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.

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. 2020/2021

ModulesCreditsTAFSSD
Foreign language: B2 level if 1st language, B1 CB TEST, if 2nd language
6
F
-
Compulsory Traineeship
6
F
-
Final exam
18
E
-
ModulesCreditsTAFSSD
12
B
M-FIL/03
activated in the A.Y. 2020/2021
ModulesCreditsTAFSSD
Foreign language: B2 level if 1st language, B1 CB TEST, if 2nd language
6
F
-
Compulsory Traineeship
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

4S007342

Credits

6

Language

Italian

Scientific Disciplinary Sector (SSD)

M-FIL/06 - HISTORY OF PHILOSOPHY

Period

Sem. 1B dal Nov 11, 2019 al Jan 11, 2020.

Learning outcomes

Didactical Methods of Teaching Philosophy We aim at acquiring cognitive and hermeneutical competencies: a) about the most prominent discussions, within the Western history of philosophy, on teaching philosophy and ‘making philosophy’ with others (Plato, Augustin, Rousseau, …); b) about the recent Italian debates on teaching philosophy (in high-school and University), with reference to recent formal education curricula and to demands of philosophical education also in extra-scholastic contexts (healthcare setting, context prison, etc.), with proper distinctions of recipients, philosophical demands and didactical contexts; c) about documental, textual, informatic instruments and different ways useful for teaching philosophy. We aim at working in laboratories as well, in order to test and improve students’ skills to organise real lessons on the subjects themselves will choose.

Program

Title and Subject of the Course: “Will we teach pure concepts? Towards a ‘philosophical’ teaching of philosophy”
“Men’s knowledge is humanistic in its quality: not for its concerning past human creations, but for its efforces to set our intelligence and mutual understanding completely free. Every subject reaching this result is human, everyone failing it is neither educative” (J. Dewey)
“The scope of teaching is not the simple transmission of knowledge, but the set in motion of a growing process for a human being, involving not only his cognitive skills, but other resources as well (emotional, relational, social skills, …). The education of a student goes beyond cultural and disciplinar boundaries: it should become a complete formation of that person… It is a long life learning, not reducible to a simple amount of notions: it involves the ways we are individuals, members of a family and a society, our personal fullfillment and the ways we contribute to our and others’ welfare” (A. Gaiani).

Bibliography:
A) L.M. NAPOLITANO VALDITARA, Il dialogo socratico. Fra tradizione storica e pratica filosofica per la cura di sé, Milano-Udine Mimesis 2018 (mostly Part I, a and b, and Part II);
B) a book chosen between:
-A. GAIANI, Insegnare concetti. La filosofia nella scuola di oggi, Milano Carocci Editore 2012;
-A. GAIANI, Il pensiero e la storia. L’insegnamento della filosofia in Italia, Padova CLEUP 2014;
-L. ILLETTERATI, Insegnare filosofia. Modelli di pensiero e pratiche didattiche, UTET Università Novara 2007;
C) a book chosen between:
-TOMMASO D’AQUINO, De magistro, tr. it. a c. di E. Ducci, Anicia Editore 1995;
-J.J. ROUSSEAU, Emilio o dell’educazione, tr. it. Milano Mondadori Oscar Classici 2013;
-I. KANT, La pedagogia, tr. it. a c. di N. Abbagnano, Milano Mondadori (Luni) 2015
-J. DEWEY, Il mio credo pedagogico (ebook, ediz. KKIEN 2013); oppure Esperienza ed educazione, tr. it. di E. Codignola, Milano Cortina 2014.

Lessons will be available in records file wma on e-learning system (www.elearning.univr.it) and are compulsory for all the students, both attending lessons or not.

Reference texts
Author Title Publishing house Year ISBN Notes
Tommaso d'Aquino De magistro, tr. it. di E. Ducci Anicia Editore 1995
Jean Jacques Rousseau Emilio o dell'educazione MIlano Mondadori 2013
John Dewey Esperienza ed educazione (tr. it. di E. Codignola) Milano Cortina 2014
Napolitano Linda Il dialogo socratico. Fra tradizione storica e pratica filosofica per la cura di sé Mimesis 2018 9788857550657
Alberto Gaiani Il pensiero e la storia. L’insegnamento della filosofia in Italia, CLEUP Padova 2014
Alberto Gaiani Insegnare concetti. La filosofia nella scuola di oggi Carocci 2012
L. Illetterati (a c. di) Insegnare filosofia. Modelli di pensiero e pratiche didattiche UTET Università Novara 2007

Examination Methods

Didactical Methods: The course will be carried on by frontal lessons, with direct reading of the texts and following discussions. Therefore attendance at classes will be very useful and desirable, though obviously not compulsory. The same program is valid for students who cannot attend lessons; nevertheless, they must get in touch with the teacher, in order to receive indications on adding texts, whose reading will compensate for lacking attendance: these texts will be agreed for every student, with regard to his previous knowledge, curriculum and interests.

Ways of evaluation: Some oral questions will be put to the student; he will be invited to read and comment some passages of the original texts already read together during classes. Papers written by students or lesson agreed with the teacher and offered during classes will be part of evalutation as well.

Students with disabilities or specific learning disorders (SLD), who intend to request the adaptation of the exam, must follow the instructions given HERE