Cultures and Religions

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course enables students to:
● know and understand the fundamental concepts, key theories, and research
methods of the anthropology of religions; to comprehend the themes of
religious 'diversity' and the transformative dynamics of religions (Descriptor 1);
● be able to apply anthropological concepts and theories for the analysis of
specific religious phenomena (Descriptor 2);
● develop critical and autonomous awareness of judgment and analysis in
relation to religious phenomena (Descriptor 3);
● demonstrate intellectual curiosity and openness towards new theoretical and
methodological perspectives (Descriptor 5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course provides students with knowledge and understanding of methodological and critical-problematic aspects of the History of Philosophy, with specific reference to early modern religious thought; it aims to develop the students' ability to relate what has been learned to other academic fields (SSDs) – historical, literary, artistic, historical-religious – and to apply the acquired knowledge and specific terminology also with a view to enhancing independent judgment and communication skills.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

Consistent with the educational objectives of the Course of Study in which it is included, the teaching aims to provide a critical approach to the cultural-historical and historical-religious phenomena of the Roman age. The course aims to provide tools and methods of inquiry useful for enhancing the ability to understand and critically analyze, within the framework of Roman History, ancient sources (literary, legal, papyrus, epigraphic, iconographic, etc.) by making judgments in an autonomous form, communicating ideas, problematizing issues and raising historical questions in a clear and correct manner, and thus developing the skills necessary to undertake any subsequent research. Specifically, the teaching aims to draw as complete a picture as possible of the aforementioned topics even in the context of contemporary historiographical debates.

Educational objectives

Course Objectives
1. Understand the historical and sociolinguistic foundations of Arabic.
2. Read and write the Arabic alphabet, recognizing long and short vowels, diacritical marks, and solar/lunar letters.
3. Use basic vocabulary related to numbers, time, space, colors, and physical descriptions.
4. Build simple sentences using pronouns, adjectives, prepositions, and interrogative structures.
5. Introduce oneself and communicate personal information (name, profession, nationality) in basic contexts.

Educational objectives

Course Objectives
1. Build vocabulary in key areas: travel, housing, health, shopping, work, sports, and leisure.
2. Understand and use basic sentence structures: nominal, interrogative, exclamatory, exhortative, and negative forms.
3. Conjugate regular and irregular verbs, including weak verbs, derived forms, and modal verbs.
4. Correctly use relative pronouns, subjects, objects, and morphological patterns (plurals, duals, diptotes, participles, superlatives).
5. Accurately read and write words containing hamza, following standard orthographic and morphological rules.

Educational objectives

The course will offer an in-depth analysis of the Egyptian religion in pharaonic times (4th -1st millennium BCE ca) from an archaeological perspective that will include both the theoretical premises of the discipline and the methodological contribution of religious studies in recovering religious processes from the material record. Through a focussed review of case-studies, it will illustrate a range of basic themes (sacred topography and architecture; ritual activities and temple cults; funerary practices), sketching the main lines of research and emphasising the material and acted elements of religious phenomena. At the end of the course, the students will be able to (1) critically interpret materiality as parcel and part of religious experience; (2) assess themes and problems of the archaeology of sacred in Egypt in relation to the pertinent theoretical debate and literature; (3) independently address a relevant topic by combining different sources and using the discipline-specific terminology.

Educational objectives

The course aims to develop a critical understanding of the historical and cultural complexity of Late Antique Egypt, in which Christianity and monasticism represent only part of the significant religious experiences.
At the same time, it aims to lead students to a competent and informed assessment of complex chronological categories (the 'Late Antique Period', the 'Byzantine Period', the 'Early Middle Ages', 'Coptic Egypt', etc.) that are often taken for granted.
Finally, an important aim is to develop an awareness of the importance of using both textual and archaeological sources in the study of Ancient History.

Educational objectives

The course aims at providing an introduction to the Coptic language, focusing on phonetic, morphosyntactic and basic linguistic aspects (with particular attention to the Saidian dialect, but not exclusively). During the lessons, students will come into contact with a large textual corpus that includes, among other things, the Nag Hammadi literature and magical texts.
The course also introduces students to the essential tools for the study of Coptic: dictionaries, grammars and digital humanities resources.
The primary aim is to acquire a conscious understanding of the evolution of the Egyptian language, also as a case study among Afro-Asian languages.

Educational objectives

Through the precise learning of all the essential elements of Ethiopic writing and language, the student will be able to acquire tools of linguistic methodology and historical-cultural research, using the example of an ancient African Christian culture. They will come to understand the relativity of knowledge limited to the European context and gain first-hand insight into global historical phenomena spanning from the Mediterranean to sub-Saharan Africa and the Indian Ocean.

Educational objectives

Through the study of the tradition and edition of Ethiopic epigraphic, literary, and documentary texts, the student will acquire elements of philological and codicological methodology; skills in the analysis and understanding of forms of written knowledge in the variety of their attestations; in their editing, description, and historical-cultural contextualization; and in the diversity, richness, and complexity of cultural and religious expressions..

Educational objectives

The course aims to illustrate the likely cultural context, the varied textual history, the linguistic and stylistic characteristics, as well as the translation techniques of the Greek version of the Old Testament known as the Septuagint. Alongside this central theme, students will be provided with a survey of the 'alternative' versions of Aquila, Symmachus, and Theodotion, as well as of the ancient Latin versions (Vetus Latina) and Jerome's Vulgate, with an excursus on the rabbinic versions in medieval Greek. This path will hopefully equip students with a non-superficial knowledge of the textual criticism of the Greek and Latin biblical text and of the major features of Hellenistic Greek and Vulgar Latin. At the same time, an accurate orientation in the vast bibliography of biblical philology will be provided, with particular attention to the most recent studies on the indisputable Semitic calques of biblical Greek and Latin.

Educational objectives

This course seeks to offer a comprehensive understanding of the phenomenon of Christian apocryphal literature through the analysis of several particularly significant texts, including those that reflect minority theological currents that challenge ecclesiastical authority, as well as those that engage in dialogue with this tradition.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course offers in-depth knowledge of the religious systems of ancient India, analyzing their historical development, doctrinal and ritual transformations, interactions among religious groups, and processes of institutionalization and diffusion. Particular attention is given to primary sources, either in the original language or in translation, and to the historical contexts of their production and transmission. (Descriptor 1) Students learn to apply the methods of the history of religions to the interpretation of South Asian religious traditions, relating ritual practices, mythologies, religious norms, and historical processes within both local and transregional contexts. (Descriptor 2) The course develops the ability to critically examine interpretative categories and reflect on the historiographical models used in the study of South Asian religions, promoting an approach that is both self-aware and historically grounded. (Descriptor 3) Students acquire the ability to effectively and professionally communicate the results of their analyses, using the specific vocabulary of the history of religions and situating the phenomena studied within a coherent chronological and geographical framework. (Descriptor 4) The teaching encourages independent learning and the ability to critically engage with sources and scholarship, also with a view to continuing in areas such as historical-religious research, teaching, publishing, or cultural mediation. (Descriptor 5) The course promotes a historical-comparative and intercultural approach to religion, viewing South Asia as a dynamic space of religious and cultural interaction. The program also includes moments of methodological and historiographical reflection on the discipline of the history of religions, understood as a field of study attentive to the plurality of sources, contexts, and forms of transmission.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

This course is designed to provide students with a foundational knowledge of Biblical Hebrew
language and literature. Through the study of grammar (including noun and verb morphology in the
basic conjugation) and vocabulary, students learn to read, understand, and independently analyse
classical biblical prose texts of easy to intermediate difficulty. In addition, they gain insight into the
composition of the biblical corpus and key issues concerning the transmission and translation of
texts.
With regard to knowledge and comprehension, students become familiar with the compositional
process, content, and distinctive features of biblical literature. They also deepen their understanding
of the historical, geographical, cultural, and religious context in which the biblical texts were
produced. In terms of applied knowledge and comprehension, students learn to situate the principal
ancient translations of the Bible within their historical and geographical frameworks. Furthermore,
they develop a critical awareness of the influence of biblical and post-biblical literature on Jewish
and Christian culture and religion from antiquity to the present day.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Syriac language and literature in the context of Aramaic languages;
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, historical-religious disciplines;
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills".
In particular, the course aims to provide a basic grammatical preparation so to enable the student to read and translate simple Syriac texts, as well as elements of Syriac culture, so to place the texts in their linguistic and historical context and understand the relationship between the development of this culture and the contemporary religious situation, which sees Muslims live together with Christians.

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course equips students with knowledge and understanding of the methodological, critical-problematic, and applicative aspects of studying the sacred context in the ancient Near East, employing methodological and theoretical approaches from cognitive archaeology. In particular, the course addresses and analyses case studies that compare different systems of representation and management of sacred space in both urban and extra-urban contexts, highlighting the variability of the fields of investigation and applicability through which disciplinary skills can be developed. Students cultivate autonomous judgment and critical skills in the archaeology of religion and the phenomena of the sacred within the cultures and civilisations of the pre-classical Near East. Consequently, students can apply the knowledge acquired and the specific language learned about the so-called "transversal skills" (autonomy of judgment, communication skills).

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

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).
More specifically this course aims to develop an analysis of the Himalayan religions grounded on a perspective taking into account dynamic entanglements and interactions between cultures, languages, religions and environment, pointing, on the one hand, to their general appreciation as part of the larger frameworks of the established philosophical and religious traditions of Hinduism and Buddhism, but, on the other hand, highlighting also their limits and the specificity of local and less known religious configurations, as in the case, for example, of indigenous religions or heterodox movements.

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The experience of Ethiopic linguistic phenomenology will enable the student to acquire elements of descriptive and historical linguistic methodology; to understand phenomena of interference and interaction between languages of similar and differing status, as well as between languages and cultures in less familiar contexts; and to grasp the interdependent status of written and oral language traditions.

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

In line with the educational objectives of the degree program to which it belongs, the course aims to provide knowledge and understanding that, on the one hand, complement and/or reinforce what was acquired during the first cycle of studies in the History of Islamic Countries, and on the other, offer a seamless introduction to those who did not take this exam during their undergraduate studies. The course will enable students to engage with original topics even in a research context, formulating more complex and articulated judgments, communicating the knowledge and the processes that led to its acquisition, and studying the subjects independently. Through the topics covered in class, the course aims to offer students an innovative perspective on Islamic history and thought—including the religious minorities that have made significant contributions to that history and thought—often diverging from the usual paths taken in the study of the Muslim world’s history.

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

In line with the educational objectives of the degree program to which it belongs, the course aims to provide, within the framework of Sumerian, knowledge and understanding that complete and/or reinforce those acquired during the first cycle of studies. It also aims to enable the student to engage with original topics, even in a research context, by formulating more complex and structured judgments, communicating the knowledge gained and the processes that led to it, and studying the material independently. The course aims to achieve a solid level of knowledge of Sumerian literature from a linguistic, historical-religious, and ritual perspective.

Educational objectives

In line with the educational objectives of the degree program to which it belongs, the course aims to provide, within the field of Akkadian studies, knowledge and understanding that complement and/or reinforce those acquired during the first cycle of studies. It also aims to enable students to engage with original topics, including in a research context, formulating judgments in a more complex and structured manner, communicating both the knowledge acquired and the processes that led to its acquisition, and studying topics independently. The objective of the course is also to provide a general overview of Akkadian literature.

Educational objectives

This course is designed to provide students with a foundational knowledge of Biblical Hebrew
language and literature. Through the study of grammar (including noun and verb morphology in the
basic conjugation) and vocabulary, students learn to read, understand, and independently analyse
classical biblical prose texts of easy to intermediate difficulty. In addition, they gain insight into the
composition of the biblical corpus and key issues concerning the transmission and translation of
texts.
With regard to knowledge and comprehension, students become familiar with the compositional
process, content, and distinctive features of biblical literature. They also deepen their understanding
of the historical, geographical, cultural, and religious context in which the biblical texts were
produced. In terms of applied knowledge and comprehension, students learn to situate the principal
ancient translations of the Bible within their historical and geographical frameworks. Furthermore,
they develop a critical awareness of the influence of biblical and post-biblical literature on Jewish
and Christian culture and religion from antiquity to the present day.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Syriac language and literature in the context of Aramaic languages;
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, historical-religious disciplines;
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills".
In particular, the course aims to provide a basic grammatical preparation so to enable the student to read and translate simple Syriac texts, as well as elements of Syriac culture, so to place the texts in their linguistic and historical context and understand the relationship between the development of this culture and the contemporary religious situation, which sees Muslims live together with Christians.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

Consistent with the educational objectives of the Course of Study in which it is included, the teaching aims to provide a critical approach to the cultural-historical and historical-religious phenomena of the Roman age. The course aims to provide tools and methods of inquiry useful for enhancing the ability to understand and critically analyze, within the framework of Roman History, ancient sources (literary, legal, papyrus, epigraphic, iconographic, etc.) by making judgments in an autonomous form, communicating ideas, problematizing issues and raising historical questions in a clear and correct manner, and thus developing the skills necessary to undertake any subsequent research. Specifically, the teaching aims to draw as complete a picture as possible of the aforementioned topics even in the context of contemporary historiographical debates.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

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

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).
More specifically this course aims to develop an analysis of the Himalayan religions grounded on a perspective taking into account dynamic entanglements and interactions between cultures, languages, religions and environment, pointing, on the one hand, to their general appreciation as part of the larger frameworks of the established philosophical and religious traditions of Hinduism and Buddhism, but, on the other hand, highlighting also their limits and the specificity of local and less known religious configurations, as in the case, for example, of indigenous religions or heterodox movements.

Educational objectives

The course provides students with knowledge and understanding of methodological and critical-problematic aspects of the History of Philosophy, with specific reference to early modern religious thought; it aims to develop the students' ability to relate what has been learned to other academic fields (SSDs) – historical, literary, artistic, historical-religious – and to apply the acquired knowledge and specific terminology also with a view to enhancing independent judgment and communication skills.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

In the context of the CdS dedicated to religious and cultural interaction, the course allows students access, in addition to the most ancient manuscript witnesses of the biblical text in the Greek version, to a very rich documentation concerning the cult, both pagan and Christian, in its public and institutional aspects, but also in the private practice of everyday life. The Greek, Latin, Coptic and Arabic papyri offer a panorama of unrepeatable variety and depth, as well as of personal and community devotion, particularly of ancient superstitious and magical practices and of the pervasive religious syncretism that dominates late ancient spirituality. Such documentation is also a precious and primary source for gender studies applied to ancient societies.

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

Consistent with the educational purposes of the whole teaching course, the teaching unit aims to give students knowledge and comprehension skills in the History of Christianity, which complete and/or reinforce those acquired in the first grade of studies. Moreover, it will make the students able to approach original themes in a research context, making more complex judgments, communicating knowledge and its process, and studying the subject in an independent and self-educational way. The program is designed to give students a wide picture of the history of early Christianity, considered in relation to a particular historical and cultural area, argument or figure. Students are required to have a good knowledge of the topics covered during the course and to be able to use a critical approach in the analysis of the sources.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course:
- provides students with knowledge and understanding of the methodological, critical, and applied aspects of the History of Religions, with a specific focus on peace studies. It introduces regional and thematic perspectives where research projects relevant to the discipline are active or may be developed, and highlights the diversity of fields in which disciplinary competencies can be applied, especially regarding the complex relationship between religion and peace (Descriptor 1);
- develops students' ability to independently relate what they have learned to other academic fields—historical, literary, artistic, cultural heritage, economic, political, and religious studies—particularly with reference to material and immaterial symbols, religious traditions, and ritual activities (Descriptor 2);
- enables students to apply the acquired knowledge and specialized terminology in support of transversal skills such as independent judgment and communication abilities (Descriptors 3–5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course provides students with in-depth training on religious phenomena from antiquity to the contemporary age, in a comparative and historical perspective consistent with the Italian tradition of the discipline. The analysis develops in constant interaction with related fields (anthropology, philosophy, psychology, semiotics, sociology, cultural geography). The course offers up-to-date knowledge and methodological tools to understand the variety of religious systems and their historical evolution. It also presents regional and thematic case studies, introducing students to contexts where research projects coherent with the discipline can be developed. (Descriptor 1) Students learn to apply historical and religious knowledge in dialogue with other disciplinary domains ( history, literature, art history, cultural heritage, economics, and political studies), gaining the ability to interpret religious phenomena in a critical and interdisciplinary way. (Descriptor 2) The course fosters the autonomous development of interpretive judgments regarding texts, practices, and religious representations, even in complex and cross-cultural contexts. It encourages historiographical and methodological reflection on the discipline itself. (Descriptor 3) Students become familiar with the specialized vocabulary of the discipline and are enabled to effectively communicate its content and issues, both to expert audiences and to a broader public. (Descriptor 4) The teaching fosters a propensity for independent research, encouraging the development of personal study paths and critical depth, also in preparation for further academic training or professional and teaching activities. (Descriptor 5) The course also includes themes related to the methodology, historiography, and teaching of the History of Religions, understood as a field of comparative research and reflection on religious plurality across time and space.

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

This course introduces students to the principal theoretical and methodological approaches in the academic study of religion. Emphasizing a plural and critical perspective, it explores the key disciplinary operations that inform scientific inquiry into religious phenomena. Particular attention is given to foundational categories within the field, with the aim of testing and challenging the tools and frameworks commonly used in the study of religion. By the end of the course, students are expected to demonstrate advanced and original knowledge of the academic study of religion. They should be able to apply this knowledge critically and independently, and to develop well-reasoned arguments within scholarly debates on religion. Students will also strengthen their capacity for independent judgment, effective communication, and problem-solving—skills essential for engaging with religious studies in both disciplinary and interdisciplinary contexts.

Educational objectives

This course introduces students to the principal theoretical and methodological approaches in the academic study of religion. Emphasizing a plural and critical perspective, it explores the key disciplinary operations that inform scientific inquiry into religious phenomena. Particular attention is given to foundational categories within the field, with the aim of testing and challenging the tools and frameworks commonly used in the study of religion. By the end of the course, students are expected to demonstrate advanced and original knowledge of the academic study of religion. They should be able to apply this knowledge critically and independently, and to develop well-reasoned arguments within scholarly debates on religion. Students will also strengthen their capacity for independent judgment, effective communication, and problem-solving—skills essential for engaging with religious studies in both disciplinary and interdisciplinary contexts.

Educational objectives

This course introduces students to the principal theoretical and methodological approaches in the academic study of religion. Emphasizing a plural and critical perspective, it explores the key disciplinary operations that inform scientific inquiry into religious phenomena. Particular attention is given to foundational categories within the field, with the aim of testing and challenging the tools and frameworks commonly used in the study of religion. By the end of the course, students are expected to demonstrate advanced and original knowledge of the academic study of religion. They should be able to apply this knowledge critically and independently, and to develop well-reasoned arguments within scholarly debates on religion. Students will also strengthen their capacity for independent judgment, effective communication, and problem-solving—skills essential for engaging with religious studies in both disciplinary and interdisciplinary contexts.

Educational objectives

The course aims to provide students with a solid understanding of the methodological and critical-problematic aspects of the history of early Christianity, from its origins to the early Middle Ages. Students will develop the ability to independently apply the historical-critical method to the reading and interpretation of primary sources, and to communicate their acquired knowledge using the appropriate disciplinary terminology. Moreover, the course will familiarize students with new research perspectives in the field, highlighting the diversity of areas of interest and the potential for interdisciplinary application.

Educational objectives

The course aims to provide students with a solid understanding of the methodological and critical-problematic aspects of the history of early Christianity, from its origins to the early Middle Ages. Students will develop the ability to independently apply the historical-critical method to the reading and interpretation of primary sources, and to communicate their acquired knowledge using the appropriate disciplinary terminology. Moreover, the course will familiarize students with new research perspectives in the field, highlighting the diversity of areas of interest and the potential for interdisciplinary application.

Educational objectives

The course aims to provide students with a solid understanding of the methodological and critical-problematic aspects of the history of early Christianity, from its origins to the early Middle Ages. Students will develop the ability to independently apply the historical-critical method to the reading and interpretation of primary sources, and to communicate their acquired knowledge using the appropriate disciplinary terminology. Moreover, the course will familiarize students with new research perspectives in the field, highlighting the diversity of areas of interest and the potential for interdisciplinary application.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological, critical-problematic and application aspects of the Early Christian Literature; with attention to the Gnostic and Manichaean phenomenon;
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, historical-religious;
- enables the student to use the knowledge acquired and the specific language learned in view of the so-called "transversal skills" (autonomy of judgment, communication skills).
In particular, the course intends to develop themes and problems related to the birth, development, diffusion, institutionalization, liturgical conformation, internal diversification, languages ​​of expression, of two religious phenomena that were capital in late antiquity and the Middle Ages in the West and Near East such as Gnosticism and Manichaeism, proposing the study and discussion of literary and documentary texts produced by these religious groups, of polemical texts written against them, and of historiographic texts about them.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course:
- introduces the main methodological issues in the historical-religious study of the ancient Near East, such as: the challenges Assyriology faces in establishing itself as an autonomous discipline apart from Biblical studies; and the complex interactions between philological and hermeneutic approaches in the interpretation of cuneiform religious sources.
- fosters the development of a critical and interdisciplinary approach to the historical-religious study of ancient world religions, engaging with topics and methodologies related to other disciplines (history, archaeology, philology, and philosophy of language).
- provides students with the tools to analyze the religions of the ancient Near East through a historical-comparative lens, with attention to both their diachronic development and synchronic structures, focusing particularly on the interpretation of mythological and ritual texts.

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course will allow students to: acquire knowledge and understanding of methodological, critical and practical aspects of the study of Islam and its material culture; become familiar with research perspectives on Islamic archaeology; discover the diverse fields in which discipline-specific skills are applicable; develop inter-disciplinary thinking; improve judgment making, communication and learning skills.

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

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

Through the study of the tradition and edition of Ethiopic epigraphic, literary, and documentary texts, the student will acquire elements of philological and codicological methodology; skills in the analysis and understanding of forms of written knowledge in the variety of their attestations; in their editing, description, and historical-cultural contextualization; and in the diversity, richness, and complexity of cultural and religious expressions..

Educational objectives

The course aims at providing an introduction to the Coptic language, focusing on phonetic, morphosyntactic and basic linguistic aspects (with particular attention to the Saidian dialect, but not exclusively). During the lessons, students will come into contact with a large textual corpus that includes, among other things, the Nag Hammadi literature and magical texts.
The course also introduces students to the essential tools for the study of Coptic: dictionaries, grammars and digital humanities resources.
The primary aim is to acquire a conscious understanding of the evolution of the Egyptian language, also as a case study among Afro-Asian languages.

Educational objectives

The course provides students with the intellectual tools needed to interpret the main scientific practices and theories of antiquity in relation to the wisdom and religious traditions in which they developed. Through the study of primary sources and modern interpretations, students will develop an informed awareness of the historical and philological mechanisms behind the transmission of premodern science and the reasons for its cultural influence.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

In line with the educational objectives of the degree program to which it belongs, the course aims to provide, within the framework of Sumerian, knowledge and understanding that complete and/or reinforce those acquired during the first cycle of studies. It also aims to enable the student to engage with original topics, even in a research context, by formulating more complex and structured judgments, communicating the knowledge gained and the processes that led to it, and studying the material independently. The course aims to achieve a solid level of knowledge of Sumerian literature from a linguistic, historical-religious, and ritual perspective.

Educational objectives

In line with the educational objectives of the degree program to which it belongs, the course aims to provide, within the field of Akkadian studies, knowledge and understanding that complement and/or reinforce those acquired during the first cycle of studies. It also aims to enable students to engage with original topics, including in a research context, formulating judgments in a more complex and structured manner, communicating both the knowledge acquired and the processes that led to its acquisition, and studying topics independently. The objective of the course is also to provide a general overview of Akkadian literature.

Educational objectives

This course is designed to provide students with a foundational knowledge of Biblical Hebrew
language and literature. Through the study of grammar (including noun and verb morphology in the
basic conjugation) and vocabulary, students learn to read, understand, and independently analyse
classical biblical prose texts of easy to intermediate difficulty. In addition, they gain insight into the
composition of the biblical corpus and key issues concerning the transmission and translation of
texts.
With regard to knowledge and comprehension, students become familiar with the compositional
process, content, and distinctive features of biblical literature. They also deepen their understanding
of the historical, geographical, cultural, and religious context in which the biblical texts were
produced. In terms of applied knowledge and comprehension, students learn to situate the principal
ancient translations of the Bible within their historical and geographical frameworks. Furthermore,
they develop a critical awareness of the influence of biblical and post-biblical literature on Jewish
and Christian culture and religion from antiquity to the present day.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Syriac language and literature in the context of Aramaic languages;
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, historical-religious disciplines;
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills".
In particular, the course aims to provide a basic grammatical preparation so to enable the student to read and translate simple Syriac texts, as well as elements of Syriac culture, so to place the texts in their linguistic and historical context and understand the relationship between the development of this culture and the contemporary religious situation, which sees Muslims live together with Christians.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

Consistent with the educational objectives of the Course of Study in which it is included, the teaching aims to provide a critical approach to the cultural-historical and historical-religious phenomena of the Roman age. The course aims to provide tools and methods of inquiry useful for enhancing the ability to understand and critically analyze, within the framework of Roman History, ancient sources (literary, legal, papyrus, epigraphic, iconographic, etc.) by making judgments in an autonomous form, communicating ideas, problematizing issues and raising historical questions in a clear and correct manner, and thus developing the skills necessary to undertake any subsequent research. Specifically, the teaching aims to draw as complete a picture as possible of the aforementioned topics even in the context of contemporary historiographical debates.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

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

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).
More specifically this course aims to develop an analysis of the Himalayan religions grounded on a perspective taking into account dynamic entanglements and interactions between cultures, languages, religions and environment, pointing, on the one hand, to their general appreciation as part of the larger frameworks of the established philosophical and religious traditions of Hinduism and Buddhism, but, on the other hand, highlighting also their limits and the specificity of local and less known religious configurations, as in the case, for example, of indigenous religions or heterodox movements.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course provides students with knowledge and understanding of methodological and critical-problematic aspects of the History of Philosophy, with specific reference to early modern religious thought; it aims to develop the students' ability to relate what has been learned to other academic fields (SSDs) – historical, literary, artistic, historical-religious – and to apply the acquired knowledge and specific terminology also with a view to enhancing independent judgment and communication skills.

Educational objectives

The course
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

In the context of the CdS dedicated to religious and cultural interaction, the course allows students access, in addition to the most ancient manuscript witnesses of the biblical text in the Greek version, to a very rich documentation concerning the cult, both pagan and Christian, in its public and institutional aspects, but also in the private practice of everyday life. The Greek, Latin, Coptic and Arabic papyri offer a panorama of unrepeatable variety and depth, as well as of personal and community devotion, particularly of ancient superstitious and magical practices and of the pervasive religious syncretism that dominates late ancient spirituality. Such documentation is also a precious and primary source for gender studies applied to ancient societies.

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

The course
- provides students with knowledge and understanding of the methodological, critical-problematic, and practical aspects of the discipline; it offers regional and thematic perspectives in which research projects relevant to the discipline are active or may be developed; it highlights the diversity of fields in which disciplinary skills can be applied (descriptor 1);
- develops the student’s independent ability to relate what has been learned to other academic fields (SSDs): historical, literary, artistic, cultural heritage, economic, political, historical-religious, etc. (descriptor 2);
- enables students to apply the acquired knowledge and specific terminology in the context of so-called “transferable skills” (independent judgment, communication skills, descriptors 3–5).

Educational objectives

Stages consist in a seres of activities which:
- provides the student with knowledge and understanding of the methodological and critical-problematic aspects of the Discipline as well as application issues; proposes area and sectoral perspectives in which research projects relating to the Discipline are active or can be activated; shows the variability of the fields of interest within which disciplinary skills can be applied (descriptor 1);
- develops the student's autonomous ability to relate what has been learned with other SSDs: historical, literary, artistic, cultural, economic, political, historical-religious disciplines, etc. (descriptor 2);
- enables the student to use the acquired knowledge and the specific learned language in view of the so-called "transversal skills" (autonomy of judgment, communication skills, descriptors 3-5).

Educational objectives

The workshop aims to provide students with theoretical and practical tools to understand conflicts and social dynamics, with a particular focus on the non-violent transformation of conflicts through innovative and inclusive approaches. The objective of the workshop is to develop skills for the promotion of peace, encouraging critical reflection on mediation practices and the peaceful resolution of conflicts in both local and international contexts.

Educational objectives

The workshop aims to provide students with theoretical and practical tools to understand conflicts and social dynamics, with a particular focus on the non-violent transformation of conflicts through innovative and inclusive approaches. The objective of the workshop is to develop skills for the promotion of peace, encouraging critical reflection on mediation practices and the peaceful resolution of conflicts in both local and international contexts.