10577 - Philosophical Hermeneutics (1)

Course Unit Page


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education Partnerships for the goals

Academic Year 2022/2023

Learning outcomes

a) Disciplinary characterization Philosophical hermeneutics is a theoretical discipline, driven by the intention to reflect on the relationship between subject and world and on the conditions that make it possible. The term “hermeneutics”, which has been present since antiquity with the meaning of art or technique of interpretation of religious, juridical and literary texts, assumes philosophical relevance only through the work of historicism and phenomenology. As a discipline, philosophical hermeneutics was in fact born in the twentieth century, when, in the phenomenological field, hermeneutics is no longer considered as one of the possible forms of knowledge, but is conceived as the subject’s mode of being. Since every understanding presupposes an anticipation of meaning (hermeneutic circle), historicity is constitutive of human being, who, through language, is called to understand and interpret her being in the world. b) Methodology, knowledges and educational objectives The purpose of the teaching of Philosophical Hermeneutics is to acquire knowledge and analytical tools that enable to tackle philosophical texts with historiographical awareness and critical sense, placing them within the contemporary philosophical debate and questioning them starting from the solicitations of the present. To this end, it is necessary to know the basic vocabulary of the discipline, to have critically assimilated its fundamental concepts and to be able to discuss its contents. This objective is pursued through the adoption of different methods, such as historical-philosophical reconstruction, conceptual elaboration and hermeneutics of the text.

Course contents

Course title: Heidegger and the Hermeneutical Transformation of Phenomenology

The course will examine the hermeneutical transformation of phenomenology proposed by Martin Heidegger in “Being and Time”, in which the fundamental philosophical question is represented by the “question of being”. Among the topics covered are: the phenomenological method; the analytic of Being-there; Being-in-the-world; Being-with-others; understanding and interpretation; anxiety and care.

The first three lessons will be dedicated to an introduction to the philosophical hermeneutics, while in the following lessons the context in which the Heideggerian thought is placed will be outlined and the above mentioned issues will be addressed.

Course timetable: 1st period: Monday, Tuesday, Wednesday 15-17 (Lecture room D, via Centotrecento)

Course start date: the course will not start on Monday, September 19th, but on Tuesday, September 20th, 2022


M. Heidegger, Being and Time, Blackwell, Oxford 2001, pp. 17-273 (Introduction and Division One).

F. Bianco, Introduzione all’ermeneutica, Laterza, Roma-Bari 1998, pp. 3-36, 71-105, 119-131, 145-166, 179-192.

A. Fabris, “Essere e tempo” di Heidegger. Introduzione alla lettura, Carocci, Roma 2000, pp. 11-140 (optional).

C. Esposito, Introduzione a Heidegger, il Mulino, Bologna 2017 (optional).

J. Greisch, Ontologie et temporalité. Esquisse d’une interprétation intégrale de Sein und Zeit, Puf, Paris 1994 (optional).

Text recommended for non-attending students:

C. Esposito, Introduzione a Heidegger, il Mulino, Bologna 2017.

The slides used in the lessons will be available in the online material.

Teaching methods

Lectures; reading and commenting of texts; discussion on the main issues covered in the course.

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.

Teaching tools

PowerPoint slides

Office hours

See the website of Sebastiano Galanti Grollo