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Course
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Credits
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Scientific Disciplinary Sector Code
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Contact Hours
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Exercise Hours
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Laboratory Hours
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Personal Study Hours
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Type of Activity
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Optional materials and exam in a foreign language
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Language
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Optional group:
UNA MATERIA A SCELTA TRA STORIA MODERNA CONTEMPORANEA ROMANA CURR FILOLOGICO - (show)
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8
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14556 -
STORIA CONTEMPORANEA
(objectives)
The objectives of the 21/22 Contemporary History course are manifold. First, the course aims to consolidate the knowledge of the history of Nationalsocialism and the ability to understand the evolution of German society during the Twenties and Thirties of the 20th century. With recommended readings, students' ability to learn will be improved. The aim is to educate students in independent judgment and to be able to form their own critical thinking. It will also aim to strengthen their knowledge and analysis skills of contemporary events. Finally, attention will be paid during the lessons on methodologies for developing and improving the communication skills of students.
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Derived from
14556 STORIA CONTEMPORANEA in FILOLOGIA MODERNA (LM-14) LM-14 PAOLINO Marco salvatore
( syllabus)
Each lesson will last two hours; 24 lessons for a total of 48 hours.
Contents:
1. The ideological foundations of Nazism
2. The concept of Volk
3. Pan-Germanism
4. The myths of the ancient Germans
5. The legacy of the Enlightenment
6. Romanticism
7. Racism
8. Anti-Semitism
9. Germanic utopias
10. Nazi ideology
11. The role of the school
12. Young people
13. Students
14. Universities
15. Workers
16. The “Bund”
17. Civil society organisations
18. Nationalsocialism
19. Conservatives
20. Former combatants
21. Anti-bourgeois movements
22. The German Revolution
23. Anti-Jewishism
24. The eve of the war
( reference books)
George L. Mosse, Le origini Culturali del Terzo Reich, Editore Il Saggiatore, 2018.
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8
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M-STO/04
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48
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Core compulsory activities
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ITA |
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14720 -
STORIA ROMANA
(objectives)
1) Knowledge and understanding: knowledge of the historical data, methodologies and documents proposed; acquisition of a basic scientific vocabulary.
2) Applying knowledge and understanding: to be able to read and discuss a historical source by inserting it within its context; to be able to use the fundamental bibliographical to
3) Making judgements:to be able to identify causal links and interpret a historical phenomenon critically; to be aware of the complexity and "relativity" of historical phenomena.
4) Communication skills: to be able to present the acquired knowledge in a correct, orderly and consequential way.
5) Learning skills: to be able to use the knowledge and skills acquired and the specific language learned in view of a continuation of their learning path or the development of non-specialized professional activities.
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DE SANCTIS Gianluca
( syllabus)
The course aims to provide students with the tools for a scientific approach to the study of Roman history, from its origins to the "noiseless fall" of the western part. The first part of the course will deal with themes of chronology, historical geography, historiography and epigraphy, alternating lessons of a more purely eventual nature with others centered on broad methodological issues. The second part of the course will instead have a monographic and seminar character: it will be dedicated to the study of Roman religion in its multiple aspects and intersections with the world of law, politics, war, agriculture, economy and daily life more in general.
A) GENERAL PART
Archaic Lazio and the birth of Rome; the myths of the origins; the age of kings; the birth of the Republic and the Roman constitution; the last century of the Republic and civil wars; the Augustan principality; the first two centuries of imperial history; the crisis of the third century; the great reformers: Aureliano, Diocleziano, Costantino; the fourth century and Christian Rome; Romans and barbarians; the fall of the Western Roman Empire.
B) IN-DEPTH MONOGRAPHIC STUDY
Rome and the others.
Who were the Romans? What did they know, or what did they think they knew, about their origins? How did they build their universal dominion, embodied in the myth of Roma caput mundi ("Rome capital of the world")? A widespread perception recognizes in the history of Rome above all its violent and martial aspects, the ability to sacrifice everything in the name of the rules, the brutality of slavery, the conquests, the destruction of entire cities (think of that of Carthage and Corinth in 146 BC or that of Jerusalem in 70 AD just to name a few of the most famous examples). Yet, this is only one of the "faces" of Rome, perhaps the best known and most impressive (in this sense, the fascist myth of the Roman era undoubtedly played an important role), but certainly not the only one. Right from the start, alongside the ferocity embodied in the episode of fratricide, Rome exhibits, through the myth of the Asylum, an "open", inclusive character, which recognizes otherness as a resource, rather than a threat. In fact, the Romans have shown that they do not recognize any value to the theme of race and ethnic purity; they integrated the vanquished peoples, provided they were ready to abandon themselves to the fides of the victors, granting them citizenship through simple and rapid procedures, which are unmatched in the history of the great empires; even slaves became citizens once they were freed (unlike what happened in the neighboring Greek world, in Rome escaping slavery was much easier: the will of the master was enough and he could grant freedom individually, even by testament, without having to involve the entire city community in the decision). In short, ferocity and welcome, domination and integration, discipline and flexibility do not represent opposing and divergent expressions, but harmonious and complementary expressions of Romanism, which, only if held together, can explain the "miracle" of such a vast and long-lived multi-ethnic empire.
( reference books)
PROGRAMME FOR ATTENDING STUDENTS:
1) Giovanni Geraci e Arnaldo Marconi, Storia romana (con la collaborazione di A. Cristofori e C. Salvaterra), Mondadori, Milano 2016 (quarta edizione);
2) A. Giardina, Storia mondiale dell’Italia, Laterza, Roma-Bari 2017, pp. 4-183.
3) G. De Sanctis, La religione a Roma, Carocci, Roma 2012;
4) Materiale didattico illustrato a lezione.
STUDENTS WHO ARE UNABLE TO ATTEND THE LECTURES AND THOSE ENROLLED TO TAKE THE ROMAN HISTORY EXAM AS A SINGLE COURSE WILL CHOOSE ONE OF THE FOLLOWING VOLUMES IN PLACE OF THE COURSE MATERIAL MENTIONED IN POINT 4):
• M. Beard, SPQR. Storia dell’antica Roma, Mondadori, Milano 2016 (ed. or. SPQR: A History of Ancient Rome, 2015, Profile Books, London 2015);
• P. Brown, Il mondo tardoantico. Da Marco Aurelio a Maometto, Einaudi, Torino 2017.
• L. Canfora, Giulio Cesare. Il dittatore democratico, Laterza, Roma-Bari 2006.
• G. De Sanctis, La logica del confine. Per un’antropologia dello spazio in Roma antica, Carocci, Roma 2015.
• F. Dupont, La vita quotidiana nella Roma repubblicana, Laterza, Roma-Bari 2000.
• A. Giardina, L’uomo romano, Laterza, Roma-Bari 2006.
• A. Giardina (a cura di), Roma antica, Laterza, Roma-Bari 2006.
• M. Lentano, Il mito di Enea (con M. Bettini), Einaudi, Torino 2013.
• S. Mazzarino, La fine del mondo antico, Bollati Boringhieri, Torino 2008.
• F. Santangelo, Roma repubblicana. Una storia in quaranta vite, Carocci 2019.
• P. Veyne, L’impero greco-romano. Le radici del mondo globale, Rizzoli, Milano 2007 (ed. or. L’empire gréco-romain, Seuil, Paris 2005).
Highly recommended for ALL students is the consultation of a historical atlas of the ancient world. For guidance only, we recommend:
M. Baratta-P. Fraccaro et al., Atlante storico, Istituto geografico De Agostini, Novara 1979;
H. Bengston-V. Milojcic, Großer historischer Weltatlas, I. Teil (Vorgeschichte und Altertum), Bayerischer Schulbuch-Verlag, München 1978;
R. J. A. Talbert, Atlas of Classical History, Routledge, London 1985.
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8
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L-ANT/03
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48
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Core compulsory activities
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ITA |
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Optional group:
UNA MATERIA A SCELTA TRA MOSTRE E MUSEI CRITICA LETT E LETTERATURE COMP, FONETICA CURR FILOLOGICO - (show)
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8
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12974 -
CRITICA LETTERARIA E LETTERATURE COMPARATE
(objectives)
The course aims to provide theoretical and methodological elements of literary criticism indispensable in the educational objectives of the Magistral Degree Course in Modern Philology.
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8
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L-FIL-LET/14
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48
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Core compulsory activities
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ITA |
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14567 -
FONETICA E FONOLOGIA
(objectives)
L’insegnamento di Fonetica e Fonologia costituisce un approfondimento (in sede di studi specialistici) di quello di Linguistica Generale (impartito in sede di laurea triennale). L’insegnamento è indirizzato a analizzare il comportamento vocale dei parlanti. Il comportamento vocale dei parlanti è parte integrante del loro comportamento linguistico. Il fine ultimo è sempre quello di elaborare regole predittive (non normative) necessarie a costruire la grammatica di una data lingua. Ma per elaborare predizioni affidabili, è necessario poter misurare i dati di partenza. Allo scopo di ottenere dati affidabili e misurabili il solo ascolto dei suoni linguistici è assolutamente inadeguato allo scopo. La percezione uditiva deve essere corredata da strumenti metodologici e tecniche di misurazione acustica. Occorre quindi studiare l’acustica dei suoni linguistici, oltre che la fisiologia anatomica che li produce. Tradizionalmente, questi due approcci sono denominati rispettivamente fonetica acustica e fonetica articolatoria: entrambi saranno oggetto dell’insegnamento.
Oltre alla Fonetica, sarà la Fonologia ad essere oggetto dell’insegnamento. Il componente fonologico (come del resto anche quello fonetico) dovrebbe essere già ben noto e definito ai discenti, i quali nella laurea triennale hanno sostenuto l’esame di Linguistica Generale. In sede di Laurea Magistrale, con l’insegnamento di Fonetica e Fonologia il discente approfondirà e apprenderà ulteriori metodologie e tecniche di analisi specificamente dedicate alla Fonologia. In particolare, saranno trattati i modelli fonologici autosegmentali e i rapporti tra intonazione e pragmatica.
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Derived from
14589 FONETICA E FONOLOGIA in FILOLOGIA MODERNA (LM-14) LM-14 DE DOMINICIS Amedeo
( syllabus)
Dal punto di vista curriculare, l’insegnamento tratterà i seguenti argomenti:
- Riepilogo di analisi fonetica acustica.
- Riepilogo di analisi fonologica: (fono, fonema); proprietà fonologiche (tono, accento, coarticolazione e assimilazione / dissimilazione).
- Teorie fonologiche (strutturalismo, generativismo, autosegmentalità).
- Infine, si tratterà il tema dei rapporti tra intonazione e pragmatica.
Per quanto riguarda la ripartizione temporale dell’impegno didattico dedicato ai vari argomenti, a me sembra che ogni ipotesi formulata preventivamente sarebbe priva di plausibilità, in quanto non è verosimile organizzare un lavoro didattico in astratto: i tempi dipenderanno dalle risposte dei discenti, risposte che per definizione dipendono dalla platea dei discenti, dalle loro caratteristiche e dai loro profili intellettuali, cioè da elementi che ad oggi sono a me – come a chiunque – ignoti, e per conseguenza è impossibile fare previsioni attendibili in merito. In linea generale, posso solo prevedere che la cosa andrà come in tutti gli anni precedenti, vale a dire che nelle mie intenzioni dovrei dedicare un quarto delle ore al riepilogo della fonetica acustica, un quarto al riepilogo della fonologia, un quarto alle teorie fonologiche, un quarto ai rapporti tra intonazione e pragmatica, ma nella realtà i discenti mi chiederanno ciclicamente di tornare indietro, spiegare nuovamente punti del programma, vanificando così ogni previsione. E ciò dipende dal fatto che i discenti anche frequentanti non studiano a casa il programma svolto in aula, ma studiano solo in prossimità dell’esame e si accorgono solo a posteriori (magari dopo settimane) di aver compreso male quanto svolto in aula. Il problema sarebbe risolto se solo fosse imposto agli studenti di sostenere l’esame finale immediatamente dopo il corso, con una sola data per anno, oltre ad una seconda data destinata al recupero, e non – come oggi avviene – di poterlo sostenere in numerose date di esame spalmate sull’intero arco dell’anno accademico (e oltre): ma l’adozione di tale soluzione non dipende dal sottoscritto (che pure la auspica), ma da scelte politiche e da regolamenti accademici che vanno in direzione contraria.
Frequenza:
Facoltativa dal punto di vista normativo, ma vivamente consigliata sul piano pratico.
( reference books)
1) A. De Dominicis, Fonologia, Roma, CAROCCI, 2003.
2) F. Albano Leoni & P. Maturi, Manuale di Fonetica, Roma, CAROCCI, 2008.
3) A. De Dominicis, Intonazione, Roma, CAROCCI, 2010.
4) A. De Dominicis, Intonazione e pragmatica, in Franca Orletti, Anna Pompei, Edoardo Lombardi Vallauri (eds.), Grammatica e Pragmatica. Atti del XXXIV Convegno Annuale della Società Italiana di Glottologia. pp. 43-85, Roma, IL CALAMO, 2012.
A giudizio mio, non esiste alcuna possibilità di apprendere la fonetica e la fonologia senza una guida didattica frontale. In generale, a me non risulta sia possibile imparare analisi acustiche e metodi formali senza un ausilio didattico costituito da un docente. Forse ciò è possibile in caso di discipline storiche o letterarie, ma né la Linguistica, né tantomeno la Fonetica/Fonologia sono esempi di discipline storiche o letterarie. Per conseguenza, a me non è possibile indicare - in scienza e coscienza - alcuna lettura integrativa per studenti autodidatti.
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8
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L-LIN/01
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48
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Core compulsory activities
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ITA |
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Optional group:
DUE MATERIE A SCELTA TRA LINGUA E LETT LATINA GRECA STORIA DELLA SCRITTURA CURR FILOLOGICO - (show)
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8
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14561 -
LINGUA E LETTERATURA LATINA
(objectives)
Essential knowledge of Roman epic poetry. Direct contact with epic texts, put in their ages and in their relationship with genre's tradition.
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Derived from
18028 Letteratura latina in ARCHEOLOGIA E STORIA DELL'ARTE. TUTELA E VALORIZZAZIONE LM-2 LM-2 FUSI Alessandro
( syllabus)
Title: Martial's Epigrams
Programme: the course focuses on Martial's fifteen books of epigrams. This work is the culmination of a literary genre which has a long hisory in Greece and Rome and set a type of epigram which will enjoy widespread appreciation in Middle Ages and Renaissance. The course aims to provide a critical knowledge of Martial's epigrammatic corpus, set in the context of Flavian age and in its relationships with the Greek and Latin, not only epigrammatic, literary tradition. The goal will be pursued through reading and literary-philological analysis of a wide selection of texts.
( reference books)
For the epigrams' text: Marco Valerio Marziale, Epigrammi, trad. di M. Scàndola, note di E. Merli, Milano, BUR, 1996 (reprinted several times).
M. Citroni, Pubblicazione e dediche dei libri in Marziale, «Maia» 40, 1988, pp. 3-39 (reprinted in the above edition, pp. 5-64); A. Fusi, La Musa epigrammatica di Marziale, in Lo spazio letterario di Roma antica. VI. I testi: 1. La poesia. Direttore P. Parroni, a cura di A. Fusi, A. Luceri, P. Parroni, G. Piras, Roma, Salerno Editrice, 2009, pp. 716-751; A. Fusi, L'epigramma. Nota introduttiva, in Lo spazio letterario di Roma antica. VI. I testi: 1. La poesia, pp. 707-711;
Latin literature from Caesarian age to the Flavian age with any school textbook at the discretion of the student, to be approved by the professor (recommended G.B. Conte, Letteratura latina, 2 voll., Firenze, Le Monnier Università, 2012).
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8
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L-FIL-LET/04
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48
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Related or supplementary learning activities
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ITA |
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118453 -
Lingua e letteratura greca
(objectives)
- knowledge of authors, themes and problems of Greek literature
- methodological skills useful for critical reading of the texts, in Greek for the students who intend to obtain in the SS-L-FIL-LET / 02 the 24 credits necessary to access the teaching class A 13, in Italian translation with elements of Greek lexicon for students following other courses
- knowledge of the main critical instruments
- good capacity of analysis and independent research.
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VALLOZZA Maddalena
( syllabus)
1. Monographic topic. The comparison between word and image from lyric to rhetoric and
literary criticism
The course will analyze the pages in which the comparison between word and image is developed, in relation to the wide development that the comparison will have in the whole European culture both in the literary and figurative fields. The anlysis will start from Pindar and choral lyric and will reach the rhetoric of the fourth century, with Alcidamante and Isocrates, Plato and Aristotle: here the comparison takes on an even greater complexity, based on the refined analysis of the different technical aspects. Literary criticism draws from this tradition, from Dionysius of Halicarnassus to Plutarch.
2. General part. Authors and literary genres from Homer to the Hellenistic age and to Plutarch.
For non-attending students:
- reading at least two texts of your choice, one in poetry, one in prose, within the context of the Greek literary tradition
- a short critical essay on the texts chosen for the exam
- a handbook of Greek literature
Texts to be read, critical essay and manual are to be agreed through an interview during the reception hours at least one month before the exam.
( reference books)
1.a For the monographic course, analysis of the texts distributed in photocopy in class, in particular taken from
– Pindaro. Le Nemee, a cura di M. Cannatà, Milano, Mondadori 2020
– Platone. Fedro, a cura di M. Bonazzi, Torino, Einaudi, 2011
– Plutarco. L’arte di capire la poesia, a cura di S. Nannini, Milano, Rusconi, 2018
2. For the general part:
- a handbook of Greek literature chosen from those presented and discussed during the introductory lessons
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8
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L-FIL-LET/02
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48
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Related or supplementary learning activities
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ITA |
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18152 -
STORIA DELLA SCRITTURA
(objectives)
The course focuses on the history of writing in Latin characters from the Roman Age to Renaissance and the forms of communication written from the papyrus scroll to the printed book.
In addition to offering the cultural and critical tools to understand the historical development of writing in the ancient and medieval world up to the beginning of the Modern Era, the aim of the course is to provide the skills to read the most widespread book and documentary writings in the Italian peninsula.
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CARDARELLI Francesco maria
( syllabus)
The terminology and periodization of palaeography. The palaeographic transcription. The subjects, tools and techniques of the manuscript book.
The origins of Latin writing and the archaic Latin alphabet. The scripts of Roman Age and Late Antiquity: the Epigraphical Capital, the Old Roman Cursive, the Roman Book Capital, the Minuscule and the New Roman Cursive, the Uncial, the Semi-Uncial, the Chanceries scripts. The abbreviations of the Roman and Medieval Ages; the “Nomina Sacra”.
The scripts of graphic particularism in the Early Middle Ages the Insular scripts, the Merovingian minuscule, the Visigothic, the Beneventan script, the high medieval Italian scripts, the Papal Curial (Chancery) script.
Caroline minuscule and the return the unity of writing in the High Middle Age; Diplomatic minuscule, “Romanesca” minuscule and Transition minuscule. The “littera textualis” (Gothic minuscule): the Italian Gothic “Rotunda”, the “littera Bononiensis” and the “littera Parisiensis”. The other scripts during the Late Middle Ages: the “Cancelleresca” minuscule, the Merchant script, the Bastard.
The reaction to Gothic writing and the scripts of Humanism and Renaissance: Francesco Petrarca and the Semi-gothic, Coluccio Salutati and the “Pre-antiqua”, Poggio Bracciolini and the “Antiqua” or Humanistic minuscule, the Semi-gothic cursive scripts (“Semigotiche delle carte”), Niccolò Niccoli and the Humanistic cursive, the Humanistic Epigraphical Capital. Handwriting in Italy after the invention and diffusion of printing: “Antiqua tonda” and “Italica”.
( reference books)
- Armando Petrucci, “Breve storia della scrittura latina”, Roma, Bagatto Libri, 1992.
- Paolo Cherubini, “La scrittura latina: storia, forme, usi”, Roma, Carocci Editore, 2019.
- Lecture notes and palaeography tables distributed during lessons and exercises. The tables are taken from: “Paleografia latina. Tavole”, edited by Paolo Cherubini, Alessandro Pratesi, Città del Vaticano, Scuola Vaticana di Paleografia, Diplomatica e Archivistica, 2004.
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8
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M-STO/09
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48
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Related or supplementary learning activities
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ITA |
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Optional group:
ULTERIORI ATTIVITA' FORMATIVE CURR FILOLOGICO SCIENZE - (show)
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6
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118454 -
ABILITA' INFORMATICHE E TELEMATICHE
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8
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Other activities
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ITA |
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17443 -
UNA MATERIA A SCELTA LIBERA DELLO STUDENTE
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8
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48
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Elective activities
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ITA |
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18342 -
Prova finale
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18
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Final examination and foreign language test
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ITA |
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Optional group:
UNA MATERIA A SCELTA TRA GEOGRAFIA TECNOLOGIE PER LA FORMAZIONE STORIA DELL'EUROPA DI CENTRO CURR FIL - (show)
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8
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18544 -
TECNOLOGIE PER LA FORMAZIONE
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Derived from
18509 APPRENDIMENTO IN RETE E GESTIONE DELLA CONOSCENZA in INFORMAZIONE DIGITALE (LM-91) LM-91 PIREDDU Mario
( syllabus)
The course is divided into three sections:
I. Media and pedagogy in the transition from the communicative frameworks of orality to those of writing, printing and multimedia;
II. The role of communication technologies and current knowledge infrastructures in learning processes;
III. Cultural software and digitally enhanced teaching tools.
In detail, the following topics will be developed during the course:
I - Media and pedagogy in the transition from the communicative frameworks of orality to those of writing, printing and multimedia.
1. Media and technological dimension; 2. Modes of communication and educational reflexes; 3. Orality, writing, printing, multimedia, networks; 4. Reconfiguration of the methods of archiving, reproduction and creation of knowledge for learning.
II - The role of information and communication technologies in learning processes.
1. Technologies and incorporation of values; 2. Relational configurations of knowledge; 3. The infosphere as a knowledge infrastructure and basis for digitally enhanced teaching.
III - Cultural software and digitally augmented teaching tools.
1. Software and learning platforms; 2. Metadata, databases, algorithms; 3. E-learning, mobile learning, online training, social learning and social reading; 4. Openness and Open Educational Resources.
( reference books)
REFERENCE TEXTS
Mandatory texts for attending and non-attending students (the first text is available in ebook version, the others are available in both paper and digital versions):
Maragliano R., Pireddu M., Storia e pedagogia nei media (#graffi, 2014: ebook).
Ferri P., Moriggi S., A scuola con le tecnologie. Manuale di didattica digitalmente aumentata (Mondadori Università, 2018).
Rivoltella P.C., Rossi P.G., Tecnologie per l'educazione (Pearson, 2019).
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8
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M-PED/03
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48
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Related or supplementary learning activities
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ITA |
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