English and Anglo-American Studies

John Dewey: Moral Theory and Therapy In his 1932 Ethics, written with James Tufts, John Dewey attempted an ambitious reconfiguration of moral thinking. Revising an earlier edition of the text, dating back to 1908, Dewey set to present the most important moral theories of the Western canon – that is, deontology, consequentialism, and virtue ethics –, showing how their unfolding responded to as many needs and goals of human beings living in association with each-other: namely, distributing duties, achieving well-being, and trusting each-other. While customary morality has been witnessing the clash between the prioritization of laws/rights, of ends/goods, and of character/approbation, reflective morality sought to harmonize such different pulls. Dewey challenges the idea according to which these three modalities represent incommensurable requests on moral inquiry, showing how the latter should better be seen in terms of the experimentation with, and transformation of, the moral life. In so doing, Dewey puts pressure on the very idea of moral understanding, and moral traditions, as in need of a theory, offering a therapy for such philosophical need.

The course presupposes the mastery of undergraduate knowledge of philosophy and its history. Acquaintance with modern and contemporary moral philosophy, although not required, is strongly recommended.

J. Dewey, “Three Independent Factors in Morals”, in The Later Works of John Dewey, 1925-1953, 5:279-288, Southern Illinois Press, Carbondale, 1984 [1930] J. Dewey, Ethics, in The Later Works of John Dewey, 1925-1953, 7:1-384, Southern Illinois Press, Carbondale, 1985 [1932] R. Frega & S. Levine (eds.), John Dewey’s Ethical Theory: The 1932 Ethics, London & New York, Routledge, 2020

Attendance is strongly recommended.

The exam, beside in-class active participation, consists in the writing of a final essay plus an oral examination, which will last an average of 30 minutes and will be about the themes presented in class. In order to successfully pass the exam, students should prove to: 1. know the fundamental doctrines of the various authors covered; 2. be able to read and comment the texts analysed in class; 3. properly master the technical terminology of the various covered authors; 4. being able to recognise and carefully reconstruct the most important theoretical concepts, also in their diachronic evolution; 5. offer critical and original arguments departing from the texts and authors analysed. The fulfilment of 1 and 2 is necessary for the passing of the exam. Marks above 27 will be given to students fulfilling all five points above.

S. Fesmire, Dewey, Routledge, London & New York, 2015

In class presentations.

John Dewey: Moral Theory and Therapy In his 1932 Ethics, written with James Tufts, John Dewey attempted an ambitious reconfiguration of moral thinking. Revising an earlier edition of the text, dating back to 1908, Dewey set to present the most important moral theories of the Western canon – that is, deontology, consequentialism, and virtue ethics –, showing how their unfolding responded to as many needs and goals of human beings living in association with each-other: namely, distributing duties, achieving well-being, and trusting each-other. While customary morality has been witnessing the clash between the prioritization of laws/rights, of ends/goods, and of character/approbation, reflective morality sought to harmonize such different pulls. Dewey challenges the idea according to which these three modalities represent incommensurable requests on moral inquiry, showing how the latter should better be seen in terms of the experimentation with, and transformation of, the moral life. In so doing, Dewey puts pressure on the very idea of moral understanding, and moral traditions, as in need of a theory, offering a therapy for such philosophical need.

The course presupposes the mastery of undergraduate knowledge of philosophy and its history. Acquaintance with modern and contemporary moral philosophy, although not required, is strongly recommended.

J. Dewey, “Three Independent Factors in Morals”, in The Later Works of John Dewey, 1925-1953, 5:279-288, Southern Illinois Press, Carbondale, 1984 [1930] J. Dewey, Ethics, in The Later Works of John Dewey, 1925-1953, 7:1-384, Southern Illinois Press, Carbondale, 1985 [1932] R. Frega & S. Levine (eds.), John Dewey’s Ethical Theory: The 1932 Ethics, London & New York, Routledge, 2020

Attendance is strongly recommended.

The exam, beside in-class active participation, consists in the writing of a final essay plus an oral examination, which will last an average of 30 minutes and will be about the themes presented in class. In order to successfully pass the exam, students should prove to: 1. know the fundamental doctrines of the various authors covered; 2. be able to read and comment the texts analysed in class; 3. properly master the technical terminology of the various covered authors; 4. being able to recognise and carefully reconstruct the most important theoretical concepts, also in their diachronic evolution; 5. offer critical and original arguments departing from the texts and authors analysed. The fulfilment of 1 and 2 is necessary for the passing of the exam. Marks above 27 will be given to students fulfilling all five points above.

S. Fesmire, Dewey, Routledge, London & New York, 2015

In class presentations.