00399 - Theoretical Philosophy (M-Z)

Learning outcomes

At the end of this course you will have gained access to some major themes and figures in the history of philosophy, and the discussion of some perspectives emerging from contemporary thought will enable you to relate with the "perennial" character of philosophical work.

Course contents

Metaphysics, psychology, phenomenology: from the soul to consciousness

This course aims to trace the theoretical journey from the soul to consciousness through a series of historically significant milestones: beginning with Aristotle’s concept of the soul and extending to Franz Brentano’s empirical psychology and the early stages of Husserlian phenomenology. To this end, we will address five interconnected thematic blocks in order to appreciate the connection between metaphysics and psychology: i) first, we will clarify some key concepts from Aristotle’s Metaphysics in order to situate the De anima within the Aristotelian corpus; ii) based on a selective reading of De anima, we will analyze the ontological presuppositions of the Aristotelian conception of the soul as the form of a natural body possessing life in potential; iii) following brief references to Descartes and Kant regarding the modern reconfiguration of the concept of “soul,” we will focus on the revival of Aristotelian studies in nineteenth-century Germany; iv) we will analyze the emergence of modern psychology through a partial reading of Brentano’s so-called Würzburg Lectures on Metaphysics and an in-depth reading of another of Brentano’s works, Psychology from an Empirical Standpoint (1874); v) Finally, we will use Edmund Husserl’s 1899 text, “Theory of Knowledge and Main Points of Metaphysics,” to reaffirm the connection that, despite everything, from Aristotle to the present day, continues to persist between metaphysics and psychology and, consequently, between the philosophically fundamental concepts of “consciousness,” “knowledge,” and “being” .

The first lecture will be devoted to a general introduction to theoretical philosophy. The first section will focus primarily—though not exclusively—on Aristotle and on the elaboration of certain key concepts for understanding the “soul” (potency, act, form, matter, substance, synol, sensation, intellect). The second section will focus primarily—but not exclusively—on the figure of Franz Brentano and on the concepts of his psychology that are indispensable for defining the idea of “consciousness” (mental act or psychic phenomenon, physic phenomenon, intentional in-existence, the impossibility of the unconscious).

 

Readings/Bibliography

Main Textes:

• Aristotele, De anima (transl. by G. Movia), Bompiani 2001 [selected passages, reproduced and commented on Virtuale: Book B, §§ 1-6; Book Γ, §§ 1-5; 8].
• Aristotele, Metafisica (transl. by E. Berti), Laterza 2017 [selected passages, reproduced and commented on Virtuale].
  
• Franz Brentano, Lezioni di metafisica di Würzburg (see Virtuale]).
• Franz Brentano, Psicologia dal punto di vista empirico, a cura di L. Albertazzi, Laterza 1997 (Books I and II.
• Edmund Husserl, "Teoria della conoscenza e punti principali della metafisica" (transl. by the teacher, posted on Virtuale]).

Secondary Literature:

• Antonelli, M., Alle radici del movimento fenomenologico. Psicologia e metafisica nel giovane Franz Brentano, Pitagora Editrice, Bologna 1996 ((Introduction: pp. 23-49; Part III [Chap. IX]: pp. 233-252; Part IV [Chap. XIII], [Chap. XIV, §§ 1-2; 7; 9; ]: pp. 323-370; 394-400; 405-409; [Chap. XV]: pp. 419-427).
  
• Berti, E. (ed.), Aristotele, Laterza 2004 (optional, depending on the student's comprehension needs and any gaps in her/his knowledge).
• Berti, E. "Che cos'è l'anima?" (cfr. Virtuale)
• Berti, E. "L'ilemorfismo: da Aristotele ad oggi" (Cfr. Virtuale)
• Berti, E., "Il concetto di atto nella metafisica di Aristotele". In: M.S. Sorondo, L'atto aristotelico e le sue ermeneutiche, Herder, Roma 1990, pp. 43-61.
• Berti, E. "L'essere per i viventi è il vivere". In: E. Berti, Nuovi studi aristotelici II, Morcelliana, Brescia 2004-2005, pp. 133-142.
• Berti, E. "L'intelletto attivo: una modesta proposta" (cfr. Virtuale)
•  Fabbrichesi, R. (ed.), Il primo libro di filosofia teoretica, Einaudi, Torino 2023, pp. 3-17.
  

On the birth of psychology in the modern sense, we recommend reading one of the following textbooks (your choice):

• Mecacci, L., Storia della psicologia. Dal Novecento a oggi, Laterza, 2019 (Chap. I-II)
• R. Luccio, Dall’anima alla mente. Breve storia della psicologia, Laterza, 2014 (Chap.: I-II-III)
  

The use of the following philosophical glossaries, the introduction to Brentano's thought, and the handbooks are at the discretion of the students:

• F. C. Beiser, After Hegel. German Philosophy 1840-1900, Princeton University Press 2014.
• B. Cassin, Dictionary of Untranslatables. A Philosophical Lexicon, Princeton University Press 2014.
• The Routledge Handbook of Franz Brentano and the Brentano School, 2017.
  

For a better understanding of the issues raised, students are encouraged to consult any philosophy textbook they deem appropriate, based on their knowledge of philosophy. Among the many available, I would recommend (by way of example):

• Giuseppe Cambiano, Massimo Mori, Storia e antologia della filosofia, Laterza, Roma 1993.
• Fabio Cioffi et al., Il testo filosofico, Mondadori, Milano 1992.
• Mario Dal Pra, Sommario di storia della filosofia, La Nuova Italia, Firenze 1987.
• N. Abbagnano, Storia della filosofia, voll. 3 & 4, UTET 2017 e seguenti.

As a general introduction (optional for attending and non-attending students) to ancient thought, we recommend consulting:

• L. Guidetti, G. Matteucci, Le grammatiche del pensiero, voll. IA e IB, Zanichelli, Bologna 2012, in particolare vol. IB, la parte su Aristotele alle pp. 380-505, a cura di L. Guidetti.

 

Teaching methods

Classroom lectures, reading and commentary on texts and primary sources, discussions on specific topics, lectures in dialogue format.

The course will take place during the first semester, first and second periods (Tuesday, Wednesday, Thursday). Each class starts after the academic quarter hour.

Assessment methods

The exam consists of an oral interview, which will assess the knowledge of the texts and the ability to critically discuss the proposed issues.

Grade assessment criteria:

30 cum laude: Excellent, both in knowledge and in the critical and expressive articulation.

30: Very good. Complete, well-articulated and correctly expressed knowledge, with some critical insights.

27-29: Good. Comprehensive and satisfactory knowledge, substantially correct expression.

24-26: Fairly good. Knowledge is present in the main points, but it is not comprehensive and not always correctly articulated.

21-23: Sufficient. Sometimes superficial knowledge, but the common thread is understood. Incomplete and often inappropriate expression and articulation.

18-21: Almost sufficient. Superficial knowledge, the common thread is not understood with continuity. Expression and articulation have significant gaps.

Not sufficient: Absent or very incomplete knowledge, lack of orientation in the discipline, defective and inappropriate expression.

Students with disabilities and SLDs

People with disabilities or specific learning disorders are entitled to special accommodations in relation to their condition, subject to assessment by the University Service for Students with Disabilities and SLDs. Please do not contact the lecturer, but contact the Service to make an appointment. The Service will determine what accommodations are appropriate. Further information is available at http://site.unibo.it/studenti-con-disabilita-e-dsa/it/per-studenti

We recommend that you contact the University office in good time. Any adjustments must be submitted 15 days in advance for approval by the lecturer, who will assess their appropriateness in relation to the course objectives.

 

 Exam sessions

During the 2025/26 academic year, exam sessions are scheduled for the following months: February, March, April, May, June, July, and September.

 

Teaching tools

PowerPoint and Virtuale.

Students who require specific services and adaptations to teaching activities due to a disability or specific learning disorders (SLD), must first contact the appropriate office: https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students

Office hours

See the website of Emanuele Mariani