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.
Type D and Type F activities
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 2025/2026Tra i 12 (dodici) crediti dovrà comunque essere presente almeno un’attività formativa erogata come esame universitario (con relativo voto in trentesimi), salvo nel caso in cui la/o studente decida di frequentare la Summer School Interdisciplinare di Dipartimento in Lingua Inglese “Human Sciences and Society” e di chiederne il riconoscimento, saturando così i 12 CFU in ambito D, oppure di estendere la durata della propria esperienza di Tirocinio curricolare e desideri vedersi riconosciuti i corrispondenti CFU in esubero (rispetto ai 6 previsti) in ambito D (senza che essi possano fare media), invece che fuori piano (vedasi la Nota 1 nelle Linee Guida Tirocinio Curricolare riportate nella relativa pagina web del CdS).
Tale riconoscimento in ambito D è possibile, da Regolamento di Ateneo, senza limitazioni (quindi per l’intero ammontare dei CFU previsti in questo ambito).
In conformità al dettato del D.M. 270/04 e alla luce delle raccomandazioni espresse dal D.M. 26 luglio 2007, capo 3 lettera n), la scelta, che non può essere predeterminata, deve comunque essere ispirata a coerenza col piano formativo della/o studente e sarà perciò soggetta a valutazione da parte del Collegio Didattico con riferimento all’adeguatezza delle motivazioni fornite dalla/o studente. Ciò vale, in special modo, per la richiesta di riconoscimento in ambito D dei CFU relativi al prolungamento dell’attività di Tirocinio: essa deve essere sostenuta da adeguate motivazioni che il Tutor accademico incaricato di seguire la/o studente tirocinante si riserva di esaminare e valutare congiuntamente alla Commissione Tirocini.
Si invitano inoltre le/gli studenti a rispettare le seguenti indicazioni per il completamento di tale ambito D:
- massimo 6 CFU relativi a competenze linguistiche (oltre a quelli previsti dal Piano di Studio);
- massimo 6 CFU di attività laboratoriale/esercitazioni;
- massimo 6 CFU di attività seminariale/convegni/cicli di incontri/formative in genere (sia accreditata dal Dipartimento di Scienze Umane che extrauniversitaria);
- non vengono valutate attività svolte in Erasmus che non siano state inserite nei Learning Agreement;
- vengono riconosciuti CFU in ambito D per attività formative universitarie organizzate da altri Dipartimenti dell’Ateneo di Verona o da altri Atenei solo per quelle attività che siano state oggetto (da parte del relativo Referente/Responsabile) di richiesta preventiva di accreditamento al Dipartimento di Scienze Umane e abbiano ricevuto l’approvazione di quest’ultimo.
In questa pagina lo studente potrà trovare delle guide operative, utili al completamento del proprio percorso universitario.
COMPETENZE TRASVERSALI
Scopri i percorsi formativi promossi dal Teaching and learning centre dell'Ateneo, destinati agli studenti iscritti ai corsi di laurea, volti alla promozione delle competenze trasversali:
https://talc.univr.it/it/competenze-trasversali
years | Modules | TAF | Teacher |
---|---|---|---|
1° 2° | What paradigms beyond the pandemic? | D |
Paola Dal Toso
(Coordinator)
|
1° 2° | The contagion and the cure. The world after the virus | D |
Carlo Chiurco
(Coordinator)
|
1° 2° | Summer School: Human Sciences and Society - (HSaS) | D |
Massimiliano Badino
(Coordinator)
|
1° 2° | The ethics and aesthetics of the image | D |
Gianluca Solla
(Coordinator)
|
years | Modules | TAF | Teacher |
---|---|---|---|
1° 2° | What paradigms beyond the pandemic? | D |
Paola Dal Toso
(Coordinator)
|
1° 2° | The contagion and the cure. The world after the virus | D |
Carlo Chiurco
(Coordinator)
|
1° 2° | Laboratorio “Calendario di Memoria Civile – Giornata della Memoria” | D |
Olivia Guaraldo
(Coordinator)
|
1° 2° | Eros and Polis ”and“ In the name of Tiresias: Subjectivation, transit, sexuation | D |
Federico Leoni
(Coordinator)
|
years | Modules | TAF | Teacher |
---|---|---|---|
1° 2° | Introduction to robotics for humanities students | D |
Paolo Fiorini
(Coordinator)
|
years | Modules | TAF | Teacher |
---|---|---|---|
1° 2° | "Common world. 2022 Arendt Seminars | D |
Ilaria Possenti
(Coordinator)
|
1° 2° | Restorative Justice | D |
Cristina Lonardi
(Coordinator)
|
1° 2° | Group Psychology and the Analysis of the Ego, a hundred years later: social bond and new forms of subjectivation. | D |
Matteo Bonazzi
(Coordinator)
|
1° 2° | The contagion and the cure. The world after the virus | D |
Carlo Chiurco
(Coordinator)
|
1° 2° | Gnoseology and Metaphysics Workshop 2025 | D |
Davide Poggi
(Coordinator)
|
1° 2° | Eros and Polis ”and“ In the name of Tiresias: Subjectivation, transit, sexuation | D |
Federico Leoni
(Coordinator)
|
years | Modules | TAF | Teacher |
---|---|---|---|
1° 2° | "Common world. 2022 Arendt Seminars | D |
Ilaria Possenti
(Coordinator)
|
1° 2° | Partecipated justice and reforms. The settlement of conflicts with people and for people | D |
Cristina Lonardi
(Coordinator)
|
1° 2° | Gnoseology and Metaphysics Workshop 2025 | D |
Davide Poggi
(Coordinator)
|
1° 2° | Eros and Polis ”and“ In the name of Tiresias: Subjectivation, transit, sexuation | D |
Federico Leoni
(Coordinator)
|
Summer School: Human Sciences and Society - (HSaS) (2021/2022)
Teaching code
4S010004
Teacher
Coordinator
Credits
12
Also offered in courses:
- Summer School: Human Sciences and Society - (HSaS) of the course Master's degree in Pedagogical Sciences
- Summer School: Human Sciences and Society - (HSaS) of the course Master's degree in Advanced Social Work
- Summer School: Human Sciences and Society - (HSaS) of the course Master's degree in Psychology for Training and Professional Development
- Summer School: Human Sciences and Society - (HSaS) of the course Combined Bachelor's + Master's degree in Primary teacher education
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?