00393 - Moral Philosophy (A-L)

Learning outcomes

This course provides an introduction to moral philosophy. It is expected that students will become familiar with debates and theories in metaethics, normative ethics, and moral psychology.

Course contents

This course offers an introduction to Western moral philosophy, exploring questions such as: Are there objective moral truths? What gives moral principles their authority? What are we doing when we make a moral judgment? What is it that makes an action just or wrong? What kind of person ought one to be?

To address these questions, we will examine major approaches in metaethics and normative ethics, as well as key topics in moral psychology. Through a combination of historical and theoretical analysis, this course aims to enhance our ability to think critically about the reasons that might support or challenge the moral judgments we are inclined to make.

The course is divided into the following four sections:

• Metaethics.
• Normative ethics.
• Moral psychology.
• Moral problems.
• Focus on a classic text of moral philosophy.

 

COURSE OUTLINE (SUBJECT TO CHANGE)

 

First module

 

Classes I and II.

Introduction. What is moral philosophy?

   Recommended readings:

• Russ Shafer-Landau, ‘Introduction’, in The Ethical Life.
• Russ Shafer-Landau, ‘Introduction’, in The Fundamentals of Ethics.

 

Classes III, IV, V, VI, VII, VIII, IX

Metaethics. Realism and sentimentalism: metaphysics, epistemology and psychology.

   Readings:

• Plato, Eutyphro (class III)
• Plato, Protagoras (classes IV and V)
• David Hume, A Treatise of Human Nature (classes VI, VII and VIII)
• Adam Smith, Theory of Moral Sentiments (class IX)

   Recommended readings:

• John L. Mackie, ‘The Subjectivity of Values’ [available on Virtuale]
• David Enoch, ‘Why I am an Objectivist about Ethics (and You Are Too)’ [available on Virtuale]

 

Classes X, XI, XII, XIII

Normative ethics. Deontological ethics and consequentialism.

   Readings:

• Immanuel Kant, Groundwork of the Metaphysics of Morals (classes X, XI, XII).
• John Stuart Mill, Utilitarianism (class XIII).

   Recommended readings:

• Onora O’Neill, ‘Between Consenting Adults’ [available on Virtuale]
• Bernard Williams, 'Moral Luck' [available on Virtuale]
• Thomas Nagel, 'Moral Luck' [available on Virtuale]
• Bernard Williams, ‘A Critique of Utilitarianism’ [available on Virtuale]

 

Classes XIV e XV

Moral problems. Oppression.

   Readings:

• Iris Marion Young, Justice and the Politics of Difference, chapters 1 and 2.

   Recommended readings:

• Marilyn Frye (1983), ‘Oppression’, in The Politics of Reality: Essays in Feminist Theory.

 

Second module

 

Moral problems. Sexism and misogyny.

Class I, II, III, and IV

   Readings:

• Manon Garcia, On ne naît pas soumise, on le devient.

   Recommended readings:

• Marilyn Frye (1983), ‘Sexism’, in The Politics of Reality: Essays in Feminist Theory.

• Kate Manne (2018), ‘Discriminating sexism’, in Down Girl: The Logic of Misogyny.

 

Aristotle, Nicomachean Ethics.

 

   How do we become happy?

• Class V: The point of the Nicomachean Ethics.

• Class VI: Eudaimonia and human nature.

 

   Body and soul.

• Class VII: Hylomorphism.

• Class VIII: Psychē.

 

   The constitution of character.

• Class IX: Nature.

• Class X: Habituation.

• Class XI: reason.

 

   Nature, justice, and rights.

• Class XII: Justice and equality.

• Class XIII: Axia and its basis.

• Class XIV: The basis of equality.

 

   Readings:

• Aristotele, Etica Nicomachea.

 

   Recommended readings:

• Jonathan Lear, Aristotle: The Desire to Understand.

 

Conclusions

• Class XV: concluding remarks.

Readings/Bibliography

I. First module. Mandatory readings:

• Donatelli, P. (2015), Etica. I classici, le teorie e le linee evolutive, Torino, Einaudi: Capitolo I (Platone); Capitolo II (Aristotele); Capitolo X (Hume e Smith); Capitolo XI (Kant); Capitolo XIII (Mill).

• Selection of excerpts from Plato, Aristotle, Hume, Smith, Kant, and Mill (available on Virtuale).

• Iris Marion Young (1990), Justice and the politcs of difference, Princeton, Princeton University Press: chapter 1, ‘Displacing the distributive paradigm’ and chapter 2, ‘Five faces of oppression’.

 

II. Second module. Mandatory readings:

• Manon Garcia, On ne naît pas soumise, on le devient, Flammarion 2018.

• Aristotle, Nicomachean Ethics (Irwin’s edition).

 

Non-attending students are are invited to read De Caro, M., Magni, S. F., Vaccarezza, M. S. (2021), Le sfide dell’etica, Milano, Mondadori: Ch. 4 (Oggettività); Ch. 7 (Relatività); Ch. 8 (Dovere); Ch. 9 (Utilità); Ch. 10 (Virtù).

Teaching methods

My teaching goals are to help students become familiar with key philosophical concepts and topics, gain confidence in using the relevant terminology, develop strong skills in argument analysis, and cultivate critical thinking. These goals cannot be achieved by me alone; they require active participation and shared effort from both teacher and students. Reaching these goals depends on our mutual commitment to the learning process, where students engage fully and contribute meaningfully to the classroom environment.

While attendance is not mandatory, choosing to attend class should be seen as a commitment to active engagement in your own learning. Taking responsibility for your education means participating thoughtfully, contributing to discussions, and completing assignments. Readings and study questions will be assigned each week, accompanied by weekly in-class assessments such as multiple-choice quizzes, short written exercises, and group debates.

 

Warnings and code of conduct.

Some course materials cover sensitive and potentially controversial topics. It is normal for disagreements to arise during discussions, and it is essential to participate respectfully and with a willingness to engage in dialogue on very complex philosophical issues. It is perfectly legitimate to disagree, but it is crucial to focus critiques on the arguments rather than on the persons.

The course maintains a zero-tolerance policy toward any form of discrimination or disrespect.

Assessment methods

This course includes both formative and summative assessment components.

Formative assessment consists of non-compulsory activities that are not graded but are designed to support your learning process. These activities include responding to regular study questions assigned throughout the course, completing exercises, and participating in class discussions and debates (see the section on Teaching Methods for more details). Formative assessment is a valuable opportunity to receive constructive feedback to help you improve in preparation for the final exam.

Summative assessment consists of a final written exam that results in a grade.

The purpose of the written exam is to assess:

• the quality of your knowledge and critical understanding of the course content;
• your ability to produce clear, structured, and relevant answers to specific questions concisely and within the time allotted.

By providing well-reasoned, thorough, and relevant answers to the exam questions, you will demonstrate that:

• you have read and understood the required course materials;
• you can critically engage with relevant material in relation to the exam questions;
• you can develop precise, well-structured arguments based on your study of the course texts;
• you can write clearly and concisely, with proper attention to grammar and spelling.

Students will be evaluated on the basis of a written examination which consists of

• A multiple-choice test (15 questions concerning the first module)
• Open-ended questions (one question concerning the first module and one question concerning the second module).

Multiple-choice test: A pass (9/15) on the multiple-choice test is required in order to access the open question.

Open-ended questions: To pass the exam, it is necessary to provide a satisfactory answer to each of the two open-ended questions. The writing assessment rubric for the open-ended questions is available here. The final grade is calculated by summing the scores obtained from the answers to the open-ended questions.

 

The total time available is 30 minutes for the multiple-choice test and 60 minutes for the open-ended questions.

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For students who take the course 10059 - FILOSOFIA MORALE (1) (A-L) - 6 cfu the exam consists of the multiple-choice test and the open-ended question concerning  the first module. The final grade is calculated by adding the score obtained in the multiple-choice test (maximum 15 points) and the score obtained in the open-ended question (maximum 15 points / 16 points for honors).

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During the 2025/2026 academic year, exam sessions are scheduled in the following months:

• one session in November 2025 for students with outstanding exams;

• one session in December 2025 for students with outstanding exams

• one session in January 2026 for students with outstanding exams;

• one session in April 2026 for students with outstanding exams;

• one session in June 2026 for all students;

• one session in July 2026 for all students;

• one session in September 2026 for all students.

Please note: These are general indications. The final dates for each exam session will be published according to the following schedule:

• by the end of July 2025 for sessions from September 2025 to January 2026;

• by the end of November 2025 for sessions from February to July 2026.

 

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Students with disabilities and Specific Learning Difficulties (SLD)

Students with disabilities or Specific Learning Difficulties have the right to special adjustments according to their condition, following an assessment by the Service for Students with Disabilities and SLD. Please do not contact the instructor but get in touch with the Service directly to schedule an appointment. It will be the responsibility of the Service to determine the appropriate adjustments. For more information, visit the page:

https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students

It is recommended that students contact the University office in advance. Any proposed adjustments must be submitted at least 15 days in advance for the professor’s approval, who will evaluate their appropriateness in relation to the learning objectives of the course.

Teaching tools

Traditional lectures will be complemented by a variety of in-class activities, including tests and debates. I will use a variety of tools to support teaching and foster active participation, including ppt presentations, paper handouts, and tools such as Wooclap.

Office hours

See the website of Pia Campeggiani