72538 - Philosophy of the Mind (1) (LM)

Learning outcomes

The course offers an introduction to the main questions addressed in the contemporary philosophy of mind, including the relation between mind and body, mental causation, intentionality, consciousness, and personal identity. It provides the conceptual tools and background information that will enable you to develop a clear understanding of some of the main views that shape current debates on these issues. Besides, at the end of the course you will have built up an ability to reconstruct and critically evaluate the arguments offered in support of competing views in the philosophy of mind.

Course contents

The course will be divided into two modules.

In the first module, we will examine some of the main theories of the mind, with particular attention to recent debates in the field of philosophy of mind.

The second module will be devoted to the topic of consciousness: we will analyze some of the most recent philosophical and scientific theories on the subject and discuss the increasingly debated question of whether artificial intelligence can be considered conscious.

 

The detailed syllabus for the course will be provided and explained during the first lecture.

Readings/Bibliography

Basic texts:

• Chalmers, D. (1996) The Conscious Mind, Oxford: Oxford University Press.
•  Levin, J. (2022) The Metaphysics of Mind, Cambridge: Cambridge University Press (https://doi.org/10.1017/9781108946803)
•  Kim, J. (2011) Philosophy of Mind (3rd Edition), Boulder (CO): Westview Press.

Articles from Stanford Encyclopedia of Philosophy

• “Dualism.” Stanford Encyclopedia of Philosophy, substantive revision September 11, 2020. Originally published August 19, 2003. https://plato.stanford.edu/entries/dualism/.
  
• “The Mind/Brain Identity Theory.” Stanford Encyclopedia of Philosophy, substantive revision May 18, 2007. Originally published January 12, 2000. https://plato.stanford.edu/entries/mind-identity/.
  
• “Physicalism.” Stanford Encyclopedia of Philosophy, substantive revision May 25, 2021. Originally published February 13, 2001. https://plato.stanford.edu/entries/physicalism/.
  
• “Multiple Realizability.” Stanford Encyclopedia of Philosophy, substantive revision May 18, 2020. Originally published November 23, 1998. https://plato.stanford.edu/entries/multiple-realizability/.
  
• “Functionalism.” Stanford Encyclopedia of Philosophy, substantive revision April 4, 2023. Originally published August 24, 2004. https://plato.stanford.edu/entries/functionalism/.
  
• “Connectionism.” Stanford Encyclopedia of Philosophy, substantive revision August 16, 2019. Originally published May 18, 1997. https://plato.stanford.edu/entries/connectionism/.
  
• “The Computational Theory of Mind.” Stanford Encyclopedia of Philosophy, substantive revision December 18, 2024. Originally published October 16, 2015. https://plato.stanford.edu/entries/computational-mind/.
  
• “Consciousness.” Stanford Encyclopedia of Philosophy, substantive revision January 14, 2014. Originally published June 18, 2004. https://plato.stanford.edu/entries/consciousness/.

Teaching methods

Lectures supported by handouts and/or slides and supplementary materials (videos, podcasts, etc.); group work and in-class discussions designed to promote horizontal/peer learning and thematic in-depth exploration of core topics.

Assessment methods

Exam format

1. A written essay (between 4000 and 5000 words) in which the student critically discusses one of the topics dealt with during the course (weight: 60% of the total mark).

2. A (longer) oral exam aimed at discussing the essay as well as the student's knowledge and understanding of some basic concepts dealt with during the course (weight: 40% of the total mark).

 

Evaluation criteria

Concerning the essay, the basic criteria for the evaluation are: (i) whether and to what extent the essay shows an adequate knowledge and understanding of the main topics and arguments dealt with in the essay; (ii) whether the essay is adequately structured (as indicated by the guidelines made available during the course); (iii) clarity of exposition and argumentative rigor. Further criteria which, if present, may increase the evaluation are: (iv) some originality in either the content or the argumentative structure; (v) ability to critically assess in an autonomous manner the contents and arguments dealt with in the essay; (vi) ability to connect profitably the topic dealt with in the essay with some of the other topics discussed during the course; (vii) whether the student is able to autonomously perform bibliographical and thematic searches on the topic of the essay.

Concerning the oral part of the exam, the criteria for the evaluation are: (i) the extent to which the student knows and understands in a critical manner the topic of the essay, also in relation to the broader context of the course; (ii) the extent to which the student knows and understands the main topics discussed during the course—other than those discussed in the essay (this will weigh more for those students who didn’t attend the course).

 

Assessment Grid

30 (cum laude) — Excellent overall performance which demonstrates a solid knowledge as well as a deep and critical understanding of the topics dealt with during the course

30 — Very good overall performance which demonstrates solid knowledge and a very good understanding of the topics dealt with during the course

29-27 — Good overall performance which demonstrates a good knowledge and understanding of the topics dealt with during the course

26-24 — Fair overall performance which demonstrates adequate knowledge and understanding, but with detectable lacunae, of the topics dealt with during the course

23-20 – Sufficient overall performance which demonstrates barely adequate knowledge and understanding, with important lacunae, of the topics dealt with during the course

19-18 — Barely sufficient overall performance which demonstrates a rather superficial knowledge and understanding of the topics dealt with during the course

17 or less – Insufficient overall performance which demonstrates significant failures of understanding as well as absence of knowledge of significant parts of the topics dealt with during the course. Exam failed.

 

Students with disabilities and Specific Learning Disorders (SLD)

Students with disabilities or Specific Learning Disorders are entitled to special adjustments according to their condition, subject to assessment by the University Service for Students with Disabilities and SLD. Please do not contact teachers or Department staff, but make an appointment with the Service. The Service will then determine what adjustments are specifically appropriate, and get in touch with the teacher. For more information, please visit the page of the University of Bologna DSA service [https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students] .

Teaching tools

Handouts, slides, Virtuale, Wooclap, videos and podcasts by experts on core course topics.

Office hours

See the website of Filippo Ferrari