30457 - Philology, Linguistics and Religious History of Iran

Learning outcomes

The course aims to provide a detailed overview of the cultural history of Iran, encompassing its philological, linguistic, literary, religious, political, and social dimensions. It includes the reading and commentary of texts, the analysis of monuments and inscriptions, and the examination of significant themes and aspects of the historical and cultural context under consideration. By the end of the course, students will be able to understand the fundamental features of the historical and anthropological culture of a country and geographical area of major contemporary relevance in the current geopolitical landscape. This knowledge is particularly valuable for professional fields requiring expertise in international relations, including diplomacy and intercultural dialogue, the safeguarding and protection of cultural heritage in areas affected by conflict or crisis, and international cooperation.

Course contents

The course consists of fifteen two-hour classes and provides an introduction to the languages, writing systems, and religious traditions of the Iranian world from antiquity to later periods. No prior knowledge of the subjects covered is required.

The course aims to provide students with the fundamental tools needed to understand the linguistic and religious diversity of Iran and of the regions historically connected with the Iranian world. Particular attention will be devoted to the fascinating writing systems used in ancient Iran, their historical development, and the problems involved in the transmission and interpretation of texts.

The course will also introduce the classification of the Iranian languages, outlining their principal historical developments and their relationships with one another. Through the analysis of selected texts in translation, students will be introduced to the methods of philology and historical linguistics as applied to the Iranian world.

A substantial part of the course will be devoted to the principal religious traditions of pre-Islamic Iran, with particular emphasis on Zoroastrianism and Manichaeism. Their texts, central concepts, modes of transmission, and historical contexts will be examined, highlighting the major role played by Iran in the religious history of Eurasia.

The course thus seeks to offer an integrated perspective on language, texts, and religion, showing how these three fields contribute to the reconstruction of the cultural history of the Iranian world.

Readings/Bibliography

I.M. Oranskij, Le lingue iraniche, Napoli, 1973.

N. Sims-Williams, "Le lingue iraniche". A. Giacalone Ramat, P. Ramat, Le lingue indoeuropee, Bologna, 1993, pp. 151-179.

A. Panaino, Zoroastrismo. Storia, temi, attualità. Brescia, 2016.

A. Piras, Manicheismo, Brescia 2015.

Teaching methods

Frontal lessons using textual material for students.

Be informed that the use of generative artificial intelligence is considered a form of plagiarism if the methodology and the limits of its use are not clarified.

Assessment methods

The examination consists of an oral discussion of the main topics covered during the course.

The assessment will take into account:

the student’s knowledge and understanding of the course topics; the ability to organize the material in a clear, coherent, and comprehensive manner; the ability to establish connections between different historical and theoretical issues; the capacity for critical analysis; the use of appropriate academic language and terminology.

A coherent and comprehensive understanding of the topics, combined with strong critical skills, clear argumentation, and appropriate use of academic language, will result in the highest grades (27–30, with honours where appropriate).

A mainly descriptive or mnemonic knowledge of the course content, together with some weaknesses in language, critical analysis, or logical organization, will result in grades ranging from good (24–26) to satisfactory (21–23).

A limited understanding of the course content, accompanied by significant gaps in knowledge and weaknesses in language, critical analysis, or logical reasoning, will result in a barely passing grade (18–20).

Serious deficiencies in knowledge, argumentation, or the ability to discuss the course topics will result in a failing grade.

Teaching tools

manuals, videos.

Students with a disability or specific learning disabilities (DSA) who are requesting academic adjustments or compensatory tools are invited to communicate their needs to the teaching staff in order to properly address them and agree on the appropriate measures with the competent bodies.

Office hours

See the website of Paolo Ognibene