Scientific Disciplinary Sector (SSD)
M-FIL/03 - MORAL PHILOSOPHY
Language of instruction
General goals: to know the philosophical fundamentals of the main ethical and moral notions involved in educational experiences, with particular attention to the concept of “person” and to the interpersonal relationship: to gain a reflective and critical understanding of those notions.
Specific goal: to investigate the issue of personal identity formation. This last is obtained by exploring the narrative dimension of the self and discussing the relationship between identity and the digital environment.
At the end of the course the student will need to know the main personal identity models treated. Moreover he will be able to:
- critically reflect on the ways in which personal identity interconnects with the dimension of existence and of relationship with the other;
- elaborate philosophically consistent connections, in relation to the texts in the program, with respect to the problem of personal identity formation even in web-digital environment.
What are the processes which shape our personal identity? What is the relationship between the identity of the person and the web-digital environment?
After recalling some memory-based personal identity models (starting with Locke) and the notion of "social self", the path will explore the relationship between personal identity and self-narrative on the basis of some philosophical texts (Cavarero, Ricoeur, Gargani). They allow a reflection on the concept of "history of a life" that can highlight the link between three nodal elements in the process of formation of identity: self expression, singular existence and relationship with the other.
This will be applied to the analysis of self-expression and self-narration practices typical of the internet environment. The question of digital identity in its relationship with blogs and social networks will be dealt through concrete examples and their theoretical discussion.
R. Bodei, Destini personali, Feltrinelli, Milano 2002, solo le seguenti pagine: pp. 37-53 e pp. 293-300.
P. Ricoeur, “L’identità narrativa” (disponibile al link http://www.allegoriaonline.it/PDF/8.pdf), “Allegoria”, n. 60, 2009, pp. 93-104.
A.G. Gargani, “La nascita attraverso la scrittura”, in “Anterem” 60, giugno 2000 (testo disponibile sul sito http://www.anteremedizioni.it/files/file/aldo_giorgio_gargani.pdf), solo le seguenti pagine: pp. 8-10.
A. Cavarero, Tu che mi guardi tu che mi racconti. Filosofia della narrazione, Feltrinelli, Milano 2001, solo le seguenti pagine: pp. 7-64; pp. 173-178.
M. Serres, Non è un mondo per vecchi. Perché i ragazzi rivoluzionano il sapere, Bollati Boringhieri, Torino 2013.
Ippolita, Anime elettriche, Jaca Book, Milano 2016, solo le seguenti parti: Metamorfosi (pp. 31-45), Confessione (pp. 47-63), Genius (pp. 65-80).
||solo le seguenti parti: Metamorfosi (pp. 31-45), Confessione (pp. 47-63), Genius (pp. 65-80).
||solo le seguenti pagine: pp. 37-53 e pp. 293-300.
||Non è un mondo per vecchi. Perché i ragazzi rivoluzionano il sapere
||Tu che mi guardi, tu che mi racconti. Filosofia della narrazione
||solo le seguenti pagine: pp. 7-64; pp. 173-178.
For both attending and non-attending students, the exam in an oral exam, in the form of a conversation and discussion on the subjects of the course. The goal of the oral test is to determine the expected learning outcomes.
The evaluation, expressed in thirty, will take into account of:
- knowledge of the main contents of the exam;
- critical reflection skills on the contents of the exam;
- autonomous processing capabilities of philosophically consistent connections, including referring to the texts indicated in the web page, compared to the content of the exam program.
Please note: non-attending students will have to arrange an additional part of the program, to be agreed upon with the teacher.