OVERVIEW

The course is divided into three parts: the first is devoted to the definition of ethics, ethical competence, and the relationship between ethics and professional ethics; the second to the study of ethical issues relating to inequalities and social justice, with particular reference to the new inequalities brought about by globalisation; the relationship between merit and social justice, and equity; and the third to the analysis of poverty and its ethical and social implications.

AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

Attendance and active participation in the proposed training activities (lectures and interactive lessons) together with individual study will enable the student to :
- know the fundamental issues relating to the relationship between ethics - applied ethics - professional ethics
- know, on the basis of an interdisciplinary approach, the main moral problems and dilemmas concerning inequalities, social justice and equal opportunities
- acquire the ability to analyse contexts in accordance with the methodologies and methods of applied ethics 
- acquire the ability to analyse and reflect on the ethical implications of social inequalities, equal opportunities and poverty
- know how to apply the knowledge and skills acquired to the analysis and resolution of moral dilemmas, with particular reference to the professional ethical dimension of the socio-educational educator

PREREQUISITES

The following basic knowledge is necessary to deal effectively with the teaching content
- fundamental vocabulary of ethics
- the main types of ethics: teleological ethics; deontological ethics; eudemonistic ethics; rationalist ethics; autonomous ethics; heteronomous ethics; emotivist ethics; utilitarian ethics; formal ethics; substantive ethics

TEACHING METHODS

1. Lectures at the beginning of the course, aimed at providing the concentric tools, vocabulary and key expressions of the discipline's sectorial language
2. Interactive lectures based on students' questions and requests for further information. Peer-to-peer lessons are also envisaged within this modality
3. Case studies
The lectures will be supported with the use of slides and documents that will be published on the Aulaweb  

SYLLABUS/CONTENT

The teaching is divided into three parts:
- introduction to ethics
- analysis of ethical-social issues concerning the relationship between equality, inequality, social justice and that between justice, merit and equity
 - analysis of poverty from the modern age to the present day and its social-ethical implications  

The teaching contributes to the achievement of the following Sustainable Development Goals of the UN 2030 Agenda:

Goal10.Reduce inequality within and among countries

Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective,accountable and inclusive institutions at all levels

RECOMMENDED READING/BIBLIOGRAPHY

B. Giovanola (a cura di), Etica, giustizia sociale, diseguaglianze, Carocci Editore, Roma 2016

A. Cavaliere, L'invenzione della povertà. Dall’economia della salvezza ai diritti sociali, La Scuola di Pitagora, Napoli 2020

For non-attending students

L. Morri, Etica e società nel mondo contemporaneo, Franco Angeli, Milano 2004 (cap. I)

TEACHERS AND EXAM BOARD

Exam Board

FRANCO MANTI (President)

NATASHA COLA

LESSONS

LESSONS START

Wednesday, September 18, 2024

Class schedule

SOCIAL ETHICS

EXAMS

EXAM DESCRIPTION

Oral
The examination is structured as follows:
- Colloquium concerning fundamental aspects of ethics
- Colloquium on topics covered in the adopted texts
- Case studies

ASSESSMENT METHODS

The examination is designed to assess                                                                                                                                                   

 - knowledge relating to ethics and the topics covered in the books adopted (maximum mark 10/30)

-skils relating to argumentation, mastery of sectorial language, clarity of exposition, personal reworking (maximum mark 7/30)

- competencies in developing links between the various parts into which the teaching programme is divided and between different disciplines, with particular reference to the ethical implications of analyses produced by the various social sciences (maximum mark 7/30)

- analytical and argumentation skills relating to case studies (maximum mark 6/30)

FURTHER INFORMATION

Subject matter experts

Dr. Natasha Cola

 e-mail: Natasha.Cola@unige.it

Dr. Luisa Bellissimo

e-mail: luisa.bellissimo@edu.unige.it