90042 - History of Scientific and Pseudoscientific Ideas (1) (LM)

Learning outcomes

By the end of the course the student will have acquired a thorough knowledge of the main topics regarding history of science and pseudosciences, in their relationship with the philosophical and literary culture, and with the political, social and institutional context. He/she will be able to discuss them effectively both orally and in writing, using the appropriate terminology. He/she will learn to assess the sources and use the critical tools. He/she will develop the ability to perform archival and bibliographic research at a professional level.

Course contents

Course Title:

Science and Pseudoscience from Astrology to the Ancient Astronauts.

The course will focus on the history of pseduoscience from the Scientific Revolution to the present day. Particular attention will be paid to the so-called "Ancient Astronauts Theory", and its relationship with Science, Western and Eastern Philosophy and Religions, Magic, Literature, Art, Movies and Comics, etc.

 

Course contents:

First Module:

Lessons 1-3: Science and Pseudoscience

Lessons 4-7: Astrology, Alchemy, and Homeopathy.

Lessons 8-11: Creationism, Paranormal, and the Lost Continent

Lessons 12-15: The Ancient Astronauts Theory from Theosophy to Science Fiction

Plus 6 hours for the couse: Teaching and Communication of Natural Sciences.

Readings/Bibliography

ATTENDING STUDENTS

M. Ciardi, Breve storia delle pseudoscienze, Milano, Hoepli, 2021.

Further reading:

T. Di Carpegna Falconieri, Nel labirinto del passato. 10 modi di riscrivere la storia, Roma-Bari, Laterza, 2020.

M. Ciardi, Il mistero degli antichi astronauti, Roma, Carocci, 2017.

M. Ciardi, Galileo e Harry Potter. La magia può aiutare la scienza?

Course material online (contact the teacher for the full list).

NON-ATTENDING STUDENTS

M. Ciardi, Breve storia delle pseudoscienze, Milano, Hoepli, 2021.

Further reading:

T. Di Carpegna Falconieri, Nel labirinto del passato. 10 modi di riscrivere la storia, Roma-Bari, Laterza, 2020.

M. Ciardi, Il mistero degli antichi astronauti, Roma, Carocci, 2017.

M. Ciardi, Galileo e Harry Potter. La magia può aiutare la scienza?

 

Course material online (contact the teacher for the full list).

 

Teaching methods

Teaching methods may vary in relation to the number, requests and interests of students. They will include traditional lectures, open discussions, and presentation of papers by the students. Course attendance is strongly recommended.

Assessment methods

Students who attend at least 75% of the lessons are considered to be attending.

The exam will take the form of an oral discussion and the student will be assessed according to the knowledge he has acquired, his ability to provide a clear summary of the topics covered and his critical handling of the material. He will be expected to refer to both the exam bibliography and the texts read and discussed during the lectures.

The assessment will concentrate particularly on the skill displayed by the student in handling the sources and material in the exam bibliography and his ability to find and use information and examples to illustrate and correlate the various themes and problems addressed in the course.

Top marks will be awarded to a student displaying an overall understanding of the topics discussed during the lectures, combined with a critical approach to the material and a confident and effective use of the appropriate terminology.
Average marks will be awarded to a student who has memorized the main points of the material and is able to summarise them satisfactorily and provide an effective critical commentary, while failing to display a complete command of the appropriate terminology. A student will be deemed to have failed the exam if he displays significant errors in his understanding and failure to grasp the overall outlines of the subject, together with a poor command of the appropriate terminology.

Evaluation levels:

30 cum laude: excellent performance showing soundness of knowledge, rich discursive articulation, appropriate expression, interest of critical contribution;

30: Excellent performance, complete, and appropriate knowledge, well-articulated and appropriately expressed, with interesting critical contributions;

29-27: Good performance, more than satisfactory knowledge, correct expression.

26-24: Standard performance, essential knowledge, but not comprehensive and / or not always correctly expressed;

23-21: Sufficient performance, general but superficial knowledge; often inappropriate expression and/or confused articulation of speech;

20-18: Poor performance, sufficient expression and articulation of speech with significant gaps;

< 18: Insufficient performance, knowledge absent or very incomplete, lack of orientation in the discipline, poor and seriously flawed expression.

Teaching tools

Teaching tools will include power points, web sources, movies.

Office hours

See the website of Marco Ciardi