PHILOSOPHY OF RELIGION

Single discipline educational activity

Course Sheet

Course code:

FS3121

Academic Year of enrolment:

2020

Year of supply:

2021/2022

Type of Course:

Related/Supplementary

Degree:

Course of 1st Cycle Degree in PHILOSOPHY AND EDUCATION SCIENCES

Disciplinary Sector:

THEORETICAL PHILOSOPHY

Language:

Italian

Location:

CHIETI

Credits:

Programme Year:

Professor and Collaborators:

CIGLIA Francesco

Cycle:

First semester

Hours of classroom activity:

Individual study hours:

102

Prerequisites:

Access to the course does not presuppose any institutional prerequisites. In order to optimize the use of the training offered in the course, however, it is necessary to provide manual information of adequate size and good quality on the different phases, on the different currents, and on the most relevant figures in the history of Western philosophy, with particular attention to the modern and contemporary developments of the latter.

Objectives

The teaching of the discipline aims to provide the basic methodological, historical and theoretical tools for the setting and articulation of a philosophical question on religious phenomena of the past and present. First of all, it proposes to clarify the specificity of the philosophical approach to religious phenomena, distinguishing it from other types of approach (historical, phenomenological, ethno-anthropological, sociological, psychological, pedagogical), not without, however, envisaging, at the same time, a fruitful dialogic synergy with each of them.
Secondly, the teaching proposes to articulate a critical investigation on the specific place of origin and placement of religious phenomena within the human universe, on their essential profile, on their pretense of meaning, on the legitimacy and their eventual degeneration. Thirdly, the teaching proposes to provide a specific study of some important philosophical understandings of religious phenomena that tradition has left us as an inheritance.
On the basis of the instrumentation provided, the teaching proposes, finally, to provide incentives for the promotion of those attitudes to interreligious dialogue and dialogue between religious perspectives and non-religious perspectives that seem particularly precious and urgent in the composite and varied multicultural horizon today.

Contents

The course is divided into three modules, each of three CFUs. The first module (Institutional Module: MI) is reserved for students of both paths (L-5: Philosophy and L-19: Education Sciences). The other two Modules, (Thematic in-depth Module 1: MAT1; and Thematic in-depth Module 2: MAT2), are reserved, respectively, the first, to the students of the Philosophy path (L-5), the second, to the students of the path Educational Sciences (L-19).
The module common to the two courses (MI) is divided into two distinct didactic units, but closely connected.
In the first didactic unit students will be given a first general introduction, of an institutional nature, to the discipline. Particular attention will be given to the question, today of burning current relevance, of interreligious dialogue. In this context, the concrete proposal of a specific methodology of interreligious dialogue will be inserted.
In the second teaching unit, the broader theoretical horizon will be explained within which the understanding of the discipline that was proposed in the first teaching unit will be contextualized. The theoretical horizon in question will be summarized in the formula: "phenomenology of mystery".
The second Module (MAT1), reserved for students who have opted for the Philosophy course, is dedicated to the speculative proposal of the German-Jewish thinker Franz Rosenzweig (1886-1929). It too is divided into two teaching units.
In the first, an overall reconstruction of the biographical-intellectual itinerary, of the figure and of the work of the philosopher will be proposed.
This reconstruction will be followed, in the second didactic unit of the module, by the global presentation of the speculative masterpiece of the thinker, entitled: "The Star of the Redemption", whose first publication occurs, in the current calendar year, the hundredth anniversary (1921-2021 ). The overall presentation of the work will be accompanied by direct reading, with detailed explanations and comments, of some salient parts of it.
The third module (MAT2), dedicated to students who have opted for the Educational Sciences course, will be dedicated to the philosophical and pedagogical thought of Emmanuel Levinas (1906-1995). It too will be divided into two teaching units.
In the first didactic unit an overall presentation of the biographical-intellectual itinerary, of the figure and of the work of the thinker will be provided.
In the second didactic unit of the module, an analysis of the effects of the overall proposal of the thinker on the field of pedagogical reflection will be articulated.
The educational offer provided by the course totals 9 credits. Students on each of the two courses are required to acquire only 6.

Extended Syllabus

The course is divided into three modules, 3 CFU each: the institutional module (MI), reserved for all students, both those who have opted for the Philosophy course (L-5), and those who have opted for the course of Educational Sciences (L-19); the first thematic in-depth module (MAT1), specifically reserved for students who have opted for the Philosophy course (L-5); the second in-depth thematic module (MAT2), specifically reserved for students who have opted for the Educational Sciences course (L-19).
ME
Institutional module (3 CFU), reserved for all students, both those who have opted for the Philosophy course (L-5), and those who have opted for the Educational Sciences course (L-19).
Theme:
Philosophy of religion and interreligious dialogue in the perspective of a phenomenology of mystery
Program
The institutional module aims to provide a first introduction to the philosophy of religion. It will be divided into two teaching units.
In the first, an overall disciplinary profile of the discipline will be provided, with a particular reference to the object, contents, methods, objectives and historical genesis of it. In this context, the issue of interreligious dialogue will be addressed and a specific model of dialogue methodology will be proposed between interlocutors belonging to different cultural and / or religious horizons.
In the second didactic unit the salient lines of a speculative proposal called: "phenomenology of mystery" will be proposed. It explains the broader theoretical framework within which the understanding of the Philosophy of religion which was presented in the first teaching unit of the Module is contextualized.
MAT1
Thematic in-depth module 1 (3 CFU), dedicated specifically to students who have opted for the Philosophy path (L-5).
Theme:
The speculative proposal of the German-Jewish thinker Franz Rosenzweig (1886-1929), on the centenary of the first publication of his philosophical masterpiece «The Star of Redemption (1921-1929).
Program:
The module is divided into two didactic units. In the first, a reconstruction of the biographical and intellectual itinerary of the thinker, of his work and of his thought will be proposed, against the background of the dominant historical-cultural issues in the era in which he lived.
In the second didactic unit, first of all, the basic structure and the thematic and systematic articulation of the philosophical masterpiece will be presented. We will then move on to a reading of some salient parts of the work, accompanied by an extensive commentary on them. Special attention will be devoted to Rosenzweigh's philosophical understanding of the biblical notion of revelation.
MAT2
Theme:
The speculative proposal of Emmanuel Levinas (1906-1995) and his contribution to a reflection on the theme of education.
Program:
The third module (MAT2), dedicated to students who have opted for the Educational Sciences course, will also be divided into two teaching units.
In the first didactic unit an overall presentation of the biographical-intellectual itinerary, of the work and of the speculative proposal of the thinker will be provided. In the second didactic unit of the module, an analysis of the innovative perspectives that Levinas' thought offers to today's reflection on the theme of education will be articulated.

Recommended Bibliography

MI
1. F.P. Ciglia, Filosofia della religione e dialogo interreligioso (Lecture notes).
2. F.P. Ciglia, La rosa e il perché. Per una fenomenologia del mistero, ETS, Pisa 2020.
MAT1
3. F. Rosenzweig, La Stella della Redenzione, Vita e Pensiero, Milano 2005 (of the volume are required: Second Part: Introduction, Second Book and Third Book; Part Three: Introduction, Book One and Book Two).
4. F.P. Ciglia, Fra Atene e Gerusalemme. Il «nuovo pensiero» di Franz Rosenzweig, Marietti, Genova 2009.
5. F.P. Ciglia, Il miracolo della rivelazione. Una battuta del dialogo fra Rosenzweig e Agostino, in «Idee», 52/53, 2003, pp. 91-117.
6. F.P. Ciglia, Franz Rosenzweig interprete dei Lumi, in «Hermeneutica», 2010, pp. 169-188.
7. F.P. Ciglia, Ab-negazione ontologica. Su una modalità post-moderna del pensare la Presenza, in «Archivio di Filosofia / Archives of Philosophy», 2018, n. 2, pp. 267-280.
MAT2
3. G. Ferretti, Emmanuel Levinas. Un profilo e quattro temi teologici, Queriniana, Brescia 2016.
4. S. Currò, Quando Dio viene al soggetto. Il significato religioso del pensiero di Lévinas e la provocazione per la pedagogia religiosa, Armando, Roma 2003.
Attendance at classes is an essential dimension of the teaching and learning. The students of both paths, who, for serious and well-founded reasons, did not have the possibility to attend the lessons, will have to integrate their preparation with the study of the following additional text:
5. A. Fabris, Filosofia delle religioni, Carocci, Roma 2012.

Methods of Provision

Conventional

Teaching Methods

The teaching methodology is developed in the following series of types:
1) frontal lesson, of a synthetic nature, aimed at the reconstruction of historical periods, of strands of thought, of specific themes and problems, and of relevant figures of individual thinkers;
2) direct reading, explanation and critical-philological analysis, in seminar mode, of author texts;
3) guided debate in the classroom on the various topics touched upon.
The main teaching activity will be supplemented by study seminars carried out in collaboration with other Faculties and / or with the participation of external scholars.
If Health Laws and University regulations allow, teaching activities may take place online (in whole or in part). For any further information and updates, please refer to the University website.

Evaluation methods

Verification of learning:

The final exam consists in an oral presentation.
The exam will tend to probe the level of critical metabolization of the methodologies and contents proposed in the course and also, possibly, the ability to reprocess them in a personal key.
The mark will be expressed in thirtieths.
If Health Laws and University regulations allow, exams may take place online (in whole or in part). For any further information and updates, please refer to the University website.

Contacts/More Information

Student Reception.
During the teaching semesters (October-December and March-May) students will be received on the following days and hours: Tuesday 10-11 am; Wednesday 11-13. During the periods of suspension of the didactic activity the students will be received every Wednesday, at 11-13. To confer with the professor it is advisable to make an appointment in advance using the following email address: francesco.ciglia@unich.it
If Health Laws and University regulations allow, teachers office hours’ may take place online (in whole or in part). For any further information and updates, please refer to the University website.

Università degli Studi
"G. d'Annunzio"

Chieti - Pescara

Aree