Percorso formativo

Educational objectives

Knowledge and understanding: This course will introduce students to the study of the political, economic, social and cultural history of the Ottoman Empire from its emergence in the late 13th century to its demise in the aftermath of World War I. The course will analyze the modernization process in the Ottoman empire during the long 19th century, how those transformations were reflected in the making of modern Turkey, one of its principal successor states, and the Ottoman legacy in Republican Turkey.

Applying knowledge and understanding: Students will be able to identify and analyze the major transformations of Ottoman Empire and, through reflections concerning mainly Ottoman intellectual, social and cultural history, they will acquire the fundamental tools for understanding modernization and the birth of modern Turkey as well as of other nation-states emerging from the Ottoman Empire. The students will acquire a solid foundation from which they can pursue further specialized study in the history of the Ottoman Empire, the Modern Middle East, and the Eastern Mediterranean.
Making judgements: the students will be able to analyze critically the knowledge they have acquired and formulate their own judgments. These skills will be built up also through promoting independent and collaborative learning activities such as self-direct learning, written essays, Problem Based Learning (PBS).
Communication skills: the students will learn how to express their ideas clearly and adequately and how to communicate effectively what has been learned. These skills will be enhanced by promoting collaborative learning activities such as Think-Pair-Share (TPS), small discussion groups, simulations, peer reading and peer editing.
Learning skills: the students will learn how to study in a self-directed and autonomous way, understand their shortcomings and conceive and develop a self-learning project within a set time limit. These skills will be enhanced by activities such as flipped classroom, self-evaluation exercises and written essays.

Educational objectives

Knowledge
The present course aims at providing students with basic knowledge of the history of Muslim societies from
the origins of Islam to the late Middle Ages and, within available time, to the Early Modern era. One of its
objectives is that students acquire an understanding of the current diffusion and distribution of Muslim
presence in the world and, more precisely, in its different geographical areas. It also aims at providing
students with a general framework of historical references within which they might integrate any further
knowledge they will acquire in courses of Arabic and Persian languages and literatures (as well as Bengali,
and potentially also other languages of the Muslim world which are not currently taught in our Oriental
Languages and Civilizations Bachelors Program), Islamic Studies, History of Islamic Art, etc. A further goal is
that students start to familiarize themselves with technical terms in Arabic and, to a lesser extent, in the
other main languages of Islamic civilization.

Skills
This course aims at planting the following skills in the students’ minds:
- Collocating in time and space the main events and processes in the history of the medieval (and,
within available time, early modern) Muslim world.
- Consulting thematic maps, statistic databases and interactive websites focused on current religious
demography of global Islam, which will have been explained in class and made available on the e-
learning platform; using these tools independently and combining different data to formulate fresh
comparative remarks.
- Tracing back, at least in broad terms, the remote origins and historical developments of social,
political and religious institutions, as well as other longue-durée features, which still characterize
Muslim societies.
- Deconstructing with a critical mind some simplistic representations of the Muslim world (whatever
their leanings) which are currently spread through a variety of media, by putting them into
historical perspective.
- Using in an appropriate way some technical terms from historical sciences, especially from
historical studies on Islamic civilization, without neglecting more general propriety of language, as
far as both lexicon and syntax are concerned.
- Reasoning on acquired notions and concepts and on their possible interactions instead of
reproducing them passively.
- Being able to pursue their study of this discipline autonomously (and feeling motivated to do it),
building both upon bibliographical suggestions provided throughout the course, and upon some
examples of open historiographical debates which will have been shown by the teacher.

Educational objectives

In consistency with the educational purposes of the whole teaching course, aim of the teaching unit is to give students a basic knowledge and comprehension skills in the field of ISLAMIC ARCHAEOLOGY AND HISTORY OF ART, with the help of advanced textbooks. Moreover, it will make the student able to apply the acquired knowledge in an expert and reflective way, making autonomous judgments, communicating ideas, problems and reflections in a clear and correct way, and developing the knowledge required to go further in the studies.

The aim of the course is a basic knowledge of the origin and formation of Islamic material culture and artistic expression, deepening both the transition from late antiquity and the pre-Islamic Iranian civilization carried out during the first years of expansion from the Arabian Peninsula, and the resulting contributions of specific elements, from floor plans to iconography to symbols. The student will also be informed about the history of studies of the Islamic archaeology and the relations between the two Mediterranean cultures (Christian and Muslim) in the Middle Ages.

Educational objectives

The course provides basic knowledge on the results of archaeological research and on the artistic and architectural production of the Indian subcontinent. Upon completion of the course students will have acquired general knowledge of the analytical methods and critical interpretation of archaeological and historical-artistic research, adequate communicative skills in the description of archaeological or art historical themes and analytical skills to relate them with the relevant historical, cultural and religious context.

Educational objectives

The course aims to provide foundational knowledge and understanding in the field of Archaeology and Art History of the Ancient Near East, with a particular focus on the study of pre-Islamic Mesopotamia and the Arabian Peninsula.
The course aims to offer an overview of the main themes in archaeological research of pre-Islamic Mesopotamia and the Arabian Peninsula, providing basic knowledge of material culture, artistic production, and architecture. Upon completion of the course, students will have gained a general understanding of methods of analysis and critical interpretation in archaeological and art historical research, as well as proficiency in describing archaeological or art historical themes. Students will be able to communicate acquired knowledge competently and reflectively, formulating independent judgments and developing the necessary skills for further studies in the field.

Educational objectives

The course is designed for initiate non-Arabic-speaking students into the study of standard Arabic, the course aims at enabling students to use and correctly pronounce simple Arabic sentences, and to comprehend and produce basic oral and written tasks.
The course combines a theoretical and a practical side: on the one hand the student will learn basic notions of grammar and syntax of the classical Arabic language and on the other had these theoretical competences will be integrated by some practical exercises - readings and dialogues - with a mother tongue teacher.

Educational objectives

First Semester: Chinese phonology, Hanyu pinyin romanization; simplified and complex Chinese characters, radicals (1 to 100); elementary grammar, simple sentence structure, word classes, verbs in series, direction verbs.
Second Semester: Radicals (101 to 214); classifiers, modal verbs, adjective predicates, nominal predicates, prepositional constructions, double objects verbs, aspectual and modal particles, localizers, pivotal sentences. During the second semester, will be held specific lesson regarding Chinese-Italian literary translation skills. At the end of the course, the students will be able to carry a simple conversation in Chinese, reaching the Official Chinese Certification Level HSK 1 and 2, compatible with European Common Framework levels: A.1 – A.2.1

Educational objectives

Educational Goals: The three-year course aims at the Korean language acquisition through the knowledge of grammar, reading and comprehension abilities, translation and composition practice. Lectures are focused on different communication tasks that the student is called to play in the domains of social life. They are supported by language instructors lectures that include hours of conversations and practical tests at the language lab.
Specific Goals: At the end of the three-year period the student must reach good oral and written communication skills, and be able to carry out translations from and into Korean. With the achievement of the First year, the student must be able to cover the A1 level of the common European reference framework and acquire the necessary skills to obtain the first level of the TOPIK Proficiency Test (first level).

Educational objectives

The three-year course aims at the Japanese Language acquisition in the written and oral component and the development of communication skills from the elementary to the advanced level, with different degrees for each year. Although a framework of reference as for the European languages has not yet been definited for the Japanese language, the JF Standard proposed by the Japan Foundation, based on the European CEFR, is in use; this scheme refers to the Japanese Language Proficiency Test (JLPT) with the N1-N2-N3-N4-N5 levels that are used in the following descriptions.
At the end of first year the student will reach the basic knowledge of grammar and their application in everyday life situations. The course includes language lessons aimed at providing the elementary syntax, the writing of alphabets and about 220 ideograms; many hours are dedicated to the development of communication skills, according to new language teaching techniques, to the strengthening of the concepts learned through class exercises and translation tests. Classes with native speakers further support the writing and conversation exercises.

Specific Goals
At the end of the first year the student will be able to present himself and others, to communicate in simple everyday situations, to translate basic sentences from Japanese to Italian and vice versa; he will then be able to obtain the N5 level and to use some grammatical and communicative structures of the JLPT level N4.

Educational objectives

Students of the language course “Hindi 1” are expected to achieve the equivalent of A1/A2 level of the CEFR (Common European Framework of Reference for Languages). By the end of the course, they will reach a basic (though not elementary) knowledge of both written and spoken Hindi.
More specifically, they will:
- be able to understand and communicate general information regarding a range of everyday issues;
- be able to read and write simple texts, using a descriptive language with no mistakes – though within the limits of the set of grammatical rules that are taught during the course.
Thanks to a teaching methodology that is also based on a comparison with other Indo-European languages, students will develop linguistic skills that will allow them to formulate well founded judgements on issues falling within and beyond the specific disciplinary boundaries.
Since the students can learn Hindi language for just one year, the course “Hindi 1” aims also at enabling them to go on studying Hindi independently, with the help of the most popular tools for language self-teaching (reference books, videos, internet, etc.).
Thanks to the seminars and the conferences that are regularly organized by the teaching staff, students will also reach a fair level of knowledge on major issues regarding contemporary Indian culture and society, which will strengthen their operating skills in the ultimate perspective of their employment or self-employment in various professional domains.

Educational objectives

The three-year degree in Persian language and translation is devoted to the study of Persian grammar and syntax, and includes exercises in reading and translating texts (from and into Persian), progressively applied to the acquired knowledge of the students. Classes of spoken language exercise are provided by mother tongue lecturers.
At the end of the three-year degree students will be able to understand Persian literary texts, to write texts in Persian, to translate from and into Persian, and to converse in Persian.
General goals - The first year course aims at familiarizing students with the Arabic-Persian script and with the main structures of Persian grammar and syntax, enabling them to comprehend and produce basic oral and written tasks.
Specific goals - Reached levels: spoken reception A1; written reception A2; overall spoken production A1, written production A2.

Educational objectives

General aims: Course in Bengali language, basic user (CEFR A1-A2).
Specific aims: At the end of the course students are able to – 1) understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment); 2) communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters; 3) describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need; 4) catch the main point in short, clear, simple messages and announcements and understand short simple personal letters.

Educational objectives

Through its contextualized teaching nature of an Eastern language and civilization belonging to the Optional 'Second Eastern Language' Group provided for in all study curricula of the Degree Class L-11 in the second year of the course, the discipline in question (12 Credits) contributes to the achievement of the methodological, transversal, and interdisciplinary learning objectives stated in the Annual Single Sheet of the relevant Degree Program, Frameworks A4.b.2 and A4.c.
The course provides basic notions, necessary and useful for the knowledge and mastery of the grammar and syntax of the Tibetan language at levels A1-B1 of the Common European Framework of Reference for Knowledge of Languages (CEFR; Dublin Descriptor 1) as well as fundamental elements relating to Tibetan culture.
The above-mentioned knowledge is aimed at developing the management skills of the users towards the semantic and semiotic components of the language related to the basic socio-anthropological aspects that characterize the culture in question (DD2).
Activities apt at developing critical and informed judgment skills in the learners, which will complement the progressive didactic narration of the teacher, will consist of critical-analytical perusal of multimedia material, meetings with experts, lectures by scholars focused on specific topics (DD3), classroom debates on agreed topics.
Learning drills conducive to the ability of communicating and transmitting one's linguistic knowledge will be characterized by exercises consisting of group dialogues and / or short individual presentations in the language, conceived, developed, and organized by the students themselves on the basis of the teacher’s tutoring and the didactic material provided (DD4).
The teaching strategies related to the course imply the transmission of methodological techniques of optimized organization of the relationship with the study inspired by maieutic and heuristic principles supported by didactic material designed to facilitate independent study as well as future individual insights into the topics covered (DD5).
At the end of the training course students should be able to: a) know how to correctly write and read the characters of the alphabet and compound syllables; b) use the syntactic-grammatical notions learned to construct correct sentences; c) use the dictionary; d) have simple conversations on topics related to study and daily life.

Educational objectives

Study of the grammar of classical Sanskrit and its literature from V century B.C.E. to our times.
The course aims at highlighting the morpho-semantic structures of Sanskrit and including them in the Indoeuropean context through referring both to the extremely rich Indian grammatical tradition and modern historical linguistics. The socio-linguistic situation of Sanskrit with respect to the other languages of South Asia will also be examined.
At the end of the course the student, within the limits of his/her still basic preparation, should be able to use Sanskrit sources for his/her specific studies (historical, literary, philosophical-religious, art-historical, linguistic, indoeuropeistic, epigraphical, etc.).

Educational objectives

Knowledge and understanding:
The course aims to introduce students to the study of the modern Turkish language
through the analysis of the main phonetic, grammatical and morphological structures,

promoting, at the same time, the acquisition of the basic vocabulary. The course
proposes a full competence in communication strategies and not only a linear
assimilation of grammatical knowledge. Furthermore, the course will introduce
students to the study of modern Turkish literature, taking into account the complex
relationships between history and culture to better frame the study of Turkish
literature in broader social, political and cultural contexts.
Applying knowledge and understanding: students will gain a knowledge of the
basic phonetic, grammatical and morphological structures of the modern Turkish
language and the ability to effectively communicate in written and oral form on
simple and familiar topics, even in settings other than the classroom. Students will
acquire a full competence in communication strategies and not only a linear
assimilation of grammatical knowledge. Students will also acquire a basic knowledge
of Turkish culture and literature, while developing their own critical and analytical
tools suitable for understanding different texts and contexts.
Making judgements: students will be able to analyze critically the knowledge they
have acquired and formulate their own judgments. These skills will be built up also
through promoting independent and collaborative learning activities such as self-
direct learning, written texts, Problem Based Learning (PBS).
Communication skills: students will learn how to express their ideas clearly and
adequately and how to communicate effectively what has been learned both in written
and oral form. These skills will be enhanced by promoting collaborative learning
activities such as Think-Pair-Share (TPS), small conversation and discussion groups,
simulations, peer reading and peer editing.
Learning skills: students will learn how to study in a self-directed and autonomous
way, understand their shortcomings and conceive and develop a self-learning project
within a set time limit. These skills will be enhanced by activities such as flipped
classroom, self-evaluation exercises and written productions.

Educational objectives

- The course aims to develop the knowledge and understanding of the main theoretical and methodological issues in the field of cultural anthropology.
- In particular, the course aims to offer students the analytical tools to "think anthropologically" and to apply the knowledge and understanding of the main themes of anthropology to the approach to different social, cultural and religious contexts.
- The course will foster the ability to understand and critically evaluate the meaning of anthropological knowledge through practical exercises, by reading and commenting on the bibliographic references, in order to formulate judgments in a complex and articulated way, communicating the knowledge and processes that have led to their formation, and addressing topics with a high degree of autonomy.

Educational objectives

The course aims to provide learners with basic transdisciplinary knowledge about the Tibetan
culture at large. The educational objectives will be modulated in compliance with the Dublin
descriptors and will be based on socio-anthropological, historical-artistic and philosophical-
religious aspects characterizing the culture in question. The course is theoretical-cultural. It does
not require knowledge of the Tibetan language.
The teaching strategies related to the course will involve the transmission of methodological
techniques for optimized organization of the relationship with the study, inspired by maieutic and
heuristic principles supported by didactic material designed to facilitate independent study as well
as future individual insights into the topics covered by the course.
The activities capable of developing critical and informed judgment skills on the part of the learners,
complementing the progressive didactic narrative, will consist of critical-analytical perusal of
multimedia material, meetings with experts, conferences of scholars focused on specific topics,
debates in class on agreed topics.
At the end of the course, learners will be able to possess an informed and holistic critical knowledge
of Tibetan culture, in line with the expectations indicated by the Didactic System and the Manifesto
of the Course of Studies in Oriental Languages and Civilizations, which this teaching subject will
further enrich in virtue of its uniqueness.

Educational objectives

The course aims to provide the basic elements of the history of early Italian literature as well as basic information about metrics, rhetoric and text analysis.
As far as the Dublin descriptors are concerned, the course enables the student to master the subjects in order to use it and apply it in other fields of study with the correct use of the specific technical language (descriptor number 1); with the acquired knowledge the student is able to develop autonomous ability of connections with other disciplines in the various historical-cultural epochs (descriptor number 2); the student therefore acquires transversal skills related to communication (descriptors number 3-4)

Educational objectives

The students will acquire the knowledge of the main literary theories and the tools of comparative literature and demonstrate the knowledge of the principal issues in this field of study. The students will understand how the theories and themes in the field of comparative literature are relevant at a national and international level and relate such theories and themes to a broader literary, historical and cultural context. The students will acquire the ability to create a continuum among the different issues and to shape, formulate and communicate independent thoughts on such issues. The students will acquire the maturity that will allow not only to employ the acquired knowledge independently in the field of comparative literature, but also to utilize it as the foundation for other courses in literary studies and other related disciplines (such as linguistics, philology, history). Didactical Aims
: the module is aimed at introducing students to some aspects of comparative literature and literary criticism.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes general questions and specific perspectives by focusing on their interactions on a global scale; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

Aim of the teaching unit is to give students a basic knowledge and comprehension skills in the field of ANCIENT NEAR EAST ARCHAEOLOGY AND HISTORY OF ART, with the help of advanced textbooks. Moreover, it will make the student able to apply the acquired knowledge in an expert and reflective way, making autonomous judgments, communicating ideas, problems and reflections in a clear and correct way, and developing the knowledge required to go further in the studies.

The course intends to introduce the students to the modern theories, methodologies and techniques of the archeological, artistic and literary analysis of the most important ancient eastern cultures of Mesopotamia.

Educational objectives

Knowledge
This course aims at providing students with basic knowledge on classical Islamic Law (including both its doctrines and jurisprudential practice) as well as on its colonial and postcolonial developments. In particular, it aims at making them aware of the different ways in which it has been incorporated and readapted within the framework of the legal codes and practices of modern countries.

Skills
This course aims at planting the following skills in the students’ minds:
- Finding their bearings among the main features and notions of Islamic law, as well as among different typologies of legal texts: treatises, compendiums, commentaries, legal opinions (fatwa), codes, verdicts.
- Considering classical and modern Islamic law through the methodological lenses of human sciences, regardless of one’s own personal beliefs, by combining empathy with critical thinking, and joining the use of neutral language with an understanding from within of Islamic key concepts.
- Deconstructing with a critical mind some simplistic representation of Islamic law (whatever their Ideological leanings) which are currently spread through a variety of media, by putting them into historical perspective
- Understanding the historical nature of the Islamic legal tradition, in both its genesis and its further development, by relating the latter to the different historical contexts in which they originated and to a variety of changes in Muslim societies.
- Using in an appropriate way some technical terms from the Islamic legal vocabulary, without neglecting more general propriety of language, as far as both lexicon and syntax are concerned.
- Being able to take part in ongoing public debates on issues related to the controversial role of Islamic law in present-day societies.
- Being able to pursue their study of this discipline independently (and feeling motivated to do it), building both upon bibliographical suggestions provided throughout the course, and upon some examples of open debates in Islamic studies which will have been shown by the teacher.

Educational objectives

In consistency with the educational purposes of the whole teaching course, aim of the teaching unit is to give students a basic knowledge and comprehension skills in the field of SEMITIC EPIGRAPHY, with the help of advanced textbooks. Moreover, it will make the student able to apply the acquired knowledge in an expert and reflective way, making autonomous judgments, communicating ideas, problems and reflections in a clear and correct way, and developing the knowledge required to go further in the studies.

The course aims at providing the students with a basic knowledge of the Semitic Epigraphy.

Educational objectives

The course focuses on general aspects of the Akkadian language, specifically on the Old Babylonian dialect (XVIII-XV centuries BCE). The main features of Akkadian phonetics, morphology, and syntax will be studied during the course. Students attending the course and preparing for the exam should develop the necessary skills to read and translate Akkadian texts, as well as to conduct philological analysis. Additionally, students will receive an introduction to the basics of cuneiform writing. The skills acquired during the course will complement and enhance those gained in other courses on Near Eastern languages and literature within the undergraduate program.
Throughout the lessons, or via textbook readings and supplementary materials, students will engage in the analysis of various features of the Akkadian language through exercises and texts drawn from legal documents, contracts, letters, and so on.
The course aims to equip students with the following competencies: general knowledge of the Akkadian language, including its historical and geographical context; skills related to source analysis and evaluation; understanding of Akkadian phonetics, grammar, and syntax; proficiency in translating and analyzing Akkadian texts; critical thinking skills, enabling students to integrate acquired knowledge and actively engage with course material; self-directed learning abilities, supported by recommended bibliographic resources and discussions during lessons; competence in independently consulting reference materials and secondary literature, conducting personal research, and applying a critical approach to scholarly work.

Educational objectives

The course aims to provide students with tools for knowledge and understanding of Shiite Islam, which will be illustrated not only in its strictly religious dimension, but also in its historical and cultural aspects. Through the history of Shiism, the course tends to develop the ability to understand some specificities of the religious and political culture of Islam - first of all the pluralism of orientations and the relationship between orthodoxy and heterodoxy - and, at the same time, to elaborate terms of comparison with analogous historical and cultural experiences of Western religious history.

Educational objectives

Advanced study of classical Sanskrit literature.
The course aims at the knowledge of Classical Sanskrit Literature, through the analysis of the most influential texts, which will be both studied in the frame of their historical and cultural context and examined in their semantic structures and stylistic device.
At the end of the course the student will be able to use the language skills acquired during the preparatory course of Sanskrit Language and Literature, in order to analyse complex Sanskrit sources and to use them in different fields of research.

Educational objectives

Knowledge and understanding: the course aims to introduce students to the study
of the main syntactic structures of the modern Turkish language while promoting the
expansion of the basic vocabulary and the acquisition of specialist languages,
especially in the historical, artistic and literary fields. The course will also analyze the
evolution of Turkish literature during the 19 th century and the sociopolitical context of
the Tanzimat in which it developed.
Applying knowledge and understanding: students will acquire a good knowledge
of the main syntactic structures of the modern Turkish language and will consolidate
their basic and specialized vocabulary, while developing their ability to communicate
clearly and correctly in both written and oral form on topics that present a certain
degree of complexity. Students will also acquire a basic knowledge of the 19 th century
Turkish literature, especially in relation to concepts of reform, modernization and
translation, while developing their own critical and analytical tools suitable for
understanding different texts and contexts.

especially in relation to the themes of reform and
modernization, while simultaneously developing
their own critical and analytical tools suitable for
understanding different texts and contexts.

Making judgements: Students will be able to analyze critically the knowledge they
have acquired and formulate their own judgments. These skills will be built up also
through promoting independent and collaborative learning activities such as self-
direct learning, written texts, Problem Based Learning (PBS).
Communication skills: the students will learn how to express their ideas clearly and
adequately and how to communicate effectively what has been learned both in written
and oral form. These skills will be enhanced by promoting collaborative learning
activities such as Think-Pair-Share (TPS), small conversation and discussion groups,
simulations, peer reading and peer editing.
Learning skills: the students will learn how to study in a self-directed and
autonomous way, understand their shortcomings and conceive and develop a self-
learning project within a set time limit. These skills will be enhanced by activities
such as flipped classroom, self-evaluation exercises and written productions.

Educational objectives

The course is designed for initiate non-Arabic-speaking students into the study of standard Arabic, the course aims at enabling students to use and correctly pronounce simple Arabic sentences, and to comprehend and produce basic oral and written tasks.
The course combines a theoretical and a practical side: on the one hand the student will learn basic notions of grammar and syntax of the classical Arabic language and on the other had these theoretical competences will be integrated by some practical exercises - readings and dialogues - with a mother tongue teacher.

Educational objectives

First Semester: Chinese phonology, Hanyu pinyin romanization; simplified and complex Chinese characters, radicals (1 to 100); elementary grammar, simple sentence structure, word classes, verbs in series, direction verbs.
Second Semester: Radicals (101 to 214); classifiers, modal verbs, adjective predicates, nominal predicates, prepositional constructions, double objects verbs, aspectual and modal particles, localizers, pivotal sentences. During the second semester, will be held specific lesson regarding Chinese-Italian literary translation skills. At the end of the course, the students will be able to carry a simple conversation in Chinese, reaching the Official Chinese Certification Level HSK 1 and 2, compatible with European Common Framework levels: A.1 – A.2.1

Educational objectives

Educational Goals: The three-year course aims at the Korean language acquisition through the knowledge of grammar, reading and comprehension abilities, translation and composition practice. Lectures are focused on different communication tasks that the student is called to play in the domains of social life. They are supported by language instructors lectures that include hours of conversations and practical tests at the language lab.
Specific Goals: At the end of the three-year period the student must reach good oral and written communication skills, and be able to carry out translations from and into Korean. With the achievement of the First year, the student must be able to cover the A1 level of the common European reference framework and acquire the necessary skills to obtain the first level of the TOPIK Proficiency Test (first level).

Educational objectives

The three-year course aims at the Japanese Language acquisition in the written and oral component and the development of communication skills from the elementary to the advanced level, with different degrees for each year. Although a framework of reference as for the European languages has not yet been definited for the Japanese language, the JF Standard proposed by the Japan Foundation, based on the European CEFR, is in use; this scheme refers to the Japanese Language Proficiency Test (JLPT) with the N1-N2-N3-N4-N5 levels that are used in the following descriptions.
At the end of first year the student will reach the basic knowledge of grammar and their application in everyday life situations. The course includes language lessons aimed at providing the elementary syntax, the writing of alphabets and about 220 ideograms; many hours are dedicated to the development of communication skills, according to new language teaching techniques, to the strengthening of the concepts learned through class exercises and translation tests. Classes with native speakers further support the writing and conversation exercises.

Specific Goals
At the end of the first year the student will be able to present himself and others, to communicate in simple everyday situations, to translate basic sentences from Japanese to Italian and vice versa; he will then be able to obtain the N5 level and to use some grammatical and communicative structures of the JLPT level N4.

Educational objectives

Students of the language course “Hindi 1” are expected to achieve the equivalent of A1/A2 level of the CEFR (Common European Framework of Reference for Languages). By the end of the course, they will reach a basic (though not elementary) knowledge of both written and spoken Hindi.
More specifically, they will:
- be able to understand and communicate general information regarding a range of everyday issues;
- be able to read and write simple texts, using a descriptive language with no mistakes – though within the limits of the set of grammatical rules that are taught during the course.
Thanks to a teaching methodology that is also based on a comparison with other Indo-European languages, students will develop linguistic skills that will allow them to formulate well founded judgements on issues falling within and beyond the specific disciplinary boundaries.
Since the students can learn Hindi language for just one year, the course “Hindi 1” aims also at enabling them to go on studying Hindi independently, with the help of the most popular tools for language self-teaching (reference books, videos, internet, etc.).
Thanks to the seminars and the conferences that are regularly organized by the teaching staff, students will also reach a fair level of knowledge on major issues regarding contemporary Indian culture and society, which will strengthen their operating skills in the ultimate perspective of their employment or self-employment in various professional domains.

Educational objectives

The three-year degree in Persian language and translation is devoted to the study of Persian grammar and syntax, and includes exercises in reading and translating texts (from and into Persian), progressively applied to the acquired knowledge of the students. Classes of spoken language exercise are provided by mother tongue lecturers.
At the end of the three-year degree students will be able to understand Persian literary texts, to write texts in Persian, to translate from and into Persian, and to converse in Persian.
General goals - The first year course aims at familiarizing students with the Arabic-Persian script and with the main structures of Persian grammar and syntax, enabling them to comprehend and produce basic oral and written tasks.
Specific goals - Reached levels: spoken reception A1; written reception A2; overall spoken production A1, written production A2.

Educational objectives

General aims: Course in Bengali language, basic user (CEFR A1-A2).
Specific aims: At the end of the course students are able to – 1) understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment); 2) communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters; 3) describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need; 4) catch the main point in short, clear, simple messages and announcements and understand short simple personal letters.

Educational objectives

Through its contextualized teaching nature of an Eastern language and civilization belonging to the Optional 'Second Eastern Language' Group provided for in all study curricula of the Degree Class L-11 in the second year of the course, the discipline in question (12 Credits) contributes to the achievement of the methodological, transversal, and interdisciplinary learning objectives stated in the Annual Single Sheet of the relevant Degree Program, Frameworks A4.b.2 and A4.c.
The course provides basic notions, necessary and useful for the knowledge and mastery of the grammar and syntax of the Tibetan language at levels A1-B1 of the Common European Framework of Reference for Knowledge of Languages (CEFR; Dublin Descriptor 1) as well as fundamental elements relating to Tibetan culture.
The above-mentioned knowledge is aimed at developing the management skills of the users towards the semantic and semiotic components of the language related to the basic socio-anthropological aspects that characterize the culture in question (DD2).
Activities apt at developing critical and informed judgment skills in the learners, which will complement the progressive didactic narration of the teacher, will consist of critical-analytical perusal of multimedia material, meetings with experts, lectures by scholars focused on specific topics (DD3), classroom debates on agreed topics.
Learning drills conducive to the ability of communicating and transmitting one's linguistic knowledge will be characterized by exercises consisting of group dialogues and / or short individual presentations in the language, conceived, developed, and organized by the students themselves on the basis of the teacher’s tutoring and the didactic material provided (DD4).
The teaching strategies related to the course imply the transmission of methodological techniques of optimized organization of the relationship with the study inspired by maieutic and heuristic principles supported by didactic material designed to facilitate independent study as well as future individual insights into the topics covered (DD5).
At the end of the training course students should be able to: a) know how to correctly write and read the characters of the alphabet and compound syllables; b) use the syntactic-grammatical notions learned to construct correct sentences; c) use the dictionary; d) have simple conversations on topics related to study and daily life.

Educational objectives

Study of the grammar of classical Sanskrit and its literature from V century B.C.E. to our times.
The course aims at highlighting the morpho-semantic structures of Sanskrit and including them in the Indoeuropean context through referring both to the extremely rich Indian grammatical tradition and modern historical linguistics. The socio-linguistic situation of Sanskrit with respect to the other languages of South Asia will also be examined.
At the end of the course the student, within the limits of his/her still basic preparation, should be able to use Sanskrit sources for his/her specific studies (historical, literary, philosophical-religious, art-historical, linguistic, indoeuropeistic, epigraphical, etc.).

Educational objectives

Knowledge and understanding:
The course aims to introduce students to the study of the modern Turkish language
through the analysis of the main phonetic, grammatical and morphological structures,

promoting, at the same time, the acquisition of the basic vocabulary. The course
proposes a full competence in communication strategies and not only a linear
assimilation of grammatical knowledge. Furthermore, the course will introduce
students to the study of modern Turkish literature, taking into account the complex
relationships between history and culture to better frame the study of Turkish
literature in broader social, political and cultural contexts.
Applying knowledge and understanding: students will gain a knowledge of the
basic phonetic, grammatical and morphological structures of the modern Turkish
language and the ability to effectively communicate in written and oral form on
simple and familiar topics, even in settings other than the classroom. Students will
acquire a full competence in communication strategies and not only a linear
assimilation of grammatical knowledge. Students will also acquire a basic knowledge
of Turkish culture and literature, while developing their own critical and analytical
tools suitable for understanding different texts and contexts.
Making judgements: students will be able to analyze critically the knowledge they
have acquired and formulate their own judgments. These skills will be built up also
through promoting independent and collaborative learning activities such as self-
direct learning, written texts, Problem Based Learning (PBS).
Communication skills: students will learn how to express their ideas clearly and
adequately and how to communicate effectively what has been learned both in written
and oral form. These skills will be enhanced by promoting collaborative learning
activities such as Think-Pair-Share (TPS), small conversation and discussion groups,
simulations, peer reading and peer editing.
Learning skills: students will learn how to study in a self-directed and autonomous
way, understand their shortcomings and conceive and develop a self-learning project
within a set time limit. These skills will be enhanced by activities such as flipped
classroom, self-evaluation exercises and written productions.

Educational objectives

- The course aims to develop the knowledge and understanding of the main theoretical and methodological issues in the field of cultural anthropology.
- In particular, the course aims to offer students the analytical tools to "think anthropologically" and to apply the knowledge and understanding of the main themes of anthropology to the approach to different social, cultural and religious contexts.
- The course will foster the ability to understand and critically evaluate the meaning of anthropological knowledge through practical exercises, by reading and commenting on the bibliographic references, in order to formulate judgments in a complex and articulated way, communicating the knowledge and processes that have led to their formation, and addressing topics with a high degree of autonomy.

Educational objectives

The course aims to provide learners with basic transdisciplinary knowledge about the Tibetan
culture at large. The educational objectives will be modulated in compliance with the Dublin
descriptors and will be based on socio-anthropological, historical-artistic and philosophical-
religious aspects characterizing the culture in question. The course is theoretical-cultural. It does
not require knowledge of the Tibetan language.
The teaching strategies related to the course will involve the transmission of methodological
techniques for optimized organization of the relationship with the study, inspired by maieutic and
heuristic principles supported by didactic material designed to facilitate independent study as well
as future individual insights into the topics covered by the course.
The activities capable of developing critical and informed judgment skills on the part of the learners,
complementing the progressive didactic narrative, will consist of critical-analytical perusal of
multimedia material, meetings with experts, conferences of scholars focused on specific topics,
debates in class on agreed topics.
At the end of the course, learners will be able to possess an informed and holistic critical knowledge
of Tibetan culture, in line with the expectations indicated by the Didactic System and the Manifesto
of the Course of Studies in Oriental Languages and Civilizations, which this teaching subject will
further enrich in virtue of its uniqueness.

Educational objectives

The course aims to provide the basic elements of the history of early Italian literature as well as basic information about metrics, rhetoric and text analysis.
As far as the Dublin descriptors are concerned, the course enables the student to master the subjects in order to use it and apply it in other fields of study with the correct use of the specific technical language (descriptor number 1); with the acquired knowledge the student is able to develop autonomous ability of connections with other disciplines in the various historical-cultural epochs (descriptor number 2); the student therefore acquires transversal skills related to communication (descriptors number 3-4)

Educational objectives

The students will acquire the knowledge of the main literary theories and the tools of comparative literature and demonstrate the knowledge of the principal issues in this field of study. The students will understand how the theories and themes in the field of comparative literature are relevant at a national and international level and relate such theories and themes to a broader literary, historical and cultural context. The students will acquire the ability to create a continuum among the different issues and to shape, formulate and communicate independent thoughts on such issues. The students will acquire the maturity that will allow not only to employ the acquired knowledge independently in the field of comparative literature, but also to utilize it as the foundation for other courses in literary studies and other related disciplines (such as linguistics, philology, history). Didactical Aims
: the module is aimed at introducing students to some aspects of comparative literature and literary criticism.

Educational objectives

This course has four learning objectives, modulated by four compulsory exercises of increasing difficulty: 1. developing the ability to observe and describe an artistic artefact; 2. developing critical thinking through analytical reading; 3. developing critical thinking through argumentative writing; 4. applying what has been studied to develop a mini-research project on a museum activity or art exhibition.
At the end of the course, students will be able to: describe, both orally and in writing, the materials and media through which the language of art is developed in China; identify and describe at least three artefacts from each of the artistic areas studied: ceramics, bronzes, paintings, sculptures, buildings; make connections between the topics studied in this course and those studied in other disciplines of their core curriculum.

Educational objectives

"The course provides fundamental notions necessary and useful for the knowledge of the Tibetan and Mongolian Art History, with particular reference to Buddhism. The specific objective is to provide skills regarding the identification of iconographic symbolism, styles and historical reference figures related to the history and artistic experience of Tibet and Mongolia, as far as covered by the course program."

Educational objectives

General aims: Drawing from a previous knowledge of the history of China in the Twentieth century, the course will deal with the political line of the main historical personalities of the period considered, with particular attention to Mao Zedong. Furthermore it aims to offer a general introduction to the historical methodology and to examine the official Marxist historiography of the People's Republic of China starting from the second half of the Twentieth century.
Specific aims: a knowledge of the historical methodology in general and the ability to recognize and evaluate the different historiographic approaches; the ability to deal with critical and interpretative literature on the basis of notions taught by the teacher; the ability to submit a detailed evaluation and presentation of those texts, also on the basis of oral and written exercises.

Educational objectives

Knowledge and understanding: Students have critical knowledge and understanding,
based on an up-to-date bibliography of papermaking and printing technology in China.
They are aware of new methods and trends in the history of the book and of reading and
are able to draw comparisons between China and Europe. Applying knowledge and
understanding: Students can use their knowledge of the material and social impact of
papermaking and printing to enrich their critical understanding of cultural processes in
premodern China, as reflected in the tension between the élite and popular cultures. They
are able to draw connections between thematic areas dealt with in other courses in their
curricula. Making judgments: Students can identify and evaluate critically, data and
information from a variety of sources in order to address topics in the broad fields of
material culture and history of writing in China. They are able to question pre-existing
ideas on the development of writing systems and the primacy of the invention of printing in
Europe.

Educational objectives

The course is aimed at providing a general knowledges and understanding of different phases of Chinese literature during the first half of the 20th century. Through lessons and seminar activities – which will include reading of original literary texts in Chinese language and literary criticism essays in English or Italian language, students will acquire a deeper knowledge of literary genres (fiction, poetry and essay) and literary criticism.
Upon completion of the course, the student will be able contextualize and analyze various literary genres; he/she will acquire a expositive and analitic ability, will develop skills of literary analysis and she/he will improve her/his linguistic competence in the Chinese language.

Educational objectives

The course provides basic knowledge on the results of archaeological research and on the artistic and architectural production of the Central Asia in the pre-Islamic period. Upon completion of the course students will have acquired general knowledge of the analytical methods and critical interpretation of archaeological and historical-artistic research, adequate communicative skills in the description of archaeological or art historical themes and analytical skills to relate them with the relevant historical, cultural and religious context.

Educational objectives

Advanced study of classical Sanskrit literature.
The course aims at the knowledge of Classical Sanskrit Literature, through the analysis of the most influential texts, which will be both studied in the frame of their historical and cultural context and examined in their semantic structures and stylistic device.
At the end of the course the student will be able to use the language skills acquired during the preparatory course of Sanskrit Language and Literature, in order to analyse complex Sanskrit sources and to use them in different fields of research.

Educational objectives

Knowledge and understanding: the course aims to introduce students to the study
of the main syntactic structures of the modern Turkish language while promoting the
expansion of the basic vocabulary and the acquisition of specialist languages,
especially in the historical, artistic and literary fields. The course will also analyze the
evolution of Turkish literature during the 19 th century and the sociopolitical context of
the Tanzimat in which it developed.
Applying knowledge and understanding: students will acquire a good knowledge
of the main syntactic structures of the modern Turkish language and will consolidate
their basic and specialized vocabulary, while developing their ability to communicate
clearly and correctly in both written and oral form on topics that present a certain
degree of complexity. Students will also acquire a basic knowledge of the 19 th century
Turkish literature, especially in relation to concepts of reform, modernization and
translation, while developing their own critical and analytical tools suitable for
understanding different texts and contexts.

especially in relation to the themes of reform and
modernization, while simultaneously developing
their own critical and analytical tools suitable for
understanding different texts and contexts.

Making judgements: Students will be able to analyze critically the knowledge they
have acquired and formulate their own judgments. These skills will be built up also
through promoting independent and collaborative learning activities such as self-
direct learning, written texts, Problem Based Learning (PBS).
Communication skills: the students will learn how to express their ideas clearly and
adequately and how to communicate effectively what has been learned both in written
and oral form. These skills will be enhanced by promoting collaborative learning
activities such as Think-Pair-Share (TPS), small conversation and discussion groups,
simulations, peer reading and peer editing.
Learning skills: the students will learn how to study in a self-directed and
autonomous way, understand their shortcomings and conceive and develop a self-
learning project within a set time limit. These skills will be enhanced by activities
such as flipped classroom, self-evaluation exercises and written productions.

Educational objectives

The course is designed for initiate non-Arabic-speaking students into the study of standard Arabic, the course aims at enabling students to use and correctly pronounce simple Arabic sentences, and to comprehend and produce basic oral and written tasks.
The course combines a theoretical and a practical side: on the one hand the student will learn basic notions of grammar and syntax of the classical Arabic language and on the other had these theoretical competences will be integrated by some practical exercises - readings and dialogues - with a mother tongue teacher.

Educational objectives

First Semester: Chinese phonology, Hanyu pinyin romanization; simplified and complex Chinese characters, radicals (1 to 100); elementary grammar, simple sentence structure, word classes, verbs in series, direction verbs.
Second Semester: Radicals (101 to 214); classifiers, modal verbs, adjective predicates, nominal predicates, prepositional constructions, double objects verbs, aspectual and modal particles, localizers, pivotal sentences. During the second semester, will be held specific lesson regarding Chinese-Italian literary translation skills. At the end of the course, the students will be able to carry a simple conversation in Chinese, reaching the Official Chinese Certification Level HSK 1 and 2, compatible with European Common Framework levels: A.1 – A.2.1

Educational objectives

Educational Goals: The three-year course aims at the Korean language acquisition through the knowledge of grammar, reading and comprehension abilities, translation and composition practice. Lectures are focused on different communication tasks that the student is called to play in the domains of social life. They are supported by language instructors lectures that include hours of conversations and practical tests at the language lab.
Specific Goals: At the end of the three-year period the student must reach good oral and written communication skills, and be able to carry out translations from and into Korean. With the achievement of the First year, the student must be able to cover the A1 level of the common European reference framework and acquire the necessary skills to obtain the first level of the TOPIK Proficiency Test (first level).

Educational objectives

The three-year course aims at the Japanese Language acquisition in the written and oral component and the development of communication skills from the elementary to the advanced level, with different degrees for each year. Although a framework of reference as for the European languages has not yet been definited for the Japanese language, the JF Standard proposed by the Japan Foundation, based on the European CEFR, is in use; this scheme refers to the Japanese Language Proficiency Test (JLPT) with the N1-N2-N3-N4-N5 levels that are used in the following descriptions.
At the end of first year the student will reach the basic knowledge of grammar and their application in everyday life situations. The course includes language lessons aimed at providing the elementary syntax, the writing of alphabets and about 220 ideograms; many hours are dedicated to the development of communication skills, according to new language teaching techniques, to the strengthening of the concepts learned through class exercises and translation tests. Classes with native speakers further support the writing and conversation exercises.

Specific Goals
At the end of the first year the student will be able to present himself and others, to communicate in simple everyday situations, to translate basic sentences from Japanese to Italian and vice versa; he will then be able to obtain the N5 level and to use some grammatical and communicative structures of the JLPT level N4.

Educational objectives

Students of the language course “Hindi 1” are expected to achieve the equivalent of A1/A2 level of the CEFR (Common European Framework of Reference for Languages). By the end of the course, they will reach a basic (though not elementary) knowledge of both written and spoken Hindi.
More specifically, they will:
- be able to understand and communicate general information regarding a range of everyday issues;
- be able to read and write simple texts, using a descriptive language with no mistakes – though within the limits of the set of grammatical rules that are taught during the course.
Thanks to a teaching methodology that is also based on a comparison with other Indo-European languages, students will develop linguistic skills that will allow them to formulate well founded judgements on issues falling within and beyond the specific disciplinary boundaries.
Since the students can learn Hindi language for just one year, the course “Hindi 1” aims also at enabling them to go on studying Hindi independently, with the help of the most popular tools for language self-teaching (reference books, videos, internet, etc.).
Thanks to the seminars and the conferences that are regularly organized by the teaching staff, students will also reach a fair level of knowledge on major issues regarding contemporary Indian culture and society, which will strengthen their operating skills in the ultimate perspective of their employment or self-employment in various professional domains.

Educational objectives

The three-year degree in Persian language and translation is devoted to the study of Persian grammar and syntax, and includes exercises in reading and translating texts (from and into Persian), progressively applied to the acquired knowledge of the students. Classes of spoken language exercise are provided by mother tongue lecturers.
At the end of the three-year degree students will be able to understand Persian literary texts, to write texts in Persian, to translate from and into Persian, and to converse in Persian.
General goals - The first year course aims at familiarizing students with the Arabic-Persian script and with the main structures of Persian grammar and syntax, enabling them to comprehend and produce basic oral and written tasks.
Specific goals - Reached levels: spoken reception A1; written reception A2; overall spoken production A1, written production A2.

Educational objectives

General aims: Course in Bengali language, basic user (CEFR A1-A2).
Specific aims: At the end of the course students are able to – 1) understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment); 2) communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters; 3) describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need; 4) catch the main point in short, clear, simple messages and announcements and understand short simple personal letters.

Educational objectives

Through its contextualized teaching nature of an Eastern language and civilization belonging to the Optional 'Second Eastern Language' Group provided for in all study curricula of the Degree Class L-11 in the second year of the course, the discipline in question (12 Credits) contributes to the achievement of the methodological, transversal, and interdisciplinary learning objectives stated in the Annual Single Sheet of the relevant Degree Program, Frameworks A4.b.2 and A4.c.
The course provides basic notions, necessary and useful for the knowledge and mastery of the grammar and syntax of the Tibetan language at levels A1-B1 of the Common European Framework of Reference for Knowledge of Languages (CEFR; Dublin Descriptor 1) as well as fundamental elements relating to Tibetan culture.
The above-mentioned knowledge is aimed at developing the management skills of the users towards the semantic and semiotic components of the language related to the basic socio-anthropological aspects that characterize the culture in question (DD2).
Activities apt at developing critical and informed judgment skills in the learners, which will complement the progressive didactic narration of the teacher, will consist of critical-analytical perusal of multimedia material, meetings with experts, lectures by scholars focused on specific topics (DD3), classroom debates on agreed topics.
Learning drills conducive to the ability of communicating and transmitting one's linguistic knowledge will be characterized by exercises consisting of group dialogues and / or short individual presentations in the language, conceived, developed, and organized by the students themselves on the basis of the teacher’s tutoring and the didactic material provided (DD4).
The teaching strategies related to the course imply the transmission of methodological techniques of optimized organization of the relationship with the study inspired by maieutic and heuristic principles supported by didactic material designed to facilitate independent study as well as future individual insights into the topics covered (DD5).
At the end of the training course students should be able to: a) know how to correctly write and read the characters of the alphabet and compound syllables; b) use the syntactic-grammatical notions learned to construct correct sentences; c) use the dictionary; d) have simple conversations on topics related to study and daily life.

Educational objectives

Study of the grammar of classical Sanskrit and its literature from V century B.C.E. to our times.
The course aims at highlighting the morpho-semantic structures of Sanskrit and including them in the Indoeuropean context through referring both to the extremely rich Indian grammatical tradition and modern historical linguistics. The socio-linguistic situation of Sanskrit with respect to the other languages of South Asia will also be examined.
At the end of the course the student, within the limits of his/her still basic preparation, should be able to use Sanskrit sources for his/her specific studies (historical, literary, philosophical-religious, art-historical, linguistic, indoeuropeistic, epigraphical, etc.).

Educational objectives

Knowledge and understanding:
The course aims to introduce students to the study of the modern Turkish language
through the analysis of the main phonetic, grammatical and morphological structures,

promoting, at the same time, the acquisition of the basic vocabulary. The course
proposes a full competence in communication strategies and not only a linear
assimilation of grammatical knowledge. Furthermore, the course will introduce
students to the study of modern Turkish literature, taking into account the complex
relationships between history and culture to better frame the study of Turkish
literature in broader social, political and cultural contexts.
Applying knowledge and understanding: students will gain a knowledge of the
basic phonetic, grammatical and morphological structures of the modern Turkish
language and the ability to effectively communicate in written and oral form on
simple and familiar topics, even in settings other than the classroom. Students will
acquire a full competence in communication strategies and not only a linear
assimilation of grammatical knowledge. Students will also acquire a basic knowledge
of Turkish culture and literature, while developing their own critical and analytical
tools suitable for understanding different texts and contexts.
Making judgements: students will be able to analyze critically the knowledge they
have acquired and formulate their own judgments. These skills will be built up also
through promoting independent and collaborative learning activities such as self-
direct learning, written texts, Problem Based Learning (PBS).
Communication skills: students will learn how to express their ideas clearly and
adequately and how to communicate effectively what has been learned both in written
and oral form. These skills will be enhanced by promoting collaborative learning
activities such as Think-Pair-Share (TPS), small conversation and discussion groups,
simulations, peer reading and peer editing.
Learning skills: students will learn how to study in a self-directed and autonomous
way, understand their shortcomings and conceive and develop a self-learning project
within a set time limit. These skills will be enhanced by activities such as flipped
classroom, self-evaluation exercises and written productions.

Educational objectives

- The course aims to develop the knowledge and understanding of the main theoretical and methodological issues in the field of cultural anthropology.
- In particular, the course aims to offer students the analytical tools to "think anthropologically" and to apply the knowledge and understanding of the main themes of anthropology to the approach to different social, cultural and religious contexts.
- The course will foster the ability to understand and critically evaluate the meaning of anthropological knowledge through practical exercises, by reading and commenting on the bibliographic references, in order to formulate judgments in a complex and articulated way, communicating the knowledge and processes that have led to their formation, and addressing topics with a high degree of autonomy.

Educational objectives

The course aims to provide learners with basic transdisciplinary knowledge about the Tibetan
culture at large. The educational objectives will be modulated in compliance with the Dublin
descriptors and will be based on socio-anthropological, historical-artistic and philosophical-
religious aspects characterizing the culture in question. The course is theoretical-cultural. It does
not require knowledge of the Tibetan language.
The teaching strategies related to the course will involve the transmission of methodological
techniques for optimized organization of the relationship with the study, inspired by maieutic and
heuristic principles supported by didactic material designed to facilitate independent study as well
as future individual insights into the topics covered by the course.
The activities capable of developing critical and informed judgment skills on the part of the learners,
complementing the progressive didactic narrative, will consist of critical-analytical perusal of
multimedia material, meetings with experts, conferences of scholars focused on specific topics,
debates in class on agreed topics.
At the end of the course, learners will be able to possess an informed and holistic critical knowledge
of Tibetan culture, in line with the expectations indicated by the Didactic System and the Manifesto
of the Course of Studies in Oriental Languages and Civilizations, which this teaching subject will
further enrich in virtue of its uniqueness.

Educational objectives

The course aims to provide the basic elements of the history of early Italian literature as well as basic information about metrics, rhetoric and text analysis.
As far as the Dublin descriptors are concerned, the course enables the student to master the subjects in order to use it and apply it in other fields of study with the correct use of the specific technical language (descriptor number 1); with the acquired knowledge the student is able to develop autonomous ability of connections with other disciplines in the various historical-cultural epochs (descriptor number 2); the student therefore acquires transversal skills related to communication (descriptors number 3-4)

Educational objectives

The students will acquire the knowledge of the main literary theories and the tools of comparative literature and demonstrate the knowledge of the principal issues in this field of study. The students will understand how the theories and themes in the field of comparative literature are relevant at a national and international level and relate such theories and themes to a broader literary, historical and cultural context. The students will acquire the ability to create a continuum among the different issues and to shape, formulate and communicate independent thoughts on such issues. The students will acquire the maturity that will allow not only to employ the acquired knowledge independently in the field of comparative literature, but also to utilize it as the foundation for other courses in literary studies and other related disciplines (such as linguistics, philology, history). Didactical Aims
: the module is aimed at introducing students to some aspects of comparative literature and literary criticism.

Educational objectives

General objectives: The course of History of Ancient and Modern China aims to provide students with a comprehensive and thorough framework of the history of China from the ancient to the modern times up to the end of the Empire (1911), following its chronological evolution. In the historical analysis, aspects of political, economic, social, and cultural history will be covered, with an emphasis on an interdisciplinary approach and the critical use of sources. The lessons will start from the development of the Chinese civilization and its influence in the surrounding regions and will follow its historical development in time and space. Particular attention will be paid to topics and cross-cutting themes related to the Far East Asia in order to analyze and define the relations between countries, their mutual influences, and connections in order to outline the essential features of the Far East Asian history and civilization. In addition to lectures, students will be asked to produce presentations (in power-point) on specific topics agreed with the teacher in order to deepen themes and encourage the production and processing of the knowledge acquired.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes geographical areas and sectorial perspectives in which related projects are activated; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

This foundation course introduces first year students to the main artistic developments that took place in the Korean peninsula from the Neolithic period (c.6000-1500 BCE) to the Joseon/Chosŏn (1392-1897), while offering at the same time an overview of Korean history, especially in its relationships with neighbouring China and Japan.
Please note: The course will be held in Italian.

Educational objectives

"The course provides fundamental notions necessary and useful for the knowledge of the Tibetan and Mongolian Art History, with particular reference to Buddhism. The specific objective is to provide skills regarding the identification of iconographic symbolism, styles and historical reference figures related to the history and artistic experience of Tibet and Mongolia, as far as covered by the course program."

Educational objectives

Knowledge and understanding: Students have critical knowledge and understanding,
based on an up-to-date bibliography of papermaking and printing technology in China.
They are aware of new methods and trends in the history of the book and of reading and
are able to draw comparisons between China and Europe. Applying knowledge and
understanding: Students can use their knowledge of the material and social impact of
papermaking and printing to enrich their critical understanding of cultural processes in
premodern China, as reflected in the tension between the élite and popular cultures. They
are able to draw connections between thematic areas dealt with in other courses in their
curricula. Making judgments: Students can identify and evaluate critically, data and
information from a variety of sources in order to address topics in the broad fields of
material culture and history of writing in China. They are able to question pre-existing
ideas on the development of writing systems and the primacy of the invention of printing in
Europe.

Educational objectives

This course has four learning objectives, modulated by four compulsory exercises of increasing difficulty: 1. developing the ability to observe and describe an artistic artefact; 2. developing critical thinking through analytical reading; 3. developing critical thinking through argumentative writing; 4. applying what has been studied to develop a mini-research project on a museum activity or art exhibition.
At the end of the course, students will be able to: describe, both orally and in writing, the materials and media through which the language of art is developed in China; identify and describe at least three artefacts from each of the artistic areas studied: ceramics, bronzes, paintings, sculptures, buildings; make connections between the topics studied in this course and those studied in other disciplines of their core curriculum.

Educational objectives

The course provides basic knowledge on the results of archaeological research and on the artistic and architectural production of the Central Asia in the pre-Islamic period. Upon completion of the course students will have acquired general knowledge of the analytical methods and critical interpretation of archaeological and historical-artistic research, adequate communicative skills in the description of archaeological or art historical themes and analytical skills to relate them with the relevant historical, cultural and religious context.

Educational objectives

Advanced study of classical Sanskrit literature.
The course aims at the knowledge of Classical Sanskrit Literature, through the analysis of the most influential texts, which will be both studied in the frame of their historical and cultural context and examined in their semantic structures and stylistic device.
At the end of the course the student will be able to use the language skills acquired during the preparatory course of Sanskrit Language and Literature, in order to analyse complex Sanskrit sources and to use them in different fields of research.

Educational objectives

GENERAL OBJECTIVES: The general objective of the course is to enable students to gain a good level of knowledge of a complex of significant literary texts of the Chinese civilization of specific periods, knowing how to place them in the literary, cultural and historical context. The course will propose the analysis of some texts in the original language, allowing students to correctly evaluate some of their formal characteristics and to contextualize them in the literary landscape of the time.

SPECIFIC OBJECTIVES: a) Knowledge and understanding: The course will provide knowledge of the development trends of Chinese literature in the period under consideration. It will also promote the critical understanding of the formal and thematic structure of some types of text chosen according to their linguistic level and representativeness; b) Ability to apply knowledge and understanding: upon completion of the course the students will have acquired the ability to place the main authors and the most relevant works of literary history they have studied in the historical and cultural context of reference. Thanks to the analysis of the forms and techniques of literary communication carried out during the course, they will be able to understand the overall structure, contents and style of some types of text. This knowledge will enhance the students' argumentative skills and the ability to apply formal analysis methods to some types of text; c) autonomy of judgment: at the end of the course, on the basis of the theoretical and methodological knowledge acquired, students should have gained the ability to independently collect the data necessary for the historical-literary contextualization of a work. They should also be able to critically examine some types of texts independently, as well as be able to formulate autonomous and motivated judgments in relation to the socio-cultural issues connected to them; d) Communication skills: at the end of the course, students should have achieved the ability to convey contents of classical Chinese literature correctly and clearly; e) Learning skills: the course aims to give students a useful learning ability to access subsequent historical-literary studies with a sufficient degree of autonomy.

Educational objectives

Knowledge and understanding: the course aims to introduce students to the study
of the main syntactic structures of the modern Turkish language while promoting the
expansion of the basic vocabulary and the acquisition of specialist languages,
especially in the historical, artistic and literary fields. The course will also analyze the
evolution of Turkish literature during the 19 th century and the sociopolitical context of
the Tanzimat in which it developed.
Applying knowledge and understanding: students will acquire a good knowledge
of the main syntactic structures of the modern Turkish language and will consolidate
their basic and specialized vocabulary, while developing their ability to communicate
clearly and correctly in both written and oral form on topics that present a certain
degree of complexity. Students will also acquire a basic knowledge of the 19 th century
Turkish literature, especially in relation to concepts of reform, modernization and
translation, while developing their own critical and analytical tools suitable for
understanding different texts and contexts.

especially in relation to the themes of reform and
modernization, while simultaneously developing
their own critical and analytical tools suitable for
understanding different texts and contexts.

Making judgements: Students will be able to analyze critically the knowledge they
have acquired and formulate their own judgments. These skills will be built up also
through promoting independent and collaborative learning activities such as self-
direct learning, written texts, Problem Based Learning (PBS).
Communication skills: the students will learn how to express their ideas clearly and
adequately and how to communicate effectively what has been learned both in written
and oral form. These skills will be enhanced by promoting collaborative learning
activities such as Think-Pair-Share (TPS), small conversation and discussion groups,
simulations, peer reading and peer editing.
Learning skills: the students will learn how to study in a self-directed and
autonomous way, understand their shortcomings and conceive and develop a self-
learning project within a set time limit. These skills will be enhanced by activities
such as flipped classroom, self-evaluation exercises and written productions.

Educational objectives

The course is designed for initiate non-Arabic-speaking students into the study of standard Arabic, the course aims at enabling students to use and correctly pronounce simple Arabic sentences, and to comprehend and produce basic oral and written tasks.
The course combines a theoretical and a practical side: on the one hand the student will learn basic notions of grammar and syntax of the classical Arabic language and on the other had these theoretical competences will be integrated by some practical exercises - readings and dialogues - with a mother tongue teacher.

Educational objectives

First Semester: Chinese phonology, Hanyu pinyin romanization; simplified and complex Chinese characters, radicals (1 to 100); elementary grammar, simple sentence structure, word classes, verbs in series, direction verbs.
Second Semester: Radicals (101 to 214); classifiers, modal verbs, adjective predicates, nominal predicates, prepositional constructions, double objects verbs, aspectual and modal particles, localizers, pivotal sentences. During the second semester, will be held specific lesson regarding Chinese-Italian literary translation skills. At the end of the course, the students will be able to carry a simple conversation in Chinese, reaching the Official Chinese Certification Level HSK 1 and 2, compatible with European Common Framework levels: A.1 – A.2.1

Educational objectives

Educational Goals: The three-year course aims at the Korean language acquisition through the knowledge of grammar, reading and comprehension abilities, translation and composition practice. Lectures are focused on different communication tasks that the student is called to play in the domains of social life. They are supported by language instructors lectures that include hours of conversations and practical tests at the language lab.
Specific Goals: At the end of the three-year period the student must reach good oral and written communication skills, and be able to carry out translations from and into Korean. With the achievement of the First year, the student must be able to cover the A1 level of the common European reference framework and acquire the necessary skills to obtain the first level of the TOPIK Proficiency Test (first level).

Educational objectives

The three-year course aims at the Japanese Language acquisition in the written and oral component and the development of communication skills from the elementary to the advanced level, with different degrees for each year. Although a framework of reference as for the European languages has not yet been definited for the Japanese language, the JF Standard proposed by the Japan Foundation, based on the European CEFR, is in use; this scheme refers to the Japanese Language Proficiency Test (JLPT) with the N1-N2-N3-N4-N5 levels that are used in the following descriptions.
At the end of first year the student will reach the basic knowledge of grammar and their application in everyday life situations. The course includes language lessons aimed at providing the elementary syntax, the writing of alphabets and about 220 ideograms; many hours are dedicated to the development of communication skills, according to new language teaching techniques, to the strengthening of the concepts learned through class exercises and translation tests. Classes with native speakers further support the writing and conversation exercises.

Specific Goals
At the end of the first year the student will be able to present himself and others, to communicate in simple everyday situations, to translate basic sentences from Japanese to Italian and vice versa; he will then be able to obtain the N5 level and to use some grammatical and communicative structures of the JLPT level N4.

Educational objectives

Students of the language course “Hindi 1” are expected to achieve the equivalent of A1/A2 level of the CEFR (Common European Framework of Reference for Languages). By the end of the course, they will reach a basic (though not elementary) knowledge of both written and spoken Hindi.
More specifically, they will:
- be able to understand and communicate general information regarding a range of everyday issues;
- be able to read and write simple texts, using a descriptive language with no mistakes – though within the limits of the set of grammatical rules that are taught during the course.
Thanks to a teaching methodology that is also based on a comparison with other Indo-European languages, students will develop linguistic skills that will allow them to formulate well founded judgements on issues falling within and beyond the specific disciplinary boundaries.
Since the students can learn Hindi language for just one year, the course “Hindi 1” aims also at enabling them to go on studying Hindi independently, with the help of the most popular tools for language self-teaching (reference books, videos, internet, etc.).
Thanks to the seminars and the conferences that are regularly organized by the teaching staff, students will also reach a fair level of knowledge on major issues regarding contemporary Indian culture and society, which will strengthen their operating skills in the ultimate perspective of their employment or self-employment in various professional domains.

Educational objectives

The three-year degree in Persian language and translation is devoted to the study of Persian grammar and syntax, and includes exercises in reading and translating texts (from and into Persian), progressively applied to the acquired knowledge of the students. Classes of spoken language exercise are provided by mother tongue lecturers.
At the end of the three-year degree students will be able to understand Persian literary texts, to write texts in Persian, to translate from and into Persian, and to converse in Persian.
General goals - The first year course aims at familiarizing students with the Arabic-Persian script and with the main structures of Persian grammar and syntax, enabling them to comprehend and produce basic oral and written tasks.
Specific goals - Reached levels: spoken reception A1; written reception A2; overall spoken production A1, written production A2.

Educational objectives

General aims: Course in Bengali language, basic user (CEFR A1-A2).
Specific aims: At the end of the course students are able to – 1) understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment); 2) communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters; 3) describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need; 4) catch the main point in short, clear, simple messages and announcements and understand short simple personal letters.

Educational objectives

Through its contextualized teaching nature of an Eastern language and civilization belonging to the Optional 'Second Eastern Language' Group provided for in all study curricula of the Degree Class L-11 in the second year of the course, the discipline in question (12 Credits) contributes to the achievement of the methodological, transversal, and interdisciplinary learning objectives stated in the Annual Single Sheet of the relevant Degree Program, Frameworks A4.b.2 and A4.c.
The course provides basic notions, necessary and useful for the knowledge and mastery of the grammar and syntax of the Tibetan language at levels A1-B1 of the Common European Framework of Reference for Knowledge of Languages (CEFR; Dublin Descriptor 1) as well as fundamental elements relating to Tibetan culture.
The above-mentioned knowledge is aimed at developing the management skills of the users towards the semantic and semiotic components of the language related to the basic socio-anthropological aspects that characterize the culture in question (DD2).
Activities apt at developing critical and informed judgment skills in the learners, which will complement the progressive didactic narration of the teacher, will consist of critical-analytical perusal of multimedia material, meetings with experts, lectures by scholars focused on specific topics (DD3), classroom debates on agreed topics.
Learning drills conducive to the ability of communicating and transmitting one's linguistic knowledge will be characterized by exercises consisting of group dialogues and / or short individual presentations in the language, conceived, developed, and organized by the students themselves on the basis of the teacher’s tutoring and the didactic material provided (DD4).
The teaching strategies related to the course imply the transmission of methodological techniques of optimized organization of the relationship with the study inspired by maieutic and heuristic principles supported by didactic material designed to facilitate independent study as well as future individual insights into the topics covered (DD5).
At the end of the training course students should be able to: a) know how to correctly write and read the characters of the alphabet and compound syllables; b) use the syntactic-grammatical notions learned to construct correct sentences; c) use the dictionary; d) have simple conversations on topics related to study and daily life.

Educational objectives

Study of the grammar of classical Sanskrit and its literature from V century B.C.E. to our times.
The course aims at highlighting the morpho-semantic structures of Sanskrit and including them in the Indoeuropean context through referring both to the extremely rich Indian grammatical tradition and modern historical linguistics. The socio-linguistic situation of Sanskrit with respect to the other languages of South Asia will also be examined.
At the end of the course the student, within the limits of his/her still basic preparation, should be able to use Sanskrit sources for his/her specific studies (historical, literary, philosophical-religious, art-historical, linguistic, indoeuropeistic, epigraphical, etc.).

Educational objectives

Knowledge and understanding:
The course aims to introduce students to the study of the modern Turkish language
through the analysis of the main phonetic, grammatical and morphological structures,

promoting, at the same time, the acquisition of the basic vocabulary. The course
proposes a full competence in communication strategies and not only a linear
assimilation of grammatical knowledge. Furthermore, the course will introduce
students to the study of modern Turkish literature, taking into account the complex
relationships between history and culture to better frame the study of Turkish
literature in broader social, political and cultural contexts.
Applying knowledge and understanding: students will gain a knowledge of the
basic phonetic, grammatical and morphological structures of the modern Turkish
language and the ability to effectively communicate in written and oral form on
simple and familiar topics, even in settings other than the classroom. Students will
acquire a full competence in communication strategies and not only a linear
assimilation of grammatical knowledge. Students will also acquire a basic knowledge
of Turkish culture and literature, while developing their own critical and analytical
tools suitable for understanding different texts and contexts.
Making judgements: students will be able to analyze critically the knowledge they
have acquired and formulate their own judgments. These skills will be built up also
through promoting independent and collaborative learning activities such as self-
direct learning, written texts, Problem Based Learning (PBS).
Communication skills: students will learn how to express their ideas clearly and
adequately and how to communicate effectively what has been learned both in written
and oral form. These skills will be enhanced by promoting collaborative learning
activities such as Think-Pair-Share (TPS), small conversation and discussion groups,
simulations, peer reading and peer editing.
Learning skills: students will learn how to study in a self-directed and autonomous
way, understand their shortcomings and conceive and develop a self-learning project
within a set time limit. These skills will be enhanced by activities such as flipped
classroom, self-evaluation exercises and written productions.

Educational objectives

- The course aims to develop the knowledge and understanding of the main theoretical and methodological issues in the field of cultural anthropology.
- In particular, the course aims to offer students the analytical tools to "think anthropologically" and to apply the knowledge and understanding of the main themes of anthropology to the approach to different social, cultural and religious contexts.
- The course will foster the ability to understand and critically evaluate the meaning of anthropological knowledge through practical exercises, by reading and commenting on the bibliographic references, in order to formulate judgments in a complex and articulated way, communicating the knowledge and processes that have led to their formation, and addressing topics with a high degree of autonomy.

Educational objectives

The course aims to provide learners with basic transdisciplinary knowledge about the Tibetan
culture at large. The educational objectives will be modulated in compliance with the Dublin
descriptors and will be based on socio-anthropological, historical-artistic and philosophical-
religious aspects characterizing the culture in question. The course is theoretical-cultural. It does
not require knowledge of the Tibetan language.
The teaching strategies related to the course will involve the transmission of methodological
techniques for optimized organization of the relationship with the study, inspired by maieutic and
heuristic principles supported by didactic material designed to facilitate independent study as well
as future individual insights into the topics covered by the course.
The activities capable of developing critical and informed judgment skills on the part of the learners,
complementing the progressive didactic narrative, will consist of critical-analytical perusal of
multimedia material, meetings with experts, conferences of scholars focused on specific topics,
debates in class on agreed topics.
At the end of the course, learners will be able to possess an informed and holistic critical knowledge
of Tibetan culture, in line with the expectations indicated by the Didactic System and the Manifesto
of the Course of Studies in Oriental Languages and Civilizations, which this teaching subject will
further enrich in virtue of its uniqueness.

Educational objectives

The course aims to provide the basic elements of the history of early Italian literature as well as basic information about metrics, rhetoric and text analysis.
As far as the Dublin descriptors are concerned, the course enables the student to master the subjects in order to use it and apply it in other fields of study with the correct use of the specific technical language (descriptor number 1); with the acquired knowledge the student is able to develop autonomous ability of connections with other disciplines in the various historical-cultural epochs (descriptor number 2); the student therefore acquires transversal skills related to communication (descriptors number 3-4)

Educational objectives

The students will acquire the knowledge of the main literary theories and the tools of comparative literature and demonstrate the knowledge of the principal issues in this field of study. The students will understand how the theories and themes in the field of comparative literature are relevant at a national and international level and relate such theories and themes to a broader literary, historical and cultural context. The students will acquire the ability to create a continuum among the different issues and to shape, formulate and communicate independent thoughts on such issues. The students will acquire the maturity that will allow not only to employ the acquired knowledge independently in the field of comparative literature, but also to utilize it as the foundation for other courses in literary studies and other related disciplines (such as linguistics, philology, history). Didactical Aims
: the module is aimed at introducing students to some aspects of comparative literature and literary criticism.

Educational objectives

The course aims at making students familiar with artistic developments in Japan, through the analysis of relevant art forms. Through critical reading of the selected texts for this class and active participation in classroom discussion, students will develop knowledge and understanding of the technical, stylistic and formal aspects of many artworks, and acquire familiarity with the broad outlines of the evolution of Korean and Japanese visual cultures (sculpture, painting and architecture). My objective is for the students to leave the course with an increasingly refined ability to read critically. They are expected to learn visual skills in recognizing styles of art and different iconographies. They will also learn analytical skills in connecting artwork with its social, philosophical, and political context. Last, through practice carried on in class (requiring the application of information and concepts from the textbook and lectures to images and experiences not covered in the classroom), students will acquire the ability to develop their critical opinions, and communication skills in expressing ideas about art historical concepts.

Educational objectives

"The course provides fundamental notions necessary and useful for the knowledge of the Tibetan and Mongolian Art History, with particular reference to Buddhism. The specific objective is to provide skills regarding the identification of iconographic symbolism, styles and historical reference figures related to the history and artistic experience of Tibet and Mongolia, as far as covered by the course program."

Educational objectives

Upon completing the course, students will be proficient in recognizing Japan's major literary milestones, spanning from its inception to modern times, within the context of the nation's social and cultural evolution. Students will be capable of tracing the development of key literary genres, exploring their adaptation and reimagining of cultural influences from external origins. They will also have developed skills useful for tackling a critical reading of a literary text.

Educational objectives

Knowledge and understanding: Students have critical knowledge and understanding,
based on an up-to-date bibliography of papermaking and printing technology in China.
They are aware of new methods and trends in the history of the book and of reading and
are able to draw comparisons between China and Europe. Applying knowledge and
understanding: Students can use their knowledge of the material and social impact of
papermaking and printing to enrich their critical understanding of cultural processes in
premodern China, as reflected in the tension between the élite and popular cultures. They
are able to draw connections between thematic areas dealt with in other courses in their
curricula. Making judgments: Students can identify and evaluate critically, data and
information from a variety of sources in order to address topics in the broad fields of
material culture and history of writing in China. They are able to question pre-existing
ideas on the development of writing systems and the primacy of the invention of printing in
Europe.

Educational objectives

This course has four learning objectives, modulated by four compulsory exercises of increasing difficulty: 1. developing the ability to observe and describe an artistic artefact; 2. developing critical thinking through analytical reading; 3. developing critical thinking through argumentative writing; 4. applying what has been studied to develop a mini-research project on a museum activity or art exhibition.
At the end of the course, students will be able to: describe, both orally and in writing, the materials and media through which the language of art is developed in China; identify and describe at least three artefacts from each of the artistic areas studied: ceramics, bronzes, paintings, sculptures, buildings; make connections between the topics studied in this course and those studied in other disciplines of their core curriculum.

Educational objectives

The course provides basic knowledge on the results of archaeological research and on the artistic and architectural production of the Central Asia in the pre-Islamic period. Upon completion of the course students will have acquired general knowledge of the analytical methods and critical interpretation of archaeological and historical-artistic research, adequate communicative skills in the description of archaeological or art historical themes and analytical skills to relate them with the relevant historical, cultural and religious context.

Educational objectives

Advanced study of classical Sanskrit literature.
The course aims at the knowledge of Classical Sanskrit Literature, through the analysis of the most influential texts, which will be both studied in the frame of their historical and cultural context and examined in their semantic structures and stylistic device.
At the end of the course the student will be able to use the language skills acquired during the preparatory course of Sanskrit Language and Literature, in order to analyse complex Sanskrit sources and to use them in different fields of research.

Educational objectives

Knowledge and understanding: the course aims to introduce students to the study
of the main syntactic structures of the modern Turkish language while promoting the
expansion of the basic vocabulary and the acquisition of specialist languages,
especially in the historical, artistic and literary fields. The course will also analyze the
evolution of Turkish literature during the 19 th century and the sociopolitical context of
the Tanzimat in which it developed.
Applying knowledge and understanding: students will acquire a good knowledge
of the main syntactic structures of the modern Turkish language and will consolidate
their basic and specialized vocabulary, while developing their ability to communicate
clearly and correctly in both written and oral form on topics that present a certain
degree of complexity. Students will also acquire a basic knowledge of the 19 th century
Turkish literature, especially in relation to concepts of reform, modernization and
translation, while developing their own critical and analytical tools suitable for
understanding different texts and contexts.

especially in relation to the themes of reform and
modernization, while simultaneously developing
their own critical and analytical tools suitable for
understanding different texts and contexts.

Making judgements: Students will be able to analyze critically the knowledge they
have acquired and formulate their own judgments. These skills will be built up also
through promoting independent and collaborative learning activities such as self-
direct learning, written texts, Problem Based Learning (PBS).
Communication skills: the students will learn how to express their ideas clearly and
adequately and how to communicate effectively what has been learned both in written
and oral form. These skills will be enhanced by promoting collaborative learning
activities such as Think-Pair-Share (TPS), small conversation and discussion groups,
simulations, peer reading and peer editing.
Learning skills: the students will learn how to study in a self-directed and
autonomous way, understand their shortcomings and conceive and develop a self-
learning project within a set time limit. These skills will be enhanced by activities
such as flipped classroom, self-evaluation exercises and written productions.

Educational objectives

The course is designed for initiate non-Arabic-speaking students into the study of standard Arabic, the course aims at enabling students to use and correctly pronounce simple Arabic sentences, and to comprehend and produce basic oral and written tasks.
The course combines a theoretical and a practical side: on the one hand the student will learn basic notions of grammar and syntax of the classical Arabic language and on the other had these theoretical competences will be integrated by some practical exercises - readings and dialogues - with a mother tongue teacher.

Educational objectives

First Semester: Chinese phonology, Hanyu pinyin romanization; simplified and complex Chinese characters, radicals (1 to 100); elementary grammar, simple sentence structure, word classes, verbs in series, direction verbs.
Second Semester: Radicals (101 to 214); classifiers, modal verbs, adjective predicates, nominal predicates, prepositional constructions, double objects verbs, aspectual and modal particles, localizers, pivotal sentences. During the second semester, will be held specific lesson regarding Chinese-Italian literary translation skills. At the end of the course, the students will be able to carry a simple conversation in Chinese, reaching the Official Chinese Certification Level HSK 1 and 2, compatible with European Common Framework levels: A.1 – A.2.1

Educational objectives

Educational Goals: The three-year course aims at the Korean language acquisition through the knowledge of grammar, reading and comprehension abilities, translation and composition practice. Lectures are focused on different communication tasks that the student is called to play in the domains of social life. They are supported by language instructors lectures that include hours of conversations and practical tests at the language lab.
Specific Goals: At the end of the three-year period the student must reach good oral and written communication skills, and be able to carry out translations from and into Korean. With the achievement of the First year, the student must be able to cover the A1 level of the common European reference framework and acquire the necessary skills to obtain the first level of the TOPIK Proficiency Test (first level).

Educational objectives

The three-year course aims at the Japanese Language acquisition in the written and oral component and the development of communication skills from the elementary to the advanced level, with different degrees for each year. Although a framework of reference as for the European languages has not yet been definited for the Japanese language, the JF Standard proposed by the Japan Foundation, based on the European CEFR, is in use; this scheme refers to the Japanese Language Proficiency Test (JLPT) with the N1-N2-N3-N4-N5 levels that are used in the following descriptions.
At the end of first year the student will reach the basic knowledge of grammar and their application in everyday life situations. The course includes language lessons aimed at providing the elementary syntax, the writing of alphabets and about 220 ideograms; many hours are dedicated to the development of communication skills, according to new language teaching techniques, to the strengthening of the concepts learned through class exercises and translation tests. Classes with native speakers further support the writing and conversation exercises.

Specific Goals
At the end of the first year the student will be able to present himself and others, to communicate in simple everyday situations, to translate basic sentences from Japanese to Italian and vice versa; he will then be able to obtain the N5 level and to use some grammatical and communicative structures of the JLPT level N4.

Educational objectives

Students of the language course “Hindi 1” are expected to achieve the equivalent of A1/A2 level of the CEFR (Common European Framework of Reference for Languages). By the end of the course, they will reach a basic (though not elementary) knowledge of both written and spoken Hindi.
More specifically, they will:
- be able to understand and communicate general information regarding a range of everyday issues;
- be able to read and write simple texts, using a descriptive language with no mistakes – though within the limits of the set of grammatical rules that are taught during the course.
Thanks to a teaching methodology that is also based on a comparison with other Indo-European languages, students will develop linguistic skills that will allow them to formulate well founded judgements on issues falling within and beyond the specific disciplinary boundaries.
Since the students can learn Hindi language for just one year, the course “Hindi 1” aims also at enabling them to go on studying Hindi independently, with the help of the most popular tools for language self-teaching (reference books, videos, internet, etc.).
Thanks to the seminars and the conferences that are regularly organized by the teaching staff, students will also reach a fair level of knowledge on major issues regarding contemporary Indian culture and society, which will strengthen their operating skills in the ultimate perspective of their employment or self-employment in various professional domains.

Educational objectives

The three-year degree in Persian language and translation is devoted to the study of Persian grammar and syntax, and includes exercises in reading and translating texts (from and into Persian), progressively applied to the acquired knowledge of the students. Classes of spoken language exercise are provided by mother tongue lecturers.
At the end of the three-year degree students will be able to understand Persian literary texts, to write texts in Persian, to translate from and into Persian, and to converse in Persian.
General goals - The first year course aims at familiarizing students with the Arabic-Persian script and with the main structures of Persian grammar and syntax, enabling them to comprehend and produce basic oral and written tasks.
Specific goals - Reached levels: spoken reception A1; written reception A2; overall spoken production A1, written production A2.

Educational objectives

General aims: Course in Bengali language, basic user (CEFR A1-A2).
Specific aims: At the end of the course students are able to – 1) understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment); 2) communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters; 3) describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need; 4) catch the main point in short, clear, simple messages and announcements and understand short simple personal letters.

Educational objectives

Through its contextualized teaching nature of an Eastern language and civilization belonging to the Optional 'Second Eastern Language' Group provided for in all study curricula of the Degree Class L-11 in the second year of the course, the discipline in question (12 Credits) contributes to the achievement of the methodological, transversal, and interdisciplinary learning objectives stated in the Annual Single Sheet of the relevant Degree Program, Frameworks A4.b.2 and A4.c.
The course provides basic notions, necessary and useful for the knowledge and mastery of the grammar and syntax of the Tibetan language at levels A1-B1 of the Common European Framework of Reference for Knowledge of Languages (CEFR; Dublin Descriptor 1) as well as fundamental elements relating to Tibetan culture.
The above-mentioned knowledge is aimed at developing the management skills of the users towards the semantic and semiotic components of the language related to the basic socio-anthropological aspects that characterize the culture in question (DD2).
Activities apt at developing critical and informed judgment skills in the learners, which will complement the progressive didactic narration of the teacher, will consist of critical-analytical perusal of multimedia material, meetings with experts, lectures by scholars focused on specific topics (DD3), classroom debates on agreed topics.
Learning drills conducive to the ability of communicating and transmitting one's linguistic knowledge will be characterized by exercises consisting of group dialogues and / or short individual presentations in the language, conceived, developed, and organized by the students themselves on the basis of the teacher’s tutoring and the didactic material provided (DD4).
The teaching strategies related to the course imply the transmission of methodological techniques of optimized organization of the relationship with the study inspired by maieutic and heuristic principles supported by didactic material designed to facilitate independent study as well as future individual insights into the topics covered (DD5).
At the end of the training course students should be able to: a) know how to correctly write and read the characters of the alphabet and compound syllables; b) use the syntactic-grammatical notions learned to construct correct sentences; c) use the dictionary; d) have simple conversations on topics related to study and daily life.

Educational objectives

Study of the grammar of classical Sanskrit and its literature from V century B.C.E. to our times.
The course aims at highlighting the morpho-semantic structures of Sanskrit and including them in the Indoeuropean context through referring both to the extremely rich Indian grammatical tradition and modern historical linguistics. The socio-linguistic situation of Sanskrit with respect to the other languages of South Asia will also be examined.
At the end of the course the student, within the limits of his/her still basic preparation, should be able to use Sanskrit sources for his/her specific studies (historical, literary, philosophical-religious, art-historical, linguistic, indoeuropeistic, epigraphical, etc.).

Educational objectives

Knowledge and understanding:
The course aims to introduce students to the study of the modern Turkish language
through the analysis of the main phonetic, grammatical and morphological structures,

promoting, at the same time, the acquisition of the basic vocabulary. The course
proposes a full competence in communication strategies and not only a linear
assimilation of grammatical knowledge. Furthermore, the course will introduce
students to the study of modern Turkish literature, taking into account the complex
relationships between history and culture to better frame the study of Turkish
literature in broader social, political and cultural contexts.
Applying knowledge and understanding: students will gain a knowledge of the
basic phonetic, grammatical and morphological structures of the modern Turkish
language and the ability to effectively communicate in written and oral form on
simple and familiar topics, even in settings other than the classroom. Students will
acquire a full competence in communication strategies and not only a linear
assimilation of grammatical knowledge. Students will also acquire a basic knowledge
of Turkish culture and literature, while developing their own critical and analytical
tools suitable for understanding different texts and contexts.
Making judgements: students will be able to analyze critically the knowledge they
have acquired and formulate their own judgments. These skills will be built up also
through promoting independent and collaborative learning activities such as self-
direct learning, written texts, Problem Based Learning (PBS).
Communication skills: students will learn how to express their ideas clearly and
adequately and how to communicate effectively what has been learned both in written
and oral form. These skills will be enhanced by promoting collaborative learning
activities such as Think-Pair-Share (TPS), small conversation and discussion groups,
simulations, peer reading and peer editing.
Learning skills: students will learn how to study in a self-directed and autonomous
way, understand their shortcomings and conceive and develop a self-learning project
within a set time limit. These skills will be enhanced by activities such as flipped
classroom, self-evaluation exercises and written productions.

Educational objectives

- The course aims to develop the knowledge and understanding of the main theoretical and methodological issues in the field of cultural anthropology.
- In particular, the course aims to offer students the analytical tools to "think anthropologically" and to apply the knowledge and understanding of the main themes of anthropology to the approach to different social, cultural and religious contexts.
- The course will foster the ability to understand and critically evaluate the meaning of anthropological knowledge through practical exercises, by reading and commenting on the bibliographic references, in order to formulate judgments in a complex and articulated way, communicating the knowledge and processes that have led to their formation, and addressing topics with a high degree of autonomy.

Educational objectives

The course aims to provide learners with basic transdisciplinary knowledge about the Tibetan
culture at large. The educational objectives will be modulated in compliance with the Dublin
descriptors and will be based on socio-anthropological, historical-artistic and philosophical-
religious aspects characterizing the culture in question. The course is theoretical-cultural. It does
not require knowledge of the Tibetan language.
The teaching strategies related to the course will involve the transmission of methodological
techniques for optimized organization of the relationship with the study, inspired by maieutic and
heuristic principles supported by didactic material designed to facilitate independent study as well
as future individual insights into the topics covered by the course.
The activities capable of developing critical and informed judgment skills on the part of the learners,
complementing the progressive didactic narrative, will consist of critical-analytical perusal of
multimedia material, meetings with experts, conferences of scholars focused on specific topics,
debates in class on agreed topics.
At the end of the course, learners will be able to possess an informed and holistic critical knowledge
of Tibetan culture, in line with the expectations indicated by the Didactic System and the Manifesto
of the Course of Studies in Oriental Languages and Civilizations, which this teaching subject will
further enrich in virtue of its uniqueness.

Educational objectives

The course aims to provide the basic elements of the history of early Italian literature as well as basic information about metrics, rhetoric and text analysis.
As far as the Dublin descriptors are concerned, the course enables the student to master the subjects in order to use it and apply it in other fields of study with the correct use of the specific technical language (descriptor number 1); with the acquired knowledge the student is able to develop autonomous ability of connections with other disciplines in the various historical-cultural epochs (descriptor number 2); the student therefore acquires transversal skills related to communication (descriptors number 3-4)

Educational objectives

The students will acquire the knowledge of the main literary theories and the tools of comparative literature and demonstrate the knowledge of the principal issues in this field of study. The students will understand how the theories and themes in the field of comparative literature are relevant at a national and international level and relate such theories and themes to a broader literary, historical and cultural context. The students will acquire the ability to create a continuum among the different issues and to shape, formulate and communicate independent thoughts on such issues. The students will acquire the maturity that will allow not only to employ the acquired knowledge independently in the field of comparative literature, but also to utilize it as the foundation for other courses in literary studies and other related disciplines (such as linguistics, philology, history). Didactical Aims
: the module is aimed at introducing students to some aspects of comparative literature and literary criticism.

Educational objectives

General aims: Course in Bengali language, basic user (CEFR A2-B1); elements of Bengali culture.
Specific aims: At the end of the course students are able to – 1) understand sentences and frequently used expressions and key expressions on familiar themes like school and leisure; 2) communicate in simple and routine tasks and during travels; 3) compose simple text on themes of daily relevance; 4) read simple and medium texts; 5) illustrate the cultural context to written texts and Bengali authors.

Educational objectives

The course provides basic knowledge on the results of archaeological research and on the artistic and architectural production of the Central Asia in the pre-Islamic period. Upon completion of the course students will have acquired general knowledge of the analytical methods and critical interpretation of archaeological and historical-artistic research, adequate communicative skills in the description of archaeological or art historical themes and analytical skills to relate them with the relevant historical, cultural and religious context.

Educational objectives

General objective
The general objective of the course is acquisition of an overall picture of the salient categories, seen in broad historical perspective, of Hindu thought. This competence will be achieved largely by frontal classes, during which ample space will be given to discussion. By means of debate the students will compare western philosophico-religious categories with Hindu philosophico-religious categories, in order to highlight similarities and differences, so as to foster better understanding of the Indian specificity. The understanding of the main categories of Hindu thought can be enhanced by the choice, within the optional group, of Sanskrit Language and Literature. The historical perspective can be further examined through the course of History of India, in order to highlight the fact that paradigm shifts in philosophical thought correspond to social and historical changes.

Specific objectives
Qualifications that signify completion of the course are awarded to students who:
• have demonstrated knowledge and understanding of the main categories of Hindu thought, and are typically at a level that, whilst supported by primary sources (such as Vedic Hymns or Upaniṣadic passages), includes an awareness of the evolution and the interconnectedness of the above-mentioned categories in the overall picture of Indian philosophical debate;
• can apply their knowledge and understanding in a manner that indicates that they understand, at least in broad terms, a religious or philosophical text, and have competences typically demonstrated through assessing it in a historical framework;
• have the ability to gather and interpret, by preparing brief book reports, relevant data to summarise the contents of primary sources;
• can communicate, by preparing brief reports to be discussed with the teacher and the other students, information, ideas, problems and solutions relating to the main issues that characterise Hindu thought;
• have developed those learning skills that are necessary for them to undertake further study of specific philosophical systems or religious movements in the historical context.

Educational objectives

Knowledge
This course aims at providing students with basic knowledge on classical Islamic Law (including both its doctrines and jurisprudential practice) as well as on its colonial and postcolonial developments. In particular, it aims at making them aware of the different ways in which it has been incorporated and readapted within the framework of the legal codes and practices of modern countries.

Skills
This course aims at planting the following skills in the students’ minds:
- Finding their bearings among the main features and notions of Islamic law, as well as among different typologies of legal texts: treatises, compendiums, commentaries, legal opinions (fatwa), codes, verdicts.
- Considering classical and modern Islamic law through the methodological lenses of human sciences, regardless of one’s own personal beliefs, by combining empathy with critical thinking, and joining the use of neutral language with an understanding from within of Islamic key concepts.
- Deconstructing with a critical mind some simplistic representation of Islamic law (whatever their Ideological leanings) which are currently spread through a variety of media, by putting them into historical perspective
- Understanding the historical nature of the Islamic legal tradition, in both its genesis and its further development, by relating the latter to the different historical contexts in which they originated and to a variety of changes in Muslim societies.
- Using in an appropriate way some technical terms from the Islamic legal vocabulary, without neglecting more general propriety of language, as far as both lexicon and syntax are concerned.
- Being able to take part in ongoing public debates on issues related to the controversial role of Islamic law in present-day societies.
- Being able to pursue their study of this discipline independently (and feeling motivated to do it), building both upon bibliographical suggestions provided throughout the course, and upon some examples of open debates in Islamic studies which will have been shown by the teacher.

Educational objectives

Advanced study of classical Sanskrit literature.
The course aims at the knowledge of Classical Sanskrit Literature, through the analysis of the most influential texts, which will be both studied in the frame of their historical and cultural context and examined in their semantic structures and stylistic device.
At the end of the course the student will be able to use the language skills acquired during the preparatory course of Sanskrit Language and Literature, in order to analyse complex Sanskrit sources and to use them in different fields of research.

Educational objectives

Knowledge and understanding: the course aims to introduce students to the study
of the main syntactic structures of the modern Turkish language while promoting the
expansion of the basic vocabulary and the acquisition of specialist languages,
especially in the historical, artistic and literary fields. The course will also analyze the
evolution of Turkish literature during the 19 th century and the sociopolitical context of
the Tanzimat in which it developed.
Applying knowledge and understanding: students will acquire a good knowledge
of the main syntactic structures of the modern Turkish language and will consolidate
their basic and specialized vocabulary, while developing their ability to communicate
clearly and correctly in both written and oral form on topics that present a certain
degree of complexity. Students will also acquire a basic knowledge of the 19 th century
Turkish literature, especially in relation to concepts of reform, modernization and
translation, while developing their own critical and analytical tools suitable for
understanding different texts and contexts.

especially in relation to the themes of reform and
modernization, while simultaneously developing
their own critical and analytical tools suitable for
understanding different texts and contexts.

Making judgements: Students will be able to analyze critically the knowledge they
have acquired and formulate their own judgments. These skills will be built up also
through promoting independent and collaborative learning activities such as self-
direct learning, written texts, Problem Based Learning (PBS).
Communication skills: the students will learn how to express their ideas clearly and
adequately and how to communicate effectively what has been learned both in written
and oral form. These skills will be enhanced by promoting collaborative learning
activities such as Think-Pair-Share (TPS), small conversation and discussion groups,
simulations, peer reading and peer editing.
Learning skills: the students will learn how to study in a self-directed and
autonomous way, understand their shortcomings and conceive and develop a self-
learning project within a set time limit. These skills will be enhanced by activities
such as flipped classroom, self-evaluation exercises and written productions.

Educational objectives

Knowledge and understanding: This course will introduce students to the study of the political, economic, social and cultural history of the Ottoman Empire from its emergence in the late 13th century to its demise in the aftermath of World War I. The course will analyze the modernization process in the Ottoman empire during the long 19th century, how those transformations were reflected in the making of modern Turkey, one of its principal successor states, and the Ottoman legacy in Republican Turkey.

Applying knowledge and understanding: Students will be able to identify and analyze the major transformations of Ottoman Empire and, through reflections concerning mainly Ottoman intellectual, social and cultural history, they will acquire the fundamental tools for understanding modernization and the birth of modern Turkey as well as of other nation-states emerging from the Ottoman Empire. The students will acquire a solid foundation from which they can pursue further specialized study in the history of the Ottoman Empire, the Modern Middle East, and the Eastern Mediterranean.
Making judgements: the students will be able to analyze critically the knowledge they have acquired and formulate their own judgments. These skills will be built up also through promoting independent and collaborative learning activities such as self-direct learning, written essays, Problem Based Learning (PBS).
Communication skills: the students will learn how to express their ideas clearly and adequately and how to communicate effectively what has been learned. These skills will be enhanced by promoting collaborative learning activities such as Think-Pair-Share (TPS), small discussion groups, simulations, peer reading and peer editing.
Learning skills: the students will learn how to study in a self-directed and autonomous way, understand their shortcomings and conceive and develop a self-learning project within a set time limit. These skills will be enhanced by activities such as flipped classroom, self-evaluation exercises and written essays.

Educational objectives

Knowledge
The present course aims at providing students with basic knowledge of the history of Muslim societies from
the origins of Islam to the late Middle Ages and, within available time, to the Early Modern era. One of its
objectives is that students acquire an understanding of the current diffusion and distribution of Muslim
presence in the world and, more precisely, in its different geographical areas. It also aims at providing
students with a general framework of historical references within which they might integrate any further
knowledge they will acquire in courses of Arabic and Persian languages and literatures (as well as Bengali,
and potentially also other languages of the Muslim world which are not currently taught in our Oriental
Languages and Civilizations Bachelors Program), Islamic Studies, History of Islamic Art, etc. A further goal is
that students start to familiarize themselves with technical terms in Arabic and, to a lesser extent, in the
other main languages of Islamic civilization.

Skills
This course aims at planting the following skills in the students’ minds:
- Collocating in time and space the main events and processes in the history of the medieval (and,
within available time, early modern) Muslim world.
- Consulting thematic maps, statistic databases and interactive websites focused on current religious
demography of global Islam, which will have been explained in class and made available on the e-
learning platform; using these tools independently and combining different data to formulate fresh
comparative remarks.
- Tracing back, at least in broad terms, the remote origins and historical developments of social,
political and religious institutions, as well as other longue-durée features, which still characterize
Muslim societies.
- Deconstructing with a critical mind some simplistic representations of the Muslim world (whatever
their leanings) which are currently spread through a variety of media, by putting them into
historical perspective.
- Using in an appropriate way some technical terms from historical sciences, especially from
historical studies on Islamic civilization, without neglecting more general propriety of language, as
far as both lexicon and syntax are concerned.
- Reasoning on acquired notions and concepts and on their possible interactions instead of
reproducing them passively.
- Being able to pursue their study of this discipline autonomously (and feeling motivated to do it),
building both upon bibliographical suggestions provided throughout the course, and upon some
examples of open historiographical debates which will have been shown by the teacher.

Educational objectives

In consistency with the educational purposes of the whole teaching course, aim of the teaching unit is to give students a basic knowledge and comprehension skills in the field of ISLAMIC ARCHAEOLOGY AND HISTORY OF ART, with the help of advanced textbooks. Moreover, it will make the student able to apply the acquired knowledge in an expert and reflective way, making autonomous judgments, communicating ideas, problems and reflections in a clear and correct way, and developing the knowledge required to go further in the studies.

The aim of the course is a basic knowledge of the origin and formation of Islamic material culture and artistic expression, deepening both the transition from late antiquity and the pre-Islamic Iranian civilization carried out during the first years of expansion from the Arabian Peninsula, and the resulting contributions of specific elements, from floor plans to iconography to symbols. The student will also be informed about the history of studies of the Islamic archaeology and the relations between the two Mediterranean cultures (Christian and Muslim) in the Middle Ages.

Educational objectives

The course provides basic knowledge on the results of archaeological research and on the artistic and architectural production of the Indian subcontinent. Upon completion of the course students will have acquired general knowledge of the analytical methods and critical interpretation of archaeological and historical-artistic research, adequate communicative skills in the description of archaeological or art historical themes and analytical skills to relate them with the relevant historical, cultural and religious context.

Educational objectives

The course aims to provide foundational knowledge and understanding in the field of Archaeology and Art History of the Ancient Near East, with a particular focus on the study of pre-Islamic Mesopotamia and the Arabian Peninsula.
The course aims to offer an overview of the main themes in archaeological research of pre-Islamic Mesopotamia and the Arabian Peninsula, providing basic knowledge of material culture, artistic production, and architecture. Upon completion of the course, students will have gained a general understanding of methods of analysis and critical interpretation in archaeological and art historical research, as well as proficiency in describing archaeological or art historical themes. Students will be able to communicate acquired knowledge competently and reflectively, formulating independent judgments and developing the necessary skills for further studies in the field.

Educational objectives

The course is designed for initiate non-Arabic-speaking students into the study of standard Arabic, the course aims at enabling students to use and correctly pronounce simple Arabic sentences, and to comprehend and produce basic oral and written tasks.
The course combines a theoretical and a practical side: on the one hand the student will learn basic notions of grammar and syntax of the classical Arabic language and on the other had these theoretical competences will be integrated by some practical exercises - readings and dialogues - with a mother tongue teacher.

Educational objectives

First Semester: Chinese phonology, Hanyu pinyin romanization; simplified and complex Chinese characters, radicals (1 to 100); elementary grammar, simple sentence structure, word classes, verbs in series, direction verbs.
Second Semester: Radicals (101 to 214); classifiers, modal verbs, adjective predicates, nominal predicates, prepositional constructions, double objects verbs, aspectual and modal particles, localizers, pivotal sentences. During the second semester, will be held specific lesson regarding Chinese-Italian literary translation skills. At the end of the course, the students will be able to carry a simple conversation in Chinese, reaching the Official Chinese Certification Level HSK 1 and 2, compatible with European Common Framework levels: A.1 – A.2.1

Educational objectives

Educational Goals: The three-year course aims at the Korean language acquisition through the knowledge of grammar, reading and comprehension abilities, translation and composition practice. Lectures are focused on different communication tasks that the student is called to play in the domains of social life. They are supported by language instructors lectures that include hours of conversations and practical tests at the language lab.
Specific Goals: At the end of the three-year period the student must reach good oral and written communication skills, and be able to carry out translations from and into Korean. With the achievement of the First year, the student must be able to cover the A1 level of the common European reference framework and acquire the necessary skills to obtain the first level of the TOPIK Proficiency Test (first level).

Educational objectives

The three-year course aims at the Japanese Language acquisition in the written and oral component and the development of communication skills from the elementary to the advanced level, with different degrees for each year. Although a framework of reference as for the European languages has not yet been definited for the Japanese language, the JF Standard proposed by the Japan Foundation, based on the European CEFR, is in use; this scheme refers to the Japanese Language Proficiency Test (JLPT) with the N1-N2-N3-N4-N5 levels that are used in the following descriptions.
At the end of first year the student will reach the basic knowledge of grammar and their application in everyday life situations. The course includes language lessons aimed at providing the elementary syntax, the writing of alphabets and about 220 ideograms; many hours are dedicated to the development of communication skills, according to new language teaching techniques, to the strengthening of the concepts learned through class exercises and translation tests. Classes with native speakers further support the writing and conversation exercises.

Specific Goals
At the end of the first year the student will be able to present himself and others, to communicate in simple everyday situations, to translate basic sentences from Japanese to Italian and vice versa; he will then be able to obtain the N5 level and to use some grammatical and communicative structures of the JLPT level N4.

Educational objectives

Students of the language course “Hindi 1” are expected to achieve the equivalent of A1/A2 level of the CEFR (Common European Framework of Reference for Languages). By the end of the course, they will reach a basic (though not elementary) knowledge of both written and spoken Hindi.
More specifically, they will:
- be able to understand and communicate general information regarding a range of everyday issues;
- be able to read and write simple texts, using a descriptive language with no mistakes – though within the limits of the set of grammatical rules that are taught during the course.
Thanks to a teaching methodology that is also based on a comparison with other Indo-European languages, students will develop linguistic skills that will allow them to formulate well founded judgements on issues falling within and beyond the specific disciplinary boundaries.
Since the students can learn Hindi language for just one year, the course “Hindi 1” aims also at enabling them to go on studying Hindi independently, with the help of the most popular tools for language self-teaching (reference books, videos, internet, etc.).
Thanks to the seminars and the conferences that are regularly organized by the teaching staff, students will also reach a fair level of knowledge on major issues regarding contemporary Indian culture and society, which will strengthen their operating skills in the ultimate perspective of their employment or self-employment in various professional domains.

Educational objectives

The three-year degree in Persian language and translation is devoted to the study of Persian grammar and syntax, and includes exercises in reading and translating texts (from and into Persian), progressively applied to the acquired knowledge of the students. Classes of spoken language exercise are provided by mother tongue lecturers.
At the end of the three-year degree students will be able to understand Persian literary texts, to write texts in Persian, to translate from and into Persian, and to converse in Persian.
General goals - The first year course aims at familiarizing students with the Arabic-Persian script and with the main structures of Persian grammar and syntax, enabling them to comprehend and produce basic oral and written tasks.
Specific goals - Reached levels: spoken reception A1; written reception A2; overall spoken production A1, written production A2.

Educational objectives

General aims: Course in Bengali language, basic user (CEFR A1-A2).
Specific aims: At the end of the course students are able to – 1) understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment); 2) communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters; 3) describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need; 4) catch the main point in short, clear, simple messages and announcements and understand short simple personal letters.

Educational objectives

Through its contextualized teaching nature of an Eastern language and civilization belonging to the Optional 'Second Eastern Language' Group provided for in all study curricula of the Degree Class L-11 in the second year of the course, the discipline in question (12 Credits) contributes to the achievement of the methodological, transversal, and interdisciplinary learning objectives stated in the Annual Single Sheet of the relevant Degree Program, Frameworks A4.b.2 and A4.c.
The course provides basic notions, necessary and useful for the knowledge and mastery of the grammar and syntax of the Tibetan language at levels A1-B1 of the Common European Framework of Reference for Knowledge of Languages (CEFR; Dublin Descriptor 1) as well as fundamental elements relating to Tibetan culture.
The above-mentioned knowledge is aimed at developing the management skills of the users towards the semantic and semiotic components of the language related to the basic socio-anthropological aspects that characterize the culture in question (DD2).
Activities apt at developing critical and informed judgment skills in the learners, which will complement the progressive didactic narration of the teacher, will consist of critical-analytical perusal of multimedia material, meetings with experts, lectures by scholars focused on specific topics (DD3), classroom debates on agreed topics.
Learning drills conducive to the ability of communicating and transmitting one's linguistic knowledge will be characterized by exercises consisting of group dialogues and / or short individual presentations in the language, conceived, developed, and organized by the students themselves on the basis of the teacher’s tutoring and the didactic material provided (DD4).
The teaching strategies related to the course imply the transmission of methodological techniques of optimized organization of the relationship with the study inspired by maieutic and heuristic principles supported by didactic material designed to facilitate independent study as well as future individual insights into the topics covered (DD5).
At the end of the training course students should be able to: a) know how to correctly write and read the characters of the alphabet and compound syllables; b) use the syntactic-grammatical notions learned to construct correct sentences; c) use the dictionary; d) have simple conversations on topics related to study and daily life.

Educational objectives

Study of the grammar of classical Sanskrit and its literature from V century B.C.E. to our times.
The course aims at highlighting the morpho-semantic structures of Sanskrit and including them in the Indoeuropean context through referring both to the extremely rich Indian grammatical tradition and modern historical linguistics. The socio-linguistic situation of Sanskrit with respect to the other languages of South Asia will also be examined.
At the end of the course the student, within the limits of his/her still basic preparation, should be able to use Sanskrit sources for his/her specific studies (historical, literary, philosophical-religious, art-historical, linguistic, indoeuropeistic, epigraphical, etc.).

Educational objectives

Knowledge and understanding:
The course aims to introduce students to the study of the modern Turkish language
through the analysis of the main phonetic, grammatical and morphological structures,

promoting, at the same time, the acquisition of the basic vocabulary. The course
proposes a full competence in communication strategies and not only a linear
assimilation of grammatical knowledge. Furthermore, the course will introduce
students to the study of modern Turkish literature, taking into account the complex
relationships between history and culture to better frame the study of Turkish
literature in broader social, political and cultural contexts.
Applying knowledge and understanding: students will gain a knowledge of the
basic phonetic, grammatical and morphological structures of the modern Turkish
language and the ability to effectively communicate in written and oral form on
simple and familiar topics, even in settings other than the classroom. Students will
acquire a full competence in communication strategies and not only a linear
assimilation of grammatical knowledge. Students will also acquire a basic knowledge
of Turkish culture and literature, while developing their own critical and analytical
tools suitable for understanding different texts and contexts.
Making judgements: students will be able to analyze critically the knowledge they
have acquired and formulate their own judgments. These skills will be built up also
through promoting independent and collaborative learning activities such as self-
direct learning, written texts, Problem Based Learning (PBS).
Communication skills: students will learn how to express their ideas clearly and
adequately and how to communicate effectively what has been learned both in written
and oral form. These skills will be enhanced by promoting collaborative learning
activities such as Think-Pair-Share (TPS), small conversation and discussion groups,
simulations, peer reading and peer editing.
Learning skills: students will learn how to study in a self-directed and autonomous
way, understand their shortcomings and conceive and develop a self-learning project
within a set time limit. These skills will be enhanced by activities such as flipped
classroom, self-evaluation exercises and written productions.

Educational objectives

- The course aims to develop the knowledge and understanding of the main theoretical and methodological issues in the field of cultural anthropology.
- In particular, the course aims to offer students the analytical tools to "think anthropologically" and to apply the knowledge and understanding of the main themes of anthropology to the approach to different social, cultural and religious contexts.
- The course will foster the ability to understand and critically evaluate the meaning of anthropological knowledge through practical exercises, by reading and commenting on the bibliographic references, in order to formulate judgments in a complex and articulated way, communicating the knowledge and processes that have led to their formation, and addressing topics with a high degree of autonomy.

Educational objectives

The course aims to provide learners with basic transdisciplinary knowledge about the Tibetan
culture at large. The educational objectives will be modulated in compliance with the Dublin
descriptors and will be based on socio-anthropological, historical-artistic and philosophical-
religious aspects characterizing the culture in question. The course is theoretical-cultural. It does
not require knowledge of the Tibetan language.
The teaching strategies related to the course will involve the transmission of methodological
techniques for optimized organization of the relationship with the study, inspired by maieutic and
heuristic principles supported by didactic material designed to facilitate independent study as well
as future individual insights into the topics covered by the course.
The activities capable of developing critical and informed judgment skills on the part of the learners,
complementing the progressive didactic narrative, will consist of critical-analytical perusal of
multimedia material, meetings with experts, conferences of scholars focused on specific topics,
debates in class on agreed topics.
At the end of the course, learners will be able to possess an informed and holistic critical knowledge
of Tibetan culture, in line with the expectations indicated by the Didactic System and the Manifesto
of the Course of Studies in Oriental Languages and Civilizations, which this teaching subject will
further enrich in virtue of its uniqueness.

Educational objectives

The course aims to provide the basic elements of the history of early Italian literature as well as basic information about metrics, rhetoric and text analysis.
As far as the Dublin descriptors are concerned, the course enables the student to master the subjects in order to use it and apply it in other fields of study with the correct use of the specific technical language (descriptor number 1); with the acquired knowledge the student is able to develop autonomous ability of connections with other disciplines in the various historical-cultural epochs (descriptor number 2); the student therefore acquires transversal skills related to communication (descriptors number 3-4)

Educational objectives

The students will acquire the knowledge of the main literary theories and the tools of comparative literature and demonstrate the knowledge of the principal issues in this field of study. The students will understand how the theories and themes in the field of comparative literature are relevant at a national and international level and relate such theories and themes to a broader literary, historical and cultural context. The students will acquire the ability to create a continuum among the different issues and to shape, formulate and communicate independent thoughts on such issues. The students will acquire the maturity that will allow not only to employ the acquired knowledge independently in the field of comparative literature, but also to utilize it as the foundation for other courses in literary studies and other related disciplines (such as linguistics, philology, history). Didactical Aims
: the module is aimed at introducing students to some aspects of comparative literature and literary criticism.

Educational objectives

General educational objectives: the course conveys the fundamental elements for the knowledge of the contemporary history of the Arab world (the regional system composed of 22 Arab countries) from the mid-nineteenth century to today.
Specific educational objectives: upon completion of the course the student will acquire the following knowledges and skills: 1) basic knowledge of the historical, social and cultural dynamics of the different phases of the historical development of the Arab world from the mid-nineteenth century to today and, within them, the specificity of the macro Arab regions and of individual countries, as well as the interaction between the Arab regional system and the international system; 2) ability to place in time and space the main historical-cultural events and phenomena characterizing the contemporary history of the Arab world; 3) basic knowledge of the common characteristics and the differentiations of the countries of the Arab world in terms of human geography (physical, demographic, economic, socio-cultural) and ability to compare and deepen them independently; 4) ability to present orally or in writing a topic related to the phenomenon under study, also based on oral and written exercises; 5) ability to continue the study autonomously, also based on in-depth research seminars.

Educational objectives

General aims

This course is designed to provide the students with a survey of Indian history – tracing both major political events as well as socio-economic and cultural transformations – from 2500 BCE until 5th century CE.

Specific aims:

The course will familiarize students with major historical events, themes and debates in ancient Indian history.

Primary and secondary readings will enable students to analyse and interpret historical data.

It will equip students writing, communication, analysis and critical skills.

Educational objectives

General goals: introduction to the history of the Iranian languages in the Indo-Iranian and Indo-European
framework and to the texts written in Old and East Middle Iranian languages. Specific goals: at the end of
the course, the student, as far as Avesta, Old Persian, Parthian, and the most significant East Middle
Iranian languages are concerned, (1) knows their general development trends and their most important
documentation; 2) is able to situate the most evident phenomena within the general framework of Iranian
linguistic history; 3) is able to deal with simple texts and the problems they pose also on the basis of an
appropriate training; 4) knows the relevant secondary literature on the basis of what one has learnt in
class; 5) is able to continue one’s studies under appropriate guidance.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes general questions and specific perspectives by focusing on their interactions on a global scale; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

Aim of the teaching unit is to give students a basic knowledge and comprehension skills in the field of ANCIENT NEAR EAST ARCHAEOLOGY AND HISTORY OF ART, with the help of advanced textbooks. Moreover, it will make the student able to apply the acquired knowledge in an expert and reflective way, making autonomous judgments, communicating ideas, problems and reflections in a clear and correct way, and developing the knowledge required to go further in the studies.

The course intends to introduce the students to the modern theories, methodologies and techniques of the archeological, artistic and literary analysis of the most important ancient eastern cultures of Mesopotamia.

Educational objectives

The course provides basic knowledge on the results of archaeological research and on the artistic and architectural production of the Central Asia in the pre-Islamic period. Upon completion of the course students will have acquired general knowledge of the analytical methods and critical interpretation of archaeological and historical-artistic research, adequate communicative skills in the description of archaeological or art historical themes and analytical skills to relate them with the relevant historical, cultural and religious context.

Educational objectives

Knowledge
This course aims at providing students with basic knowledge on classical Islamic Law (including both its doctrines and jurisprudential practice) as well as on its colonial and postcolonial developments. In particular, it aims at making them aware of the different ways in which it has been incorporated and readapted within the framework of the legal codes and practices of modern countries.

Skills
This course aims at planting the following skills in the students’ minds:
- Finding their bearings among the main features and notions of Islamic law, as well as among different typologies of legal texts: treatises, compendiums, commentaries, legal opinions (fatwa), codes, verdicts.
- Considering classical and modern Islamic law through the methodological lenses of human sciences, regardless of one’s own personal beliefs, by combining empathy with critical thinking, and joining the use of neutral language with an understanding from within of Islamic key concepts.
- Deconstructing with a critical mind some simplistic representation of Islamic law (whatever their Ideological leanings) which are currently spread through a variety of media, by putting them into historical perspective
- Understanding the historical nature of the Islamic legal tradition, in both its genesis and its further development, by relating the latter to the different historical contexts in which they originated and to a variety of changes in Muslim societies.
- Using in an appropriate way some technical terms from the Islamic legal vocabulary, without neglecting more general propriety of language, as far as both lexicon and syntax are concerned.
- Being able to take part in ongoing public debates on issues related to the controversial role of Islamic law in present-day societies.
- Being able to pursue their study of this discipline independently (and feeling motivated to do it), building both upon bibliographical suggestions provided throughout the course, and upon some examples of open debates in Islamic studies which will have been shown by the teacher.

Educational objectives

The course aims to provide students with tools for knowledge and understanding of Shiite Islam, which will be illustrated not only in its strictly religious dimension, but also in its historical and cultural aspects. Through the history of Shiism, the course tends to develop the ability to understand some specificities of the religious and political culture of Islam - first of all the pluralism of orientations and the relationship between orthodoxy and heterodoxy - and, at the same time, to elaborate terms of comparison with analogous historical and cultural experiences of Western religious history.

Educational objectives

Advanced study of classical Sanskrit literature.
The course aims at the knowledge of Classical Sanskrit Literature, through the analysis of the most influential texts, which will be both studied in the frame of their historical and cultural context and examined in their semantic structures and stylistic device.
At the end of the course the student will be able to use the language skills acquired during the preparatory course of Sanskrit Language and Literature, in order to analyse complex Sanskrit sources and to use them in different fields of research.

Educational objectives

Knowledge and understanding: the course aims to introduce students to the study
of the main syntactic structures of the modern Turkish language while promoting the
expansion of the basic vocabulary and the acquisition of specialist languages,
especially in the historical, artistic and literary fields. The course will also analyze the
evolution of Turkish literature during the 19 th century and the sociopolitical context of
the Tanzimat in which it developed.
Applying knowledge and understanding: students will acquire a good knowledge
of the main syntactic structures of the modern Turkish language and will consolidate
their basic and specialized vocabulary, while developing their ability to communicate
clearly and correctly in both written and oral form on topics that present a certain
degree of complexity. Students will also acquire a basic knowledge of the 19 th century
Turkish literature, especially in relation to concepts of reform, modernization and
translation, while developing their own critical and analytical tools suitable for
understanding different texts and contexts.

especially in relation to the themes of reform and
modernization, while simultaneously developing
their own critical and analytical tools suitable for
understanding different texts and contexts.

Making judgements: Students will be able to analyze critically the knowledge they
have acquired and formulate their own judgments. These skills will be built up also
through promoting independent and collaborative learning activities such as self-
direct learning, written texts, Problem Based Learning (PBS).
Communication skills: the students will learn how to express their ideas clearly and
adequately and how to communicate effectively what has been learned both in written
and oral form. These skills will be enhanced by promoting collaborative learning
activities such as Think-Pair-Share (TPS), small conversation and discussion groups,
simulations, peer reading and peer editing.
Learning skills: the students will learn how to study in a self-directed and
autonomous way, understand their shortcomings and conceive and develop a self-
learning project within a set time limit. These skills will be enhanced by activities
such as flipped classroom, self-evaluation exercises and written productions.

Educational objectives

In consistency with the educational purposes of the whole teaching course, aim of the teaching unit is to give students a basic knowledge and comprehension skills in the field of ISLAMIC ARCHAEOLOGY AND HISTORY OF ART, with the help of advanced textbooks. Moreover, it will make the student able to apply the acquired knowledge in an expert and reflective way, making autonomous judgments, communicating ideas, problems and reflections in a clear and correct way, and developing the knowledge required to go further in the studies.

The aim of the course is a basic knowledge of the origin and formation of Islamic material culture and artistic expression, deepening both the transition from late antiquity and the pre-Islamic Iranian civilization carried out during the first years of expansion from the Arabian Peninsula, and the resulting contributions of specific elements, from floor plans to iconography to symbols. The student will also be informed about the history of studies of the Islamic archaeology and the relations between the two Mediterranean cultures (Christian and Muslim) in the Middle Ages.

Educational objectives

The course provides basic knowledge on the results of archaeological research and on the artistic and architectural production of the Indian subcontinent. Upon completion of the course students will have acquired general knowledge of the analytical methods and critical interpretation of archaeological and historical-artistic research, adequate communicative skills in the description of archaeological or art historical themes and analytical skills to relate them with the relevant historical, cultural and religious context.

Educational objectives

The course aims to provide foundational knowledge and understanding in the field of Archaeology and Art History of the Ancient Near East, with a particular focus on the study of pre-Islamic Mesopotamia and the Arabian Peninsula.
The course aims to offer an overview of the main themes in archaeological research of pre-Islamic Mesopotamia and the Arabian Peninsula, providing basic knowledge of material culture, artistic production, and architecture. Upon completion of the course, students will have gained a general understanding of methods of analysis and critical interpretation in archaeological and art historical research, as well as proficiency in describing archaeological or art historical themes. Students will be able to communicate acquired knowledge competently and reflectively, formulating independent judgments and developing the necessary skills for further studies in the field.

Educational objectives

The course aims to provide the basic elements of the history of early Italian literature as well as basic information about metrics, rhetoric and text analysis.
As far as the Dublin descriptors are concerned, the course enables the student to master the subjects in order to use it and apply it in other fields of study with the correct use of the specific technical language (descriptor number 1); with the acquired knowledge the student is able to develop autonomous ability of connections with other disciplines in the various historical-cultural epochs (descriptor number 2); the student therefore acquires transversal skills related to communication (descriptors number 3-4)

Educational objectives

The students will acquire the knowledge of the main literary theories and the tools of comparative literature and demonstrate the knowledge of the principal issues in this field of study. The students will understand how the theories and themes in the field of comparative literature are relevant at a national and international level and relate such theories and themes to a broader literary, historical and cultural context. The students will acquire the ability to create a continuum among the different issues and to shape, formulate and communicate independent thoughts on such issues. The students will acquire the maturity that will allow not only to employ the acquired knowledge independently in the field of comparative literature, but also to utilize it as the foundation for other courses in literary studies and other related disciplines (such as linguistics, philology, history). Didactical Aims
: the module is aimed at introducing students to some aspects of comparative literature and literary criticism.

Educational objectives

General educational objectives: the course conveys the fundamental elements for the knowledge of the contemporary history of the Arab world (the regional system composed of 22 Arab countries) from the mid-nineteenth century to today.
Specific educational objectives: upon completion of the course the student will acquire the following knowledges and skills: 1) basic knowledge of the historical, social and cultural dynamics of the different phases of the historical development of the Arab world from the mid-nineteenth century to today and, within them, the specificity of the macro Arab regions and of individual countries, as well as the interaction between the Arab regional system and the international system; 2) ability to place in time and space the main historical-cultural events and phenomena characterizing the contemporary history of the Arab world; 3) basic knowledge of the common characteristics and the differentiations of the countries of the Arab world in terms of human geography (physical, demographic, economic, socio-cultural) and ability to compare and deepen them independently; 4) ability to present orally or in writing a topic related to the phenomenon under study, also based on oral and written exercises; 5) ability to continue the study autonomously, also based on in-depth research seminars.

Educational objectives

General aims

This course is designed to provide the students with a survey of Indian history – tracing both major political events as well as socio-economic and cultural transformations – from 2500 BCE until 5th century CE.

Specific aims:

The course will familiarize students with major historical events, themes and debates in ancient Indian history.

Primary and secondary readings will enable students to analyse and interpret historical data.

It will equip students writing, communication, analysis and critical skills.

Educational objectives

- The course aims to develop the knowledge and understanding of the main theoretical and methodological issues in the field of cultural anthropology.
- In particular, the course aims to offer students the analytical tools to "think anthropologically" and to apply the knowledge and understanding of the main themes of anthropology to the approach to different social, cultural and religious contexts.
- The course will foster the ability to understand and critically evaluate the meaning of anthropological knowledge through practical exercises, by reading and commenting on the bibliographic references, in order to formulate judgments in a complex and articulated way, communicating the knowledge and processes that have led to their formation, and addressing topics with a high degree of autonomy.

Educational objectives

General goals: introduction to the history of the Iranian languages in the Indo-Iranian and Indo-European
framework and to the texts written in Old and East Middle Iranian languages. Specific goals: at the end of
the course, the student, as far as Avesta, Old Persian, Parthian, and the most significant East Middle
Iranian languages are concerned, (1) knows their general development trends and their most important
documentation; 2) is able to situate the most evident phenomena within the general framework of Iranian
linguistic history; 3) is able to deal with simple texts and the problems they pose also on the basis of an
appropriate training; 4) knows the relevant secondary literature on the basis of what one has learnt in
class; 5) is able to continue one’s studies under appropriate guidance.

Educational objectives

General goals: introduction to the history of the Iranian languages in the Indo-Iranian and Indo-European
framework and to the texts written in Old and East Middle Iranian languages. Specific goals: at the end of
the course, the student, as far as Avesta, Old Persian, Parthian, and the most significant East Middle
Iranian languages are concerned, (1) knows their general development trends and their most important
documentation; 2) is able to situate the most evident phenomena within the general framework of Iranian
linguistic history; 3) is able to deal with simple texts and the problems they pose also on the basis of an
appropriate training; 4) knows the relevant secondary literature on the basis of what one has learnt in
class; 5) is able to continue one’s studies under appropriate guidance.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes general questions and specific perspectives by focusing on their interactions on a global scale; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

Aim of the teaching unit is to give students a basic knowledge and comprehension skills in the field of ANCIENT NEAR EAST ARCHAEOLOGY AND HISTORY OF ART, with the help of advanced textbooks. Moreover, it will make the student able to apply the acquired knowledge in an expert and reflective way, making autonomous judgments, communicating ideas, problems and reflections in a clear and correct way, and developing the knowledge required to go further in the studies.

The course intends to introduce the students to the modern theories, methodologies and techniques of the archeological, artistic and literary analysis of the most important ancient eastern cultures of Mesopotamia.

Educational objectives

The course provides basic knowledge on the results of archaeological research and on the artistic and architectural production of the Central Asia in the pre-Islamic period. Upon completion of the course students will have acquired general knowledge of the analytical methods and critical interpretation of archaeological and historical-artistic research, adequate communicative skills in the description of archaeological or art historical themes and analytical skills to relate them with the relevant historical, cultural and religious context.

Educational objectives

Knowledge
This course aims at providing students with basic knowledge on classical Islamic Law (including both its doctrines and jurisprudential practice) as well as on its colonial and postcolonial developments. In particular, it aims at making them aware of the different ways in which it has been incorporated and readapted within the framework of the legal codes and practices of modern countries.

Skills
This course aims at planting the following skills in the students’ minds:
- Finding their bearings among the main features and notions of Islamic law, as well as among different typologies of legal texts: treatises, compendiums, commentaries, legal opinions (fatwa), codes, verdicts.
- Considering classical and modern Islamic law through the methodological lenses of human sciences, regardless of one’s own personal beliefs, by combining empathy with critical thinking, and joining the use of neutral language with an understanding from within of Islamic key concepts.
- Deconstructing with a critical mind some simplistic representation of Islamic law (whatever their Ideological leanings) which are currently spread through a variety of media, by putting them into historical perspective
- Understanding the historical nature of the Islamic legal tradition, in both its genesis and its further development, by relating the latter to the different historical contexts in which they originated and to a variety of changes in Muslim societies.
- Using in an appropriate way some technical terms from the Islamic legal vocabulary, without neglecting more general propriety of language, as far as both lexicon and syntax are concerned.
- Being able to take part in ongoing public debates on issues related to the controversial role of Islamic law in present-day societies.
- Being able to pursue their study of this discipline independently (and feeling motivated to do it), building both upon bibliographical suggestions provided throughout the course, and upon some examples of open debates in Islamic studies which will have been shown by the teacher.

Educational objectives

The course aims to provide students with tools for knowledge and understanding of Shiite Islam, which will be illustrated not only in its strictly religious dimension, but also in its historical and cultural aspects. Through the history of Shiism, the course tends to develop the ability to understand some specificities of the religious and political culture of Islam - first of all the pluralism of orientations and the relationship between orthodoxy and heterodoxy - and, at the same time, to elaborate terms of comparison with analogous historical and cultural experiences of Western religious history.