The Theoretical Philosophy course sets out to understand the political, social, scientific, technical, artistic, theological, ideological effects of the different configurations of the relationship between knowledge and being. In the A module of the course, the outlines of ancient, medieval, modern and contemporary thought are exposed from time to time in this perspective. The teaching aims to develop in students the sense of complexity, the ability to understand opposing reasons, the ability to configure an interpretation of the inexhaustible text of tradition.
Course Prerequisites
A developed capacity for synthesis and criticism. General knowledge of the history of the West in its fundamental stages. Ability to understand complex texts.
Teaching Methods
Discursive and argumentative frontal lessons, without the support of visual presentations. Seminar discussion meetings between the teacher and students.
Assessment Methods
Oral interview to verify the knowledge of the arguments of the exam texts, and to ascertain the understanding of the role of philosophical thought in historical experience.
Texts
J. Freund, La crisi dello Stato tra decisione e norma, Napoli, Armando. C. Schmitt, Stato, grande spazio, nomos, Milano, Adelphi. C. Brown, Sovereignty, Rights, and Justic, Polity Press, Cambridge UK. J.L. Goldsmith, E.A. Posner, The Limits of International Law, Oxford University Press.
Contents
The Limits of International Law. The course will address the theoretical difficulties of establishing international law without universal potestas. The system of rules-based cooperation, which purported to be an alternative to the system of command and domination, has proven weak in its ability to address conflicts, limiting itself to attempts to neutralize them. The course will examine the limitations of an overly extended rule of law in the judicial, rather than political, management of international conflicts, and will advance an alternative to the mere assertion of force.
Course Language
Italian
More information
Non-attending students should contact the teacher to define the exam program. The privileges granted by inclusive teaching cannot justify a superficial knowledge of the subject.
