The course will offer an acquaintance with a wide array of classical themes,  approached from a contemporary viewpoint. the subject is philosophy of mind in a wide sense, including some metaphysical and epistemological problems. Through this study the students will learn to  improve their logico-analytical and dialectical abilities, their philosophical sensibility, their conceptual mastery and whatever knowledge in  the history of philosophy they acquired in their bachelor program.

Section (I) scientific realism and antirealism

Do the mysterious entities of theoretical science, like quarks, the Big Bang, antimatter, etc., exist, although they are in principle unobservable? And if so can they be known, and how? That is, can we have justified beliefs about them ? This section will review some of the most recent developments of the debate between scientific realism and antirealism, in which both ancient and modern scientists and philosophers have engaged. In this process we will explain some of the central concepts and problems of philosophy of science: the theoretical/observative distinction, the nature of theories,  prediction and explanation, approximation and error, confirmation and falsification, etc.

There are no pre-requisites for this course, but because of the rather abstract and rigorous character of its topics, it is advisable to attend classes regularly and actively, since the very beginning. Those unable to attend classes can study on their own the texts listed in the section below for "NON FREQUENTANTI", but this will require careful work and a good attitude to autonomous learning, analysis and abstract thought.

In order to offer an opportunity of CLIL (content and language integrated learning), and also as a form of support for non Italian students, the teacher will propose to devote some classes to readings and comments in English. Non Italian students will also be allowed to use English for all their required readings, questions and comments in the classroom, and the final exam.

(I) SCIENTIFIC REALISM AND ANTIREALISM

The various forms of scientific realism and antirealism

Ontology, epistemology and philosophy of language in the debates on scientific theories

The sceptical obstacles to the realistic trust in the possibility of knowing the unobservable:

(i) radical empiricism: the belief that knowledge is limited to the observable

Reply: the reliability of the instruments used to extend the scope of our senses is shown by the senses themselves

(ii) the empirical underdetermination thesis.

 (iii) the idea that we cannot check the correspondance with external reality just by internal criteria

One possible reply to (ii) and (iii): the no-miracle argument.

The general version and a specific version of the argument: the role of novel predictions

 (iv) the  theory-ladennes thesis and the problem of the objectivity of science.

Reply: the possibility of independent controls.

Analogy between independent controls and novel predictions

A new devastating objection to realism, based on radical theory change in the history of science: Analogia tra controlli  indipendenti  e predizioni sorprendenti

 (v) the pessimistic meta-induction

The qualification of realism in the face of the pessimistic meta-induction: selective realisms

Realism of entities, realism of structures, and theor problems

Deployment realism

Objections to deployment realism:

 (vi) Laudan and Lyons' meta-modus tollens

Replies: the condition of essentiality of the deployed components and other conditions for the realistic commitment

Why antirealists cannot explain the success of science

Scientific realism and antirealism in the history of science

(II) TO BE ANNOUNCED

(III)  Mind and Thought Experiments

Thought experiments in philosophy of mind. It will be taught in English and will give 1  credit of "further linguistic skills".

(IV) Phenomenology and Cognitive Sciences

An introduction to the phenomenological method and some of its applications in cognitive sciences. Topics include procedural motivations, the difference with introspection, and some technical aspects.

Dublin Descriptors

 Knowledge and understanding

After the course students should be able to understand and explain philosophical texts of medium difficulty, discuss some of the classical problems in philosophy of mind, philosophy of science and epistemology, use the bibliographical tools and repertories available in this field, know some of the state of the art questions on scientific realism

Applying knowledge and understanding

After the course students should be able to discuss and evaluate various claims and arguments both in the specialistic debate and in the general contemporary cultural debate.

Making judgements

After the course students should be able to make autonomous and original judgements about the arguments in the debate and  the case studies from the history of science. To this end discussions in the classroom will be encouraged. Originality and autonomous judgement will be part of the final evalution of the student's performance

Communication skills

After the course students should be able to explain and discuss the relevant topics with conceptual and linguistic exactness, and to offer efficacious  and synthetic accounts of the subject matter. To this end, verbal interaction in the classroom and a careful reading and analysis of the relevant texts will be encouraged

Learning skills

After the course students should be acquainted with the subject matter and the method of research enough to be able to proceed on their own  in gathering further knowledge from the literature in the field and in contiguous fields. To this end they should also improve their ability to read English texts in the field.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

TEACHING METHOD
Classroom lectures offering general frameworks, analyses of particular topics, and comments to the relevant literature. Before, during and after the lecture questions, comments and discussions by the students are encouraged.

Of course personal study at home will be equally important

Attendance

REQUIREMENTS

Students should attend classes regularly and actively, since the very beginning. Because of the analytic and often abstract character of the subject matter, active participation in classroom discussion will be very useful. In order to do that, and in general to follow the lectures successfully, it is strongly advised to do every day the homework suggested as preparation for the following lecture.

Course books

(I) SCIENTIFIC REALISM AND ANTIREALISM

Following is list of helpful readings on the subject. The mandatory readings will be announced during classes

(1) J. Ladyman, Filosofia della scienza, Carocci 2002, capp. 4-8

(2) V. Fano, Comprendere la scienza, Liguori 2005 capp. 4-5

(3) M. Dorato, Cosa c'entra l'anima con gli atomi. Introduzione alla filosofia della scienza.
Roma-Roma-Bari, Laterza, 2007, capp. 6-7

(4) P. Kosso, Leggere il libro della natura, Il Milino, 1992,

(5) S. Psillos Scientific Realism. How Science Tracks Truth, Routledge 1999, capp. 4-12

(6) T. Kuhn, La struttura delle rivoluzioni scientifche, Einaudi 1969

(7) Bas Van Fraassen L'immagine scientifica, CLUEB, 1985, capp. 1-4 (edizione originale: The scientific Image, Oxford U. P. 1980).

(8) L. Laudan "A Confutation of Convergent Realism", Philosophy of Science 48 (1981) pp. 19-49.

(9) Lyons, T.D., "The Pessimistic Meta-Modus Tollens", in Clarke, S., Lyons, T.D. (eds.) Recent Themes in the Philosophy of Science. Scientific Realism and Commonsense, Kluwer 2002, pp. 63-90.

(10) M. Alai "Dal realismo scientifico al realismo metafisico", in Hermeneutica (nuova serie) 2005, pp. 167-189.

(11) M. Alai "Science and Non-Observable Reality", in: G. Auletta (ed.), The Controversial Relationships between Science and Philosophy: A Critical Assessment, Libreria Editrice Vaticana, Vatican City, 2006, pp. 211-250.

(12) M. Alai "Σώζειν τά φαινόμενα. Realistic and Antirealistic Attitudes in Natural Science", Isonomia 2008, http://www.uniurb.it/Filosofia/isonomia/2008alai.pdf.

(13) M. Alai "Realismo scientifico e realismo metafisico", in Fisica e metafisica, a cura di M. Alai, Giornale di Fisica 50, 2009, Supplemento 1, pp. 19-27.

(14) M. Alai "Van Fraassen, Observability and Belief", in M. D'Agostino, G. Giorello, F. Laudisa, T. Pievani and C. Sinigaglia (eds.) New Essays in Logic and Philosophy of Science, London, College Publications, London 2010, pp. 663-675.

(15) M. Alai "Levin and Ghins on the "No Miracle" Argument and Naturalism", European Journal for Philosophy of Science vol. 2, n. 1 (2012), pp. 85-110.

(16) M. Alai "Defending Deployment Realism against Alleged Counterexamples", in Defending Realism: Ontological and Epistemological Investigations, De Gruyter 2014.

(17) M. Alai "Ontologia, conoscenza e signifícato nel realismo scientifico" in Ontologia, realtà e conoscenza, a cura di M. Bianca e P. Piccari, Mimesis, Milano, 2013.

(18) M. Alai "Novel Predictions and the No Miracle Argument", "Novel Predictions and the No Miracle Argument", Erkenntnis  79, 2 (2014), pp. 297-326, doi:10.1007/s10670-013-9495-7

(19) M. Alai "Deployment vs. Discriminatory Realism", in: [2014] New Thinking about Scientific Realism (Cape Town, South Africa; 5-9 August 2014),  PhilSci Archive 2014, http://philsci-archive.pitt.edu/10551/

(20) M. Alai "Why Antirealists Can't Explain Success" in F. Bacchini, S. Caputo and M. Dell'Utri (eds.) Metaphysics and Ontology Without Myths, Cambridge Scholars Publishing,  Newcastle upon Tyne 2014, pp. 48-66.

(21) M. Alai "Explanatory Realism", in E. Agazzi (ed.), Science, Metaphysics, Religion. Proceedings of the Conference of the International Academy of Philosophy of Science, Siroki Brijeg 24-24 July  2013, Franco Angeli, Milano  2014, pp. 99-116.

(22) M. Alai "Defending Deployment Realism against Alleged Counterexamples", in G. Bonino, G. Jesson,  J. Cumpa  (eds.) Defending Realism. Ontological and Epistemological Investigations,   De Gruyter, Boston-Berlin-Munich, ISBN 978-1-61451-665-1, pp. 265-290.

The articles authored by the teacher can be requested from him.

(II) TO BE ANNOUNCED

(III) MND AND THOUGHT EXPERIMENTS

Angelucci, A. (in corso di pubblicazione) Che Cos'è un Esperimento Mentale, Carocci.

Sorensen, R. (1992) Thought Experiments, Oxford University Press.

Williamson, T. (2007) The Philosophy of Philosophy, Blackwell Publishing.

(IV) PHENOMENOLOGY AND COGNITIVE SCIENES

N. Depraz, F. Varela, P. Vermersch, On Becoming Aware. A Pragmatics of Experiencing, John Benjamins Publishing, Amsterdam, 2003(edition francaise, A l'épreuve de l'expérience. Pour une pratique phénoménologique, Zeta Books, Bucarest, 2011 (chapt. 1)

S. Gallagher, D. Zahavi, Phenomenological Mind, Routledge, New York, 2007. (chapt. 2)

Assessment

EXAMINATIONS

Students will be allowed to choose between a written examination at the early pre-exam session and an oral examination at the regular exam sessions. Active participation in the classroom will also contribute to the final evaluation. Foreign students will have an option to take the exam in English

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Teaching

FOR THOSE NOT ATTENDING CLASSES

Personal study (individual or with others) according to the directions of this vademecum and if possible with the help which can be given by the teacher during office hours or through e-mail, Skype, etc. The files of lecture notes will also be made available

Attendance

In order to make up for the impossibility of attending classes, a hard and careful study is required. One should already possess good skills of autonomous learning and some capacity to read and understand philosophical texts, at least at a basic level. Whenever possible, it is advisable to work with other students. Students should also test their own learning by trying to produce examples of each concept and idea they encounter. Lists of test questions or mock exams will also be supplied upon request.

Course books

Required readings:

(1) J. Ladyman, Filosofia della scienza, Carocci 2002 (also in the english Edition, Understanding Philosphy of science)

and one of the following:

(10) M. Alai "Dal realismo scientifico al realismo metafisico", in Hermeneutica (nuova serie) 2005, pp. 167-189.

(11) M. Alai "Science and Non-Observable Reality", in: G. Auletta (ed.), The Controversial Relationships between Science and Philosophy: A Critical Assessment, Libreria Editrice Vaticana, Vatican City, 2006, pp. 211-250.

(12) M. Alai "Σώζειν τά φαινόμενα. Realistic and Antirealistic Attitudes in Natural Science", Isonomia 2008, http://www.uniurb.it/Filosofia/isonomia/2008alai.pdf.

(13) M. Alai "Realismo scientifico e realismo metafisico", in Fisica e metafisica, a cura di M. Alai, Giornale di Fisica 50, 2009, Supplemento 1, pp. 19-27.

(14) M. Alai "Van Fraassen, Observability and Belief", in M. D'Agostino, G. Giorello, F. Laudisa, T. Pievani and C. Sinigaglia (eds.) New Essays in Logic and Philosophy of Science, London, College Publications, London 2010, pp. 663-675.

(15) M. Alai "Levin and Ghins on the "No Miracle" Argument and Naturalism", European Journal for Philosophy of Science vol. 2, n. 1 (2012), pp. 85-110.

(16) M. Alai "Defending Deployment Realism against Alleged Counterexamples", in Defending Realism: Ontological and Epistemological Investigations, De Gruyter 2014.

(17) M. Alai "Ontologia, conoscenza e signifícato nel realismo scientifico" in Ontologia, realtà e conoscenza, a cura di M. Bianca e P. Piccari, Mimesis, Milano, 2013.

(18) M. Alai "Novel Predictions and the No Miracle Argument", "Novel Predictions and the No Miracle Argument", Erkenntnis  79, 2 (2014), pp. 297-326, doi:10.1007/s10670-013-9495-7

(19) M. Alai "Deployment vs. Discriminatory Realism", in: [2014] New Thinking about Scientific Realism (Cape Town, South Africa; 5-9 August 2014),  PhilSci Archive 2014, http://philsci-archive.pitt.edu/10551/

(20) M. Alai "Why Antirealists Can't Explain Success" in F. Bacchini, S. Caputo and M. Dell'Utri (eds.) Metaphysics and Ontology Without Myths, Cambridge Scholars Publishing,  Newcastle upon Tyne 2014, pp. 48-66.

(21) M. Alai "Explanatory Realism", in E. Agazzi (ed.), Science, Metaphysics, Religion. Proceedings of the Conference of the International Academy of Philosophy of Science, Siroki Brijeg 24-24 July  2013, Franco Angeli, Milano  2014, pp. 99-116.

(22) M. Alai "Defending Deployment Realism against Alleged Counterexamples", in G. Bonino, G. Jesson,  J. Cumpa  (eds.) Defending Realism. Ontological and Epistemological Investigations,   De Gruyter, Boston-Berlin-Munich, ISBN 978-1-61451-665-1, pp. 265-290.

All the other readings in the list for students attending classes can be used for a deeper understanding. The teacher's own articles can be requested from him

Assessment

Examinations
Oral examination. Alternatively, subject to previous agreement with the teacher , it will be possible to take a written examination at the early pre-exam session. Foreign students may ask to take the exam in English.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

As a form of  CLIL (Content and Language Integrated Learning) at least one article will  be read and commented in English. Help to the understanding will be supplied if needed. Foreign students will be allowed to use English for questions and comments during classes, for all the required readings, and for the final examination.