Filosofia | PHILOSPHY OF HISTORY A

cod. 0312500015

PHILOSPHY OF HISTORY A

	0312500015
	DEPARTMENT OF CULTURAL HERITAGE

	PHILOSOPHY
	2015/2016

PERCORSO COMUNE

	YEAR OF DIDACTIC SYSTEM 2010
	PRIMO SEMESTRE

TEACHING UNITS

	SSD	CFU	HOURS	ACTIVITY	TYPE OF ACTIVITY
	M-FIL/03	6	30	LESSONS	COMPULSORY SUBJECTS, CHARACTERISTIC OF THE CLASS

	Objectives
	FROM THE ENCLOSURE OF INANNA TO THE HORTUS CONCLUSUS. THE ORIGINS OF THE IDEA OF GARDEN UNIT A KNOWLEDGE AND ABILITY OF COMPREHENSION: THROUGH THE ANALYSIS OF SOME ANCIENT AND MODERN REFERENCES, THE STUDENT WILL BE ENCOURAGED TO COMPREHEND THE IMPORTANCE OF GARDEN’S THEME IN THE PHILOSOPHICAL AND MORAL REFLECTION. ABILITY TO ADOPT KNOWLEDGE AND UNDERSTANDING: THE STUDENT MUST BE ABLE TO DEMONSTRATE SUFFICIENT ANALYSIS SKILLS ABOUT THE DIFFERENT PHILOSOPHICAL INTERPRETATIONS OF THE SACRED GARDEN. AUTONOMY OF JUDGMENT: THE STUDENT WILL MUST BE ABLE TO UNDERSTAND AND FORMULATE, IN AUTONOMOUS WAY, THE RELEVANT ASPECTS ABOUT THE HISTORY OF GARDEN. COMMUNICATIVE SKILLS: DURING THE COURSE AND THE FINAL EXAM, THE STUDENT WILL MUST EXPRESS WITH CLARITY THEMES AND PROBLEMS DISCUSSED DURING THE LESSONS. LEARNING SKILLS: ATTENDING THE COURSE WILL MUST ALLOW THE STUDENT TO ACQUIRE TOGETHER WITH SPECIFIC CONTENTS, SKILLS AND METHODS OF THE PHILOSOPHICAL RESEARCH. UNIT B GARDEN AND PHILOSOPHY: FROM THE AGE OF THE LIGHTS TO THE GARDENS OF THE SOUFFRANCE KNOWLEDGE AND ABILITY OF COMPREHENSION: THROUGH THE ANALYSIS OF SOME ANCIENT AND MODERN REFERENCES, THE STUDENT WILL BE ENCOURAGED TO UNDERSTAND THE IMPORTANCE OF THEME OF MODERN GARDEN IN THE PHILOSOPHICAL AND MORAL REFLECTION. ABILITY TO ADOPT KNOWLEDGE AND UNDERSTANDING: THE STUDENT MUST BE ABLE TO DEMONSTRATE HE ACQUIRED SUFFICIENT ANALYSIS SKILLS OF THE DIFFERENT PHILOSOPHICAL INTERPRETATIONS ON MODERN GARDEN. AUTONOMY OF JUDGMENT: THE STUDENT WILL HAVE TO BE ABLE TO UNDERSTAND AND TO FORMULATE, IN AUTONOMOUS WAY, THE RELEVANT ASPECTS OF THE HISTORY OF MODERN GARDEN. COMMUNICATIVE SKILLS: DURING THE COURSE AND AT THE FINAL EXAM, THE STUDENT WILL HAVE TO EXPRESS WITH CLARITY THEMES AND PROBLEMS DISCUSSED DURING THE LESSONS. LEARNING SKILLS: ATTENDING THE COURSE WILL ENABLE THE STUDENT TO ACQUIRE TOGETHER WITH SPECIFIC CONTENTS, SKILLS AND METHODS OF THE PHILOSOPHICAL RESEARCH.

FROM THE ENCLOSURE OF INANNA TO THE HORTUS CONCLUSUS. THE ORIGINS OF THE IDEA OF GARDEN

UNIT A

KNOWLEDGE AND ABILITY OF COMPREHENSION: THROUGH THE ANALYSIS OF SOME ANCIENT AND MODERN REFERENCES, THE STUDENT WILL BE ENCOURAGED TO COMPREHEND THE IMPORTANCE OF GARDEN’S THEME IN THE PHILOSOPHICAL AND MORAL REFLECTION.
ABILITY TO ADOPT KNOWLEDGE AND UNDERSTANDING: THE STUDENT MUST BE ABLE TO DEMONSTRATE SUFFICIENT ANALYSIS SKILLS ABOUT THE DIFFERENT PHILOSOPHICAL INTERPRETATIONS OF THE SACRED GARDEN.
AUTONOMY OF JUDGMENT: THE STUDENT WILL MUST BE ABLE TO UNDERSTAND AND FORMULATE, IN AUTONOMOUS WAY, THE RELEVANT ASPECTS ABOUT THE HISTORY OF GARDEN.
COMMUNICATIVE SKILLS: DURING THE COURSE AND THE FINAL EXAM, THE STUDENT WILL MUST EXPRESS WITH CLARITY THEMES AND PROBLEMS DISCUSSED DURING THE LESSONS.
LEARNING SKILLS: ATTENDING THE COURSE WILL MUST ALLOW THE STUDENT TO ACQUIRE TOGETHER WITH SPECIFIC CONTENTS, SKILLS AND METHODS OF THE PHILOSOPHICAL RESEARCH.

UNIT B

GARDEN AND PHILOSOPHY: FROM THE AGE OF THE LIGHTS TO THE GARDENS OF THE SOUFFRANCE

KNOWLEDGE AND ABILITY OF COMPREHENSION: THROUGH THE ANALYSIS OF SOME ANCIENT AND MODERN REFERENCES, THE STUDENT WILL BE ENCOURAGED TO UNDERSTAND THE IMPORTANCE OF THEME OF MODERN GARDEN IN THE PHILOSOPHICAL AND MORAL REFLECTION.
ABILITY TO ADOPT KNOWLEDGE AND UNDERSTANDING: THE STUDENT MUST BE ABLE TO DEMONSTRATE HE ACQUIRED SUFFICIENT ANALYSIS SKILLS OF THE DIFFERENT PHILOSOPHICAL INTERPRETATIONS ON MODERN GARDEN.
AUTONOMY OF JUDGMENT: THE STUDENT WILL HAVE TO BE ABLE TO UNDERSTAND AND TO FORMULATE, IN AUTONOMOUS WAY, THE RELEVANT ASPECTS OF THE HISTORY OF MODERN GARDEN.
COMMUNICATIVE SKILLS: DURING THE COURSE AND AT THE FINAL EXAM, THE STUDENT WILL HAVE TO EXPRESS WITH CLARITY THEMES AND PROBLEMS DISCUSSED DURING THE LESSONS.
LEARNING SKILLS: ATTENDING THE COURSE WILL ENABLE THE STUDENT TO ACQUIRE TOGETHER WITH SPECIFIC CONTENTS, SKILLS AND METHODS OF THE PHILOSOPHICAL RESEARCH.

	Prerequisites
	NONE

	Contents
	UNIT A FROM THE ENCLOSURE OF INANNA TO THE HORTUS CONCLUSUS. THE ORIGINS OF THE IDEA OF GARDEN. MOVING FROM THE IMAGE AND FROM THE MEANING OF GARDEN AS A PLACE OF PROJECTION OF NEEDS AND EXPECTATIONS OF MEN, THE COURSE INTENDS TO ANALYZE THE ORIGINS OF THE IDEA OF THE GARDEN, WHICH IS ROOTED IN THE FOUNDATIONAL ASPECTS OF THE DOCTRINES AND RELIGIOUS CULTS. FROM THE GARDEN TO THE SUMERIAN INANNA FENCE EDENIC OF GENESIS AND ISAIAH, FROM THE INVINCIBLE VIRGIN’S WOODS UNTOUCHED (MENTIONED BY SOPHOCLES' OEDIPUS AT COLONUS) TO MEDIEVAL HORTUS CONCLUSUS AND THE LITTLE GARDEN OF PARADISE OF THE MASTER OF THE HIGH RHINE, GARDEN LOOKS LIKE META-SPACE THAT SEPARATES AND UNITES THE REGIONS OF THE DIVINE AND THE HUMAN, AND DIRECTS THE INDIVIDUAL AND SOCIAL BEHAVIOR. IN THIS SENSE, IT DISCLOSES ITSELF AS AN ARCHETYPE AND SETS AS A PRIMARY EUTOPIC PLACE, IN THE HISTORY OF THE WEST. UNIT B GARDEN AND PHILOSOPHY: FROM THE AGE OF THE LIGHTS TO THE GARDENS OF THE SOUFFRANCE IN THE SEVENTEENTH CENTURY GARDEN LANDSCAPING, ONE PARTICULAR FORM STILL EXIST, ALTHOUGH IN A LAICIZED AND DEBUNKED VISION, THE ANCIENT IMAGE OF 'LIEU DE DÉLICES'. DURING THE EIGHTEENTH AND IN THE FIRST DECADES OF NINETEENTH CENTURY, THE IMAGE OF GARDEN SUFFERS A REAL OVERTURN OF SENSE. IN LEOPARDI (ZIBALDONE), BAUDELAIRE (LE SPLEEN DE PARIS), HOFMANNSTHAL (GARDENS), VALÉRY (MONSIEUR TESTE), GARDEN TURNS OUT TO BE A CLEAR ALLEGORY OF THE AVILISSEMENT DES COEURS. IN THEIR THEORETICAL AND POETIC WRITINGS WE ASSIST TO A SORT OF REMOVAL OF THE HEAVEN, SINCE GARDEN IS NOT THE PLACE OF HAPPINESS ANYMORE, BUT BECOMES INSTEAD SPACE OF THE 'SOUFFRANCE'.

Contents

UNIT A

FROM THE ENCLOSURE OF INANNA TO THE HORTUS CONCLUSUS. THE ORIGINS OF THE IDEA OF GARDEN.

MOVING FROM THE IMAGE AND FROM THE MEANING OF GARDEN AS A PLACE OF PROJECTION OF NEEDS AND EXPECTATIONS OF MEN, THE COURSE INTENDS TO ANALYZE THE ORIGINS OF THE IDEA OF THE GARDEN, WHICH IS ROOTED IN THE FOUNDATIONAL ASPECTS OF THE DOCTRINES AND RELIGIOUS CULTS. FROM THE GARDEN TO THE SUMERIAN INANNA FENCE EDENIC OF GENESIS AND ISAIAH, FROM THE INVINCIBLE VIRGIN’S WOODS UNTOUCHED (MENTIONED BY SOPHOCLES' OEDIPUS AT COLONUS) TO MEDIEVAL HORTUS CONCLUSUS AND THE LITTLE GARDEN OF PARADISE OF THE MASTER OF THE HIGH RHINE, GARDEN LOOKS LIKE META-SPACE THAT SEPARATES AND UNITES THE REGIONS OF THE DIVINE AND THE HUMAN, AND DIRECTS THE INDIVIDUAL AND SOCIAL BEHAVIOR. IN THIS SENSE, IT DISCLOSES ITSELF AS AN ARCHETYPE AND SETS AS A PRIMARY EUTOPIC PLACE, IN THE HISTORY OF THE WEST.

UNIT B

GARDEN AND PHILOSOPHY: FROM THE AGE OF THE LIGHTS TO THE GARDENS OF THE SOUFFRANCE

IN THE SEVENTEENTH CENTURY GARDEN LANDSCAPING, ONE PARTICULAR FORM STILL EXIST, ALTHOUGH IN A LAICIZED AND DEBUNKED VISION, THE ANCIENT IMAGE OF 'LIEU DE DÉLICES'.
DURING THE EIGHTEENTH AND IN THE FIRST DECADES OF NINETEENTH CENTURY, THE IMAGE OF GARDEN SUFFERS A REAL OVERTURN OF SENSE.
IN LEOPARDI (ZIBALDONE), BAUDELAIRE (LE SPLEEN DE PARIS), HOFMANNSTHAL (GARDENS), VALÉRY (MONSIEUR TESTE), GARDEN TURNS OUT TO BE A CLEAR ALLEGORY OF THE AVILISSEMENT DES COEURS. IN THEIR THEORETICAL AND POETIC WRITINGS WE ASSIST TO A SORT OF REMOVAL OF THE HEAVEN, SINCE GARDEN IS NOT THE PLACE OF HAPPINESS ANYMORE, BUT BECOMES INSTEAD SPACE OF THE 'SOUFFRANCE'.

	Teaching Methods
	LECTURES

	Verification of learning
	ORAL EXAMINATION

	Texts
	UNIT A 1) IL MITO SUMERO DELLA VITA E DELL’IMMORTALITÀ. I POEMI DELLA DEA INANNA, TRASCRITTI E COMMENTATI DA DIANE WOLKSTEIN E SAMUEL NOAH KRAMER, TRADUZIONE DI FRANCO MARANO, JACA BOOK, MILANO 1985. 2) M. VENTURI FERRIOLO, IL GIARDINO DEL MONACO, IN “EDIZIONI PER LA CONSERVAZIONE-CULTURA E AMBIENTE”, ANNO II, N. 9/10, SETTEMBRE-OTTOBRE 1990, SEMAR EDITORE, ROMA 1990. 3) E. COCCO, IL GIARDINO COME METAFORA. PRESENZA E ASSENZA DEL SACRO, NEL VOLUME DI AUTORI VARI PAESAGGIO E SACRALITÀ, A CURA DI ANTONIO SALVATORI, EDIZIONI ROSMINIANE, STRESA 2003, PP. 147-170. UNIT B 1) E. COCCO, ETICA ED ESTETICA DEL GIARDINO, GUERINI E ASSOCIATI, MILANO 2003. 2) C. BAUDELAIRE, LO SPLEEN DI PARIGI. PICCOLI POEMI IN PROSA, TRADUZIONE E CURA DI FRANCO RELLA, TESTO ORIGINALE A FRONTE, FELTRINELLI, MILANO 1992. 3) J. DE PRÉCY, E IL GIARDINO CREÒ L'UOMO. UN MANIFESTO RIBELLE E SENTIMENTALE PER FILOSOFI GIARDINIERI, A CURA DI MARCO MARTELLA, PONTE DELLE GRAZIE-ADRIANO SALANI EDITORE, FIRENZE-MILANO 2012.

Texts

UNIT A

1) IL MITO SUMERO DELLA VITA E DELL’IMMORTALITÀ. I POEMI DELLA DEA INANNA, TRASCRITTI E COMMENTATI DA DIANE WOLKSTEIN E SAMUEL NOAH KRAMER, TRADUZIONE DI FRANCO MARANO, JACA BOOK, MILANO 1985.
2) M. VENTURI FERRIOLO, IL GIARDINO DEL MONACO, IN “EDIZIONI PER LA CONSERVAZIONE-CULTURA E AMBIENTE”, ANNO II, N. 9/10, SETTEMBRE-OTTOBRE 1990, SEMAR EDITORE, ROMA 1990.
3) E. COCCO, IL GIARDINO COME METAFORA. PRESENZA E ASSENZA DEL SACRO, NEL VOLUME DI AUTORI VARI PAESAGGIO E SACRALITÀ, A CURA DI ANTONIO SALVATORI, EDIZIONI ROSMINIANE, STRESA 2003, PP. 147-170.

UNIT B

1) E. COCCO, ETICA ED ESTETICA DEL GIARDINO, GUERINI E ASSOCIATI, MILANO 2003.
2) C. BAUDELAIRE, LO SPLEEN DI PARIGI. PICCOLI POEMI IN PROSA, TRADUZIONE E CURA DI FRANCO RELLA, TESTO ORIGINALE A FRONTE, FELTRINELLI, MILANO 1992.
3) J. DE PRÉCY, E IL GIARDINO CREÒ L'UOMO. UN MANIFESTO RIBELLE E SENTIMENTALE PER FILOSOFI GIARDINIERI, A CURA DI MARCO MARTELLA, PONTE DELLE GRAZIE-ADRIANO SALANI EDITORE, FIRENZE-MILANO 2012.