12365 - History of Ancient Philosophy (2)

Learning outcomes

Three main objectives: (1) philological: to provide the essential tools for the study of ancient Greek and Roman philosophy; (2) dialectical: train to the discussion of a philosophical problem by examining ancient solutions compared to other solutions, particularly in modern and contemporary philosophy; (3) rhetorical: to provide a philosophical writing method aimed at preparing a written exercise on ancient philosophy.

Course contents

In Search of Ourselves: Plato's Phaedo

Who we really are, both as human beings in general and as individuals, remains an enigma awaiting resolution. Plato was the first to seriously address this, proposing an answer that may seem unappealing to the modern reader: we are our soul. Does it make sense to talk about ourselves in these terms today? Perhaps not. But first, it's better to understand what Plato really meant when he spoke of the soul and its connection to ideas. We pride ourselves on being rational, but do we really understand what that means? This is what the Phaedo discusses, and this is what we will seek to clarify in the course

Readings/Bibliography

Platone, Fedone, Torino, Einaudi

One of the following books:

F. Trabattoni, Platone, Roma, Carocci (N.B. collana ‘Pensatori’, pp. 220) – NB:If not already studied for History of Ancient Philosophy I

M. Vegetti, Platone. Quindici lezioni, Torino, Einaudi - NB:If not already studied for History of Ancient Philosophy I

M. Bonazzi, Atene la città inquieta, Torino, Einaudi

D. Ross, La teoria delle idee di Platone, Bologna, Il Mulino

Teaching methods

Lectures, with a close reading of Plato’s text

Assessment methods

Oral examination

Criteria

30 cum laude - Excellent as to knowledge, philosophical lexicon and critical expression.

30 – Excellent: knowledge is complete, well argued and correctly expressed, with some slight faults.

27-29 – Good: thorough and satisfactory knowledge; essentially correct expression.

24-26 - Fairly good: knowledge broadly acquired, and not always correctly expressed.

21-23 – Sufficient: superficial and partial knowledge; exposure and articulation are incomplete and often not sufficiently appropriate

18-20 - Almost sufficient: superficial and decontextualized knowledge. The exposure of the contents shows important gaps.

Exam failed - Students are requested to show up at a subsequent exam session if basic skills and knowledge are not sufficiently acquired and not placed in the historical-philosophical context.

Students with disabilities and Specific Learning Disorders (SLD)

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

Teaching tools

Some texts of bibliography and eventual slides shown during the course will be available on Virtuale.

Office hours

See the website of Mauro Bonazzi