| Code |
15556
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| Year |
1
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| Semester |
S1
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| ECTS Credits |
6
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| Workload |
OT(15H)/TP(45H)
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| Scientific area |
Philosophy
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Entry requirements |
Do not exist.
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Learning outcomes |
At the end of the course unit, the student should be able to:
- reflect on the relevance of the notion of philosophical conversion for philosophical methodology and hermeneutics;
- analyse the notion of conversion as an interdisciplinary and transdisciplinary concept, the notion of philosophical conversion as a decisive concept in the history of philosophy and as a point of articulation between the theoretical and practical dimensions of philosophy;
- understand the notion of philosophy as a way of life in certain classical authors from Antiquity, the Middle Ages, and Modernity, as well as the relationships that are established between these authors through this “practical” conception of philosophy, in order to comprehend the historical development of philosophy and its interaction with other disciplines.
At the end, the student should have acquired the necessary competences to:
interpret a philosophical text through an intratextual, intertextual, and extratextual hermeneutics.
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Syllabus |
1) History and hermeneutics of philosophy through the example of conversion to philosophy (Pierre Hadot and Michel Foucault).
2) Methodology of philosophical analysis and writing.
3) Figures of philosophical conversion. Constants and variants among different forms of conversion (philosophical, religious, political…).
Conversion in Antiquity:
3.1) Plato;
3.2) Aristotle;
3.3) The Hellenistic schools: Stoics, Epicureans, and Cynics.
Conversion in the Middle Ages:
4.1) St Augustine;
4.2) Dante Alighieri;
4.3) Francesco Petrarca.
Conversion in Modernity:
5.1) Renaissance conversion;
5.2) Descartes, Spinoza, Nietzsche.
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Main Bibliography |
AGOSTINHO, Santo. (2004). Confissões. Lisboa.
ARISTÓTELES. (2006). Protréptico. Madrid.
DANTE ALIGHIERI. (2004). A Divina Comédia. Porto Alegre.
DESCARTES, R. (2006). Discurso do método. Lisboa.
DESCARTES, R. (2024). Meditações sobre a filosofia primeira. Coimbra.
EPICTETO. (2024). Manual para a vida. Porto.
EPICURO. (2009). Cartas, Máximas e Sentenças. Lisboa.
ESPINOSA, B. (2020). Ética. Lisboa.
HADOT, P. (2014). Exercícios espirituais e filosofia antiga. São Paulo.
LUCRÉCIO. (2015). Da Natureza das Coisas. Lisboa.
MARCO AURÉLIO. (2022). Meditações. Lisboa.
MONTAIGNE, Michel de. (1984). Ensaios. São Paulo.
MORE, T. (2004). A Utopia. Brasília.
NIETZSCHE, F. (2020). Schopenhauer como educador. São Paulo.
PETRARCA, F. (2015). O meu livro segredo. Civitas Augustiniana, 4.
PLATÃO. (2000). A República. Lisboa.
PLATÃO. (2002). “Carta VII". Lisboa.
PLATÃO. (2024). Apologia de Sócrates. Coimbra.
SÉNECA, L. A. (2004). Cartas a Lucílio. Lisboa.
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Teaching Methodologies and Assessment Criteria |
Teaching methodologies relate theoretical sessions with practical sessions. The sessions follow a repertoire of forms participated by the teacher and students that bring together the concise and clear presentation of the knowledge of the curricular unit, the commented reading of the texts, the preparation of group reports that are explained and discussed in class, to which they combine tutoring to review knowledge and methodology. The following methods and criteria are used in the assessment of the subject: participation in the work of weekly sessions, carrying out reports in a class group, preparing a written test and carrying out work with a methodological and hermeneutic nature.
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Language |
Portuguese. Tutorial support is available in English.
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