79467 - Epistemology

Learning outcomes

The course sets out to introduce some key notions within the contemporary debate in philosophy of medicine and focuses on the concepts of health, disease, risk, threshold, diagnosis, and prevention. The course also offers an overview of the main theoretical positions within this debate, such as descriptivism and normativism, categorical and dimensional approaches, and different accounts concerning explanation, prediction, modeling, and epistemic and non-epistemic values in the health sciences. The course aims to foster philosophical skills through the exploration of methodological and conceptual aspects related to medical research and practice, as well as through the analysis of more specific case studies (e.g., epidemiology, oncology, psychiatry).

Course contents

The course will explore several key topics related to epistemology and philosophy of medicine, including:1) concepts related to health and illness; 2) public and global health; 3) mental health and well-being; 4) causality and evidence in medicine; 5) science and values, science and trust; 6) Artificial Intelligence and telemedicine. 

By the end of the course, students will be able to navigate the contemporary theoretical debate on these topics and analyze and discuss relevant epistemological literature.

Readings/Bibliography

Required readings:

Canali, S. (2024), Filosofia della medicina, Carocci

Lalumera, E. (2023) Stare bene. Un'analisi filosofica. Il Mulino.

Carra, L. & Vineis, P. (2022) Il Capitale Biologico. Le conseguenze sulla salute delle disuguaglianze sociali, Codice.

Additional readings will be provided during the course. All the readings and relevant chapters will be made available on Virtuale. Class discussion will start from scientific articles, newspaper articles, case studies, and podcasts or radio programs devoted to the class topics. 

Teaching methods

I am committed to making this class an interactive, fruitful, and effective learning experience. This a discussion-based class, where more traditional – but still interactive – lectures will be complemented by debates, exchange of ideas, class presentations, and a wide range of in-class and take-home activities.

More details on class format will be introduced during the first day of class, part of which will be devoted to the illustration of the teaching methodology.

Assessment methods

The final grade will result from various components, including:

a) In-class presentation on one paper over the course of the class (50%). Each presentation should include a brief summary of the main argument, a short discussion of 2-3 points of the text that you find interesting or relevant, and some further questions that will fuel class discussion. Be prepared to talk for 15-20 minutes, and to lead a short discussion afterwards. The presentation schedule will be set up during the first week of class. 

b) Oral exam that will cover 2 of the class modules (50%). The modules will be selected by students and communicated to the instructor at the beginning of the oral exam. The selected modules should cover a different range of topics with respect to the class presentation. 

Excellent grades (28-30, A equivalent) will be assigned to students who demonstrate a thorough knowledge of the material discussed in class, critical thinking and analytical skills, and the ability to express concepts clearly and convincingly. Average to good grades (23-27, B equivalent) will be assigned to students who exhibit good understanding of the material but fall short of conceptual elaboration and/or connections among the topics discussed throughout the course – e.g., they present the material piecemeal but fail to see how it hangs together. Students who exhibit superficial knowledge, gaps in preparation, poor critical and analytical skills will receive average to low grades (18-22, C equivalent). Severe gaps in one or more of the areas listed above can result in a failing grade (below 18, D or F equivalent).

Students with disabilities

Students with disabilities have the right to special adjustments according to their condition, following an assessment by the University Service for Students with Disabilities. Please do not contact the instructor, but get in touch with the University Service directly to determine the appropriate adjustments. The Service will then determine what adjustments are 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 

Students should contact the University Service in advance: any proposed adjustment must be submitted at least 15 days before the exam for the instructor’s approval, who will evaluate the appropriateness in relation to the learning objectives of the course.

Teaching tools

I will avail myself of a wide range of tools to support teaching and facilitate participation while acknowledging a variety of learning styles. Besides Power point and Prezi, I will use paper handouts as well as software such as Slido, Kahoot, and Wooclap.

Office hours

See the website of Valentina Petrolini