Studying at the University of Verona

Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.

This information is intended exclusively for students already enrolled in this course.
If you are a new student interested in enrolling, you can find information about the course of study on the course page:

Laurea magistrale in Scienze filosofiche - Enrollment from 2025/2026

The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.

1° Year

ModulesCreditsTAFSSD
12
B
M-FIL/03

2° Year  activated in the A.Y. 2022/2023

ModulesCreditsTAFSSD
Foreign language: B2 level if 1st language, B1 CB TEST, if 2nd language
6
F
-
Final exam
18
E
-
ModulesCreditsTAFSSD
12
B
M-FIL/03
activated in the A.Y. 2022/2023
ModulesCreditsTAFSSD
Foreign language: B2 level if 1st language, B1 CB TEST, if 2nd language
6
F
-
Final exam
18
E
-
Modules Credits TAF SSD
Between the years: 1°- 2°
3 MODULES AMONG THE FOLLOWING
6
B
M-FIL/01
Between the years: 1°- 2°
1 MODULE AMONG THE FOLLOWING
Between the years: 1°- 2°

Legend | Type of training activity (TTA)

TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.




S Placements in companies, public or private institutions and professional associations

Teaching code

4S010004

Credits

12

Also offered in courses:

Language

Italian

Scientific Disciplinary Sector (SSD)

M-FIL/06 - HISTORY OF PHILOSOPHYM-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
M-PSI/01 - GENERAL PSYCHOLOGY
SPS/07 - GENERAL SOCIOLOGY

Period

Sem. 1A dal Sep 27, 2021 al Nov 6, 2021.

Learning outcomes

At the end of the School the students will be able to:

- analyze the concept of crisis.
- contrast and compare forms of crisis in different disciplinary fields.
- enhance ethical engagement toward crisis.
- understand the scientific, cultural, and societal impact of crises.
- integrate conceptual and historical analysis.
- apply qualitative and quantitative methodologies.
- increase their teamwork competence.
- present and discuss a research project with peers.

Program

The School will develop the following themes:

The historical and philosophical roots of the crisis. Over the course of human evolution, the experience of the crisis meant different things at different times. This is unsurprising in itself, but surprising in its premises and developments. While a crisis forces us to rethink the world as an ordered system of meanings, the process of re-orienting and re-semanticizing the world shows to be an essential part of this very system, and finally suggests that crises lie at the very origins of human culture as such. Thus, how did the experience of crisis change over the several “times of crisis”? What can we learn from past crises to better tackle the future ones? And what can we learn about ourselves as cultural and historical beings?

Science your way out of the crisis. Science has been traditionally regarded as the site of the “positive crisis”. A scientific crisis is oftentimes the preamble to a decisive breakthrough. However, is this true for any scientific discipline or rather different fields handle crises in different ways? And, more importantly, how do the research practices and work routines change over a period of crisis?

Policing the crisis. It has been claimed that our Neoliberal socio-economic system is particularly prone to crises. Far from being merely financial, such crises spread instability and uncertainty over the entire social fabric. How does this state of permanent crisis affect workers’ self-identity? How does it impact on work relations in terms of age, role, and gender?

Crisis? What crisis? A crisis generates different and contrasting emotions, which can range from desperation to sheer denial. What can psychology and neurobiology tell us about the emotions triggered by a state of distress? How can we make crisis emotion an object of scientific inquiry?

Today’s crisis is tomorrow’s opportunity. Crises are not only vectors of problems. By putting us in front of the unexpected, they might also bring about new scenarios and new resources. What are the ethical problems related to a situation of crisis? What are the abilities and competencies that can be learned and treasured for the future?