Teaching code

4S02875

Teacher

Enrico Redaelli

Coordinator

Enrico Redaelli

Credits

6

Language

Italian

Scientific Disciplinary Sector (SSD)

M-FIL/03 - MORAL PHILOSOPHY

Period

Sem. 2A dal Feb 17, 2025 al Mar 29, 2025.

Courses Single

Authorized

Lessons timetable Moodle Seminars 0

Learning objectives

Knowledge and understanding 1. To know the philosophical grounds of the main ethical and moral notions intervening in the sphere of training experiences, with specific attention to the themes of the subject, of the person and of the interpersonal relationship. 2. To know the main philosophical and cultural patterns for describing personal identity and to be able to read the structure and complexity of educational processes in their multiple features, in particular those related to the emotions and the corporeality of the person. 3. To know and understand the ethical and philosophical nature of the concept of formation, which should be understood not only as training for learners or users, but also as a process that transforms the trainer itself. 4. Understanding the issue of personal identity formation, exploring the narrative dimension of the self and discussing the relationship between identity and the digital environment, an increasingly negligible dimension in today's educational practices. Applying knowledge and understanding 1. To orientate critically oneself among the main theoretical, cultural and philosophical perspectives concerning the ethical and moral questions connected to the pedagogic processes, with specific attention to the themes of the subject, of the person and of the interpersonal relationship. 2. To use correctly the philosophical lexicon, gaining a greater awareness of the major concepts in the ethical and educational field, aiding the acquisition of a more responsible and aware action capacity in the different relational and educational contexts. 3. To conduct autonomously analysis of empirical situations typical of the contemporary world, inherent both the educational and the relational practices in general, tracing the terms of the problem of personal identity to philosophical categories. 4. To elaborate philosophically founded connections with respect to the ethical problem of the child understood as a "person", deepening not so much the question of a philosophy for childhood but that of childhood as a place of a different possibility for philosophy.

Prerequisites and basic notions

Basic knowledge of the history of ancient philosophy (Plato) and Freudian psychoanalysis.

Program

EROS AND EDUCATION
The course starts from a famous expression by Freud who, in "Analysis terminable and interminable", defines treating, educating and governing as "impossible professions". Impossible, of course, to formalize according to standard rules and procedures. Impossible but necessary: in fact, the impracticability of a universally valid method in these professions - as Freud himself clarifies - does not exclude the possibility of a certain know-how that leverages transfert. The course therefore aims to highlight the role of transfert in teaching, education and care.
The first part of the course will start from the function that Plato assigns to eros in education and training (with particular reference to the "Symposium", passages of which will be read in class). It will therefore be shown how Plato anticipates the function of transfert (giving it a central role within the education of the person and his cultural formation), a function that will be developed by Freud in the context of treatment.
The Freudian notions of drive and transfert will then be addressed, in particular through the reading of Freud's texts "Three essays on sexuality", "Beyond the pleasure principle" and "Constructions in analysis".
A final part of the course will explore the link between the Freudian notion of "impossible profession" and the Deleuzian and Guattarian notion of "nomadic science" found in "Mille Plateaux".
BIBLIOGRAPHY for attending students:
1) S. Freud, "Tre saggi sulla teoria sessuale", Bollati Boringhieri, Torino 2012 (in particolare il secondo e il terzo saggio, intitolati rispettivamente "La sessualità infantile" e "Le trasformazioni della pubertà")
2) S. Freud, "Costruzioni nell'analisi" in "Analisi terminabile e interminabile. Costruzioni nell'analisi", Bollati Boringhieri, Torino 2020
3) M. Recalcati, "L'ora di lezione. Per un'erotica dell'insegnamento", Einaudi, Torino 2014
4) . Redaelli, “Etica del ritmo. Freud, Lévi-Strauss, Deleuze”, Orthotes, 2024 (only the chapters about Freud).
BIBLIOGRAPHY for NON-attending students:
1) S. Freud, "Tre saggi sulla teoria sessuale", Bollati Boringhieri, Torino 2012 (in particolare il secondo e il terzo saggio, intitolati rispettivamente "La sessualità infantile" e "Le trasformazioni della pubertà")
2) S. Freud, "Costruzioni nell'analisi" in "Analisi terminabile e interminabile. Costruzioni nell'analisi", Bollati Boringhieri, Torino 2020
3) M. Recalcati, "L'ora di lezione. Per un'erotica dell'insegnamento", Einaudi, Torino 2014
4) . Redaelli, “Etica del ritmo. Freud, Lévi-Strauss, Deleuze”, Orthotes, 2024 (only the chapters about Freud).
5) Bonazzi, Leoni, Pantano, Solla, Vizzardelli, "Scuola. Filosofia di un mondo", Cronopio 2023
6) Un libro a scelta tra i seguenti:
a) E. De Conciliis, "Che cosa significa insegnare?", Cronopio 2014
b) G. Solla, "Disegnare. La formula di Freud", Orthotes 2022

Bibliography

Didactic methods

• Lectures
• Class reading of passages chosen from the texts indicated in the bibliography
• Discussions on the relevant issues addressed in class. Throughout the course, moments of discussion with the students will be promoted following the stimuli offered by reading the texts.

Learning assessment procedures

The exam will be oral for both attending and non-attending students.

Evaluation criteria

The oral exam consists of a presentation of the topics covered in the course and has the aim of ascertaining the candidate's preparation on the lessons, on the texts in question and on his ability to give a critical interpretation of them. In particular, the following will be assessed:
• knowledge and autonomous re-elaboration of the fundamental points of the course and the ability to analyze similarities and differences between the authors examined;
• the student's logical and argumentative skills in relation to the analysis and critical discussion of the texts taken into consideration.

Criteria for the composition of the final grade

The vote is unique.

Exam language

Italiano