98767 - Philosophy of Emotions (1) (LM)

Learning outcomes

This course examines central issues in current emotion research through the work of philosophers, psychologists, and cognitive and affective scientists. It is expected that students will become familiar with debates and theories about emotion and affectivity and will develop an ability to analyse and critically assess them.

Course contents

This course provides a philosophical introduction to the most influential theories of emotion of the past sixty years in philosophy and psychology. Taking a multidisciplinary and empirically informed perspective, the approach integrates philosophical analysis with the discussion of cutting-edge research in psychology and cognitive science, contextualizing current debates in the history of ideas from Darwin to pragmatism.

Readings/Bibliography

 

Defining emotion (week 1)

• Barrett, L.F. (2006), ‘Are emotions natural kinds?’, Perspectives on Psychological Science, 1 (1): 28–58.
• Fehr, B. and Russell, J.A. (1984), ‘Concept of emotion viewed from a prototype perspective’, Journal of Experimental Psychology, 113 (3): 464–486.
• Scarantino, A. (2012), ‘How to define emotions scientifically’, Emotion Review 4 (4): pp. 358–368.

 

Nature and cultural variability (week 2)

• Darwin, C.R. (1872), The expression of emotion in man and animals, excerpts (available on Virtuale).
• Ekman, P. (1992), ‘An argument for Basic Emotions’, Cognition and Emotion, 6 (3/4), pp. 169–200.
• Russell, J.A. (1994), ‘Is there universal recognition of emotion from facial expression? A review of the cross-cultural studies’, Psychological Bulletin, 115 (1), pp. 102–41.
• Barrett, L.F. (2017), ‘The Theory of Constructed Emotion: An Active Inference Account of Interoception and Categorization’, Social Cognitive and Affective Neuroscience, 12 (1), pp. 1–23.

 

Mixed feelings (week 3)

• Russell, J.A. (2003), ‘Core affect and the psychological construction of emotion’, Psychological Review, 110 (1), pp. 145–172.
• Cairns, D.L. and Campeggiani, P. (2025), ‘Introduction’, in Cairns, D.L. and Campeggiani, P. (eds), Mixed feelings: An interdisciplinary phenomenology, Berlin: De Gruyter, pp. 1–22.
• Viola, M. (2025), ‘Ambivalent affects in experimental psychology’, in Cairns, D.L. and Campeggiani, P. (eds), Mixed feelings: An interdisciplinary phenomenology, Berlin: De Gruyter, pp. 28–44.

 

Feelings and values (week 4)

• James, W. (1884), ‘What is an emotion?’, Mind, 9 (34), pp. 188–205.
• James, W. ([1894] 1994), ‘The physical basis of emotion’, Psychological Review, 101 (2), pp. 205–210.
• Teroni, F. (2007), ‘Emotions and formal objects’, Dialectica, 61 (3), pp. 395–415.

 

Motivation and action (week 5)

• Dewey, J. (1894), ‘The theory of emotion. (I) Emotional attitudes’, The Psychological Review, 1 (6), pp. 553–569.
• Dewey, J. (1895), ‘The theory of emotion. (II) The significance of emotions’, The Psychological Review, 2 (1), pp. 13–32.
• Frijda, N.H. (2010), ‘Impulsive action and motivation’, Biological Psychology, 84 (3), pp. 570–579.

 

All readings are mandatory.

 

It is required that non-attending students also read Campeggiani, P. (2023), Theories of emotion: Expressing, feeling, acting, London: Bloomsbury.

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.

Readings of around 50–100 pages per week will be assigned each week. One class per week (most likely on Wednesdays) will take the form of discussion, so your preparation will be important.

Assessment methods

Attending students are required to attend no less than 12 classes.

Grades will be distributed as follows:

 

Participation: 5%

Participation means active engagement in class discussions through questions, comments, or responses. What matters is the quality of your contributions, not the quantity.

 

Weekly Discussion Questions: 15%

Each week, you are required to submit at least one discussion question for every assigned reading. Questions should reflect your engagement with the readings and must address key claims or concepts, the implications or structure of arguments, or challenges to the text.

Submitted questions will be compiled and shared with the class, and they will help shape our discussions.

Questions must be submitted via email by 5:00 PM on Tuesdays.

You may miss one submission without penalty. Each additional missed submission will result in a 5% deduction from your final grade.

 

Viva voce examination: 80%

The viva voce examination will commence with a ten-minute presentation by the student on a topic of their choice from within the course prescription. It will also include questions by the instructor on any other part of the prescription.

 

Non-attending students will be evaluated on the basis of a viva voce examination.

 

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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 January 2026 for students with outstanding exams;

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

• one session in May 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 class discussions, debates, and other interactive formats. 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