29424 - Seminars (1) (LM) (G.C)

Learning outcomes

The Philosophy Seminars aim to achieve specific educational objectives characteristic of seminar-based teaching, such as: (1) Training in philosophical argumentation: students are encouraged to engage in discussions on various themes and texts, including those in their original language, presented during meetings with Italian and foreign scholars; (2) Expanding and deepening philosophical knowledge by participating in conferences led by specialists in various fields of philosophical knowledge; (3) Comparing different methodological approaches in order to complement curricular teaching.

Course contents

The seminar will focus on the notions of disability and identity and their complex interaction in the context of autism research and the neurodiversity movements. We will introduce the history of autism as a condition, along with categorical and dimensional approaches, and then we will move on to discussing the medical and social models of disability, the neurodiversity approaches and their theoretical commitments, linguistic policies surrounding autism and their metaphysical implications, and the relationship between diagnosis and identity.

The final syllabus, including the complete list of readings and assignments, will be provided on the first day of class and then uploaded on Virtuale.

Readings/Bibliography

The final syllabus, including the complete list of readings and assignments, will be provided on the first day of class.

Below you can find some of the readings we will discuss during the class, and additional recommendations will be provided during the course.

• Silberman, S. (2015). Neurotribes. The Legacy of Autism and the Future of Neurodiversity (selected chapters) – available also in its Italian translation (edizioni LSWR).
• Evans, B. (2017). The Metamorphosis of Autism (selected chapters)
• Chapman, R. (2023). Empire of Normality (selected chapters)
• Frazer-Carroll, M. (2023). Mad World. The Politics of Mental Health (selected chapters)
• Dwyer, P. (2022). The Neurodiversity Approach(es): What Are They and What Do They Mean for Researchers? Human Development 66(2): 73-92.
• Fellowes, S. (2024). Establishing the accuracy of self-diagnosis in psychiatry. Philosophical Psychology, 1-28.
• Jorba, M., Petrolini, V., & Cepollaro, B. (2024). Person-first and identity-first approaches to Autism: metaphysical and linguistic implications. Synthese, 204(3), 111.
• Broeker, M. D., & Arnaud, S. (2024). Countering essentialism in psychiatric narratives. Philosophical Psychology, 1-29.

Teaching methods

This a discussion-based seminar, where more traditional lectures will be complemented by debates, exchanges of ideas, class presentations, and a wide range of in-class and take-home activities. Special attention will be devoted to the development of core philosophical skills such as reading, writing, and debating through the discussion of the class topics.

More details on class format will be introduced during the first day of class.

Assessment methods

The requirement for seminar attendance is to participate in at least 2/3 of the meetings (i.e., 10 out of 15).

The final grade will result from the following three components:

a) Participation in the in-class activities, including the submission of mini-assignments throughout the course (20%);

b) In-class presentation on one paper over the course of the class (30%). Each presentation should include a brief summary of the main argument, a short discussion of 2-3 points of the text that you find interesting or relevant, and some further questions that will fuel class discussion. Be prepared to talk for 15-20 minutes, and to lead a short discussion afterwards. Presentation and discussion times may vary and will be established based on the class size.

c) Final paper project (50%): You will be required to write a 4,000-5,000 word (about 8-10 pages) paper based on one or more topics discussed in class. I will ask you to send me a short abstract and outline of the paper in advance, so that we can devote some time to strengthening your argument.

A detailed rubric for each assignment component will be made available on the first day of class and then uploaded on Virtuale. The assessment method may be subject to change depending on class size; some adjustments should be expected after the start of the course.

Students with disabilities

Students with disabilities are entitled to special adjustments according to their condition, subject to assessment by the University Service for Students with Disabilities. Please do not contact the instructor, but make an appointment with the University Service directly. The Service will then determine what adjustments are appropriate, and get in touch with the teacher. For more information, please visit the following page: https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students

Teaching tools

I will avail myself of a wide range of tools to support teaching and facilitate participation while acknowledging a variety of learning styles. Besides Power point and Prezi, I will use paper handouts as well as software such as Slido, Kahoot, and Wooclap.

Office hours

See the website of Valentina Petrolini