the French Revolution, in Ead., Constituent Power: A History, Cambridge, Cambridge University Press, 2020, pp 33-74;
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
4b) M. Foucault, What is Critique? and 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 4c) S. Newman, The Question of Freedom in Foucault and La Boétie, «Soft-power» 2 (2015), n. 1: http://www.softpowerjournal.com/web/?p=789;
Or 4b) M. Walzer, The Practice of Social Criticism, in M. Walzer, Interpretation and Social Criticism, Cambridge Mass., Harvard University Press, 1993, pp. 33-66 and 4c) M. Walzer, The Company of Critics: Social Criticism and Political Commitment in the Twentieth Century, New York, Basic Books, 2002, chapter on Foucault
5a) K. Chrenschaw, Mapping the Margins, Intersectionality, Identity Politics and Violence against Women of Color, in «Stanford Law Review», 43 (1991), no. 6, pp. 1241-1299 and 5b) A. Cavarero, In Spite of Plato: A Feminist Rewriting of Ancient Philosophy, Cambridge, Polity Press, 1995; or 5b) C. Arruzza, T. Bhattacharya and N. Fraser, Feminism for the 99%: A Manifesto, London Verso 2019; or 5b) S. Moller Okin, Justice and Gender, in «Philosophy & Public Affairs», 16 (1987), no. 1, pp. 42-72; or 5b) J.C Tronto, Beyond Gender Difference to a Theory of Care, in «Signs», 12 (1987), no. 4, pp. 644-663 and J.C. Tronto, Who Cares?: How to Reshape a Democratic Politics, Ithaca, Cornell University Press, 2015, pp. 1-17; or 5b) J. Butler, What is Critique? An Essay on Foucault's Virtue, https://transversal.at/transversal/0806/butler/en and J. Butler, Foucault and the Paradox of Bodily Inscriptions, in «The Journal of Philosophy», 86 (1989), n. 11, pp. 601-607.
The course slides and the course teaching materials will be available for attendant and non-attendant students on the Ariel website of the course.
If necessary, non-attendant students may resort to the following readings:
-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
-N. Hirschmann, Feminism, in G. Klosko (ed. by), The Oxford Handbook of the History of Political Philosophy, Oxford, Oxford University Press, 2011
- D. Cameron, Feminism, Chicago, The Chicago University Press, 2019
- D. Grimm, Constitutionalism: Past, Present, and Future, Oxford, Oxford University Press, 2016, chapter 2: Conditions for the Emergence and Effectiveness of Modern Constitutionalism
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
Moduli o unità didattiche
Unit 1
M-FIL/06 - STORIA DELLA FILOSOFIA - CFU: 6
Lezioni: 40 ore
Docente:
Volpe Alessandro
Unit 2
SPS/02 - STORIA DELLE DOTTRINE POLITICHE - CFU: 6
Lezioni: 40 ore
Docente:
Ceron Annalisa Antonia
Docente/i
Ricevimento:
Giovedì 10.00-13.00. Per favore, prendere appuntamento via mail.
Studio del docente e/o Piattaforma Teams.