History of Modern Philosophy (MA)
A.Y. 2024/2025
Learning objectives
The course aims to allow students to acquire the methodological and critical tools characterising philosophical studies in the history of early modern philosophy, together with a sound general knowledge of the historical evolution of early modern philosophical thought. To comply with the typically interdisciplinary character of philosophical research, the course also enables students to acquire adequate historical, linguistic and philological training, according to the study of the early modern age.
The analysis of the discussion of a crucial philosophical theme from the 15th to the 17th century will allow students to develop an in-depth knowledge of the various phases of the early modern philosophical tradition and the intersections between metaphysical, political, philological, theological, and moral perspectives.
The analysis of the discussion of a crucial philosophical theme from the 15th to the 17th century will allow students to develop an in-depth knowledge of the various phases of the early modern philosophical tradition and the intersections between metaphysical, political, philological, theological, and moral perspectives.
Expected learning outcomes
Knowledge and understanding
At the end of the course, the student
1. masters a systematic and in-depth knowledge of the history of early modern philosophy, acquired through the reading of some classics of the early modern period and the study of secondary literature
2. has a philologically sound knowledge of the sources of early modern texts
3. understands the historical and theoretical meaning of early modern texts (also in their original language) and the transformations of traditions, concepts and argumentative forms over time
4. understands the various interpretations of texts analysed in different chronological, cultural and linguistic contexts in the early modern tradition
5. has proficient knowledge of the bibliographic resources and methodological tools characterising the historical-philosophical research, with special reference to the early modern period.
Ability to apply knowledge and understanding
At the end of the course, the student
1. can apply the knowledge acquired in framing historically authors and texts from the early modern period
2. can soundly and adequately make use of the early modern philosophical lexicon, with philological awareness
3. can apply the acquired knowledge on the historical development of the argumentative forms, traditions of the early modern thought to the analysis of new textual and theoretical problems
4. can master and apply the methodological resources and bibliographic tools of historical-philosophical research in the early modern context and can produce original research, discussing the results obtained and presenting them to others.
At the end of the course, the student
1. masters a systematic and in-depth knowledge of the history of early modern philosophy, acquired through the reading of some classics of the early modern period and the study of secondary literature
2. has a philologically sound knowledge of the sources of early modern texts
3. understands the historical and theoretical meaning of early modern texts (also in their original language) and the transformations of traditions, concepts and argumentative forms over time
4. understands the various interpretations of texts analysed in different chronological, cultural and linguistic contexts in the early modern tradition
5. has proficient knowledge of the bibliographic resources and methodological tools characterising the historical-philosophical research, with special reference to the early modern period.
Ability to apply knowledge and understanding
At the end of the course, the student
1. can apply the knowledge acquired in framing historically authors and texts from the early modern period
2. can soundly and adequately make use of the early modern philosophical lexicon, with philological awareness
3. can apply the acquired knowledge on the historical development of the argumentative forms, traditions of the early modern thought to the analysis of new textual and theoretical problems
4. can master and apply the methodological resources and bibliographic tools of historical-philosophical research in the early modern context and can produce original research, discussing the results obtained and presenting them to others.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
Critical Readings of the Sacred Texts in the Early Modern Period, and Their Heretical Applications
Thanks to Renaissance Humanism, a critical philological method for reading sacred texts became widespread in Europe. At variance with the earlier exegetical tradition, such a method invited readers to engage directly with sacred texts and their sources (Valla, Erasmus). As a result, Renaissance biblical exegesis opened up the possibility of defending heterodox and even patently heretical theses on the grounds of newly interpreted scriptural passages (Socinianism). Some of these theses concerned issues of crucial importance for early modern culture, including the motion of the Earth around the Sun (Galileo) and the status of the 'new' peoples encountered in the Americas (La Peyrère). Reaching as far as Spinoza and Hobbes, the novel critical style of interpreting sacred texts posed some paramount questions for understanding modern thought. For example, what is the relationship between philosophy and scripture on the one hand, and between reason and faith on the other (Meijer, Spinoza)? Or again, what is the nature of religious traditions and the relationship between spiritual and secular power (Spinoza, Hobbes)?
Thanks to Renaissance Humanism, a critical philological method for reading sacred texts became widespread in Europe. At variance with the earlier exegetical tradition, such a method invited readers to engage directly with sacred texts and their sources (Valla, Erasmus). As a result, Renaissance biblical exegesis opened up the possibility of defending heterodox and even patently heretical theses on the grounds of newly interpreted scriptural passages (Socinianism). Some of these theses concerned issues of crucial importance for early modern culture, including the motion of the Earth around the Sun (Galileo) and the status of the 'new' peoples encountered in the Americas (La Peyrère). Reaching as far as Spinoza and Hobbes, the novel critical style of interpreting sacred texts posed some paramount questions for understanding modern thought. For example, what is the relationship between philosophy and scripture on the one hand, and between reason and faith on the other (Meijer, Spinoza)? Or again, what is the nature of religious traditions and the relationship between spiritual and secular power (Spinoza, Hobbes)?
Prerequisites for admission
Given the subject matter of the course, students should have a general knowledge of the New and Old Testament, especially the book of Genesis.
Teaching methods
Lectures
Debate and discussion
In-class analysis of philosophical texts
Student presentations
Debate and discussion
In-class analysis of philosophical texts
Student presentations
Teaching Resources
The readings followed by ** will be made available online and uploaded to Ariel.
ASSIGNED READINGS FOR ATTENDING AND NON-ATTENDING STUDENTS, 6/9 ECTU:
· C. Celenza, "Lorenzo Valla's Radical Philology," JMEMS 42, 2 (2012), pp. 365-94**
· Erasmus, "Apologia," in Collected Works of Erasmus: The New Testament Scholarship of Erasmus, a cura di Robert S. Sider (Toronto: University of Toronto Press, 2019), pp. 456-477.**
· G. Galilei, Lettere copernicane in Opere, a cura di Antonio Favaro (Giunti-Barbera: Firenze, 1895), vol. 5, pp. 279-348.**
· T. Hobbes, Il Leviatano, a cura R. Santi (Milano: Bompiani, 2001), capp. 31-33, 35, 38-41, 42 (selezioni), 43-44, 47.**
· I. La Peyrère, I preadamiti, a cura di G. Lucchesini e P. Totaro (Macerata: Quodlibet, 2004), chs. 1-5, 8-13, 18-19, 21-23, 25-26.
ADDITIONAL READINGS FOR ATTENDING AND NON-ATTENDING STUDENTS, 9 ECTU:
· L. Meyer, Philosophy as the Interpreter of Holy Scripture, ed. by Lee C. Rice e Francis Pastijn (Milwaukee, WI: Marquette University Press, 2005), pp. 21-31, 38-48, 89-119, 136-141.
· B. Spinoza, Trattato teologico-politico, in Tutte le opere, a cura di A. Sangiacomo (Milano: Bompiani, 2010), Prefazione, capp. 1-5, 7-9, 12-15.**
ADDITIONAL READINGS FOR NON-ATTENDING STUDENTS, 6/9 ECTU:
· R. Popkin, Isaac la Peyrère (1596-1676): His Life, Work, and Influence (Leiden: Brill , 1987), chs. 1-8 [** downloadable from Minerva].
· P. Springborg (a cura di), The Cambridge Companion to Hobbes's Leviathan (Cambridge: Cambridge UP, 2007), "General Introduction", capp. 10-13 [** downloadable from Minerva].
ADDITIONAL READINGS FOR NON-ATTENDING STUDENTS, 9 ECTU:
· S. Nadler, A Book Forged in Hell: Spinoza's Scandalous Treatise and the Birth of the Secular Age (Princeton: Princeton UP, 2011) [** downloadable from Minerva].
ASSIGNED READINGS FOR ATTENDING AND NON-ATTENDING STUDENTS, 6/9 ECTU:
· C. Celenza, "Lorenzo Valla's Radical Philology," JMEMS 42, 2 (2012), pp. 365-94**
· Erasmus, "Apologia," in Collected Works of Erasmus: The New Testament Scholarship of Erasmus, a cura di Robert S. Sider (Toronto: University of Toronto Press, 2019), pp. 456-477.**
· G. Galilei, Lettere copernicane in Opere, a cura di Antonio Favaro (Giunti-Barbera: Firenze, 1895), vol. 5, pp. 279-348.**
· T. Hobbes, Il Leviatano, a cura R. Santi (Milano: Bompiani, 2001), capp. 31-33, 35, 38-41, 42 (selezioni), 43-44, 47.**
· I. La Peyrère, I preadamiti, a cura di G. Lucchesini e P. Totaro (Macerata: Quodlibet, 2004), chs. 1-5, 8-13, 18-19, 21-23, 25-26.
ADDITIONAL READINGS FOR ATTENDING AND NON-ATTENDING STUDENTS, 9 ECTU:
· L. Meyer, Philosophy as the Interpreter of Holy Scripture, ed. by Lee C. Rice e Francis Pastijn (Milwaukee, WI: Marquette University Press, 2005), pp. 21-31, 38-48, 89-119, 136-141.
· B. Spinoza, Trattato teologico-politico, in Tutte le opere, a cura di A. Sangiacomo (Milano: Bompiani, 2010), Prefazione, capp. 1-5, 7-9, 12-15.**
ADDITIONAL READINGS FOR NON-ATTENDING STUDENTS, 6/9 ECTU:
· R. Popkin, Isaac la Peyrère (1596-1676): His Life, Work, and Influence (Leiden: Brill , 1987), chs. 1-8 [** downloadable from Minerva].
· P. Springborg (a cura di), The Cambridge Companion to Hobbes's Leviathan (Cambridge: Cambridge UP, 2007), "General Introduction", capp. 10-13 [** downloadable from Minerva].
ADDITIONAL READINGS FOR NON-ATTENDING STUDENTS, 9 ECTU:
· S. Nadler, A Book Forged in Hell: Spinoza's Scandalous Treatise and the Birth of the Secular Age (Princeton: Princeton UP, 2011) [** downloadable from Minerva].
Assessment methods and Criteria
ATTENDING AND NON-ATTENDING STUDENTS: The oral exam, covering the texts and themes treated in through the course, will aim at evaluating their critical and argumentative abilities upon discussing the texts, notions, and concepts addressed through the course. The evaluation will take into consideration the students' argumentative rigour and their use of technical lexicon. The final grade will be on a scale from 18 to 30 (below 18 = fail).
ATTENDING STUDENTS: During the course, students will be offered the possibility to give a class presentation on individual chapters/sections of some of the assigned readings. Presentations will contribute to 50% of the overall evaluation score.
ATTENDING STUDENTS: During the course, students will be offered the possibility to give a class presentation on individual chapters/sections of some of the assigned readings. Presentations will contribute to 50% of the overall evaluation score.
Educational website(s)
Professor(s)
Reception:
Wednesday, h. 14,00-17,00 (on skype/teams). Students can schedule an online meeting by email
Skype / Teams