Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "PH 299"
COURSE NAME: "Special Topics in Philosophy: 20th Century Continental European Philosophy"
SEMESTER & YEAR: Spring 2026

SYLLABUS

INSTRUCTOR: Brunella Antomarini
EMAIL: [email protected]
HOURS: MW 10:00 AM 11:15 AM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS:

COURSE DESCRIPTION:
May be taken more than once for credit with different topics.

SUMMARY OF COURSE CONTENT:

This course provides a comprehensive examination of major figures and movements in twentieth-century continental European philosophy, considered in contrast to the Anglo-Saxon tradition of Analytic philosophy. Beginning with the emergence of phenomenology and extending to later developments such as poststructuralism, postmodernism, and deconstruction, the course introduces students to the ideas that have significantly shaped European philosophical discourse of last century, through close reading and rigorous textual analysis. The course is organized in four sections. The first section introduces phenomenology as a critical method aimed at overcoming the traditional metaphysical concept of Being (Heidegger), while also reorienting philosophy toward the analysis of the relational character of cognition (Arendt). The second section extends these concerns to critiques of science (Popper) and history (Benjamin, Virno). The third section shifts focus to language, emphasizing its productive rather than merely reproductive function in knowledge, with attention to semiology (Baudrillard) and its intersection with new technologies (McLuhan). Wittgenstein’s notion of language games will be connected to the issue of language. The fourth section addresses systems theories through the notion of autopoiesis, explored both in sociological terms (Luhmann, Latour) and within the ecological theory of cognition (Varela).

Discussions and assignments will encourage students to apply such perspectives to contemporary issues, examining how the concepts studied help us to understand and criticize modern social and political landscapes.

WEEK I

Introduction: the relativistic/linguistic turn.

General outline of the four clusters of topics.

WEEK II

Phenomenology

Martin Heidegger, On the Way to Language.

Textbook, excerpts from Ch.4.

Arendt: The Life of the Mind

Textbook, excerpts from Ch. 11.

WEEK III + make-up

The Linguistic Turn

McLuhan: Understanding Media.

WEEK IV

Baudrillard: Simulacra and Simulation

WEEK V

Critical thinking

Benjamin: redefinition of history (re-reading Marxism)

Theses on the Philosophy of History

WEEK VI

WEEK VII

Paolo Virno, A Grammar of the Multitude

WEEK VIII

MIDTERM EXAM

WEEK IX

Science revisited

Wittgenstein, Tractatus and Philosophical Investigations

Textbook, paragraphs from Ch. XV.

WEEK X

Popper, Conjectures and Refutations

WEEK XI

Systems theories

Luhmann, Social Systems

WEEK XII

Latour: Actor-network theory

Textbook, excerpts from Ch. 12.

Varela & Maturana: The Tree of Knowledge

Textbook, excerpts from Ch. 5

WEEK XIII

Seminar

WEEK XIV

Review

FINAL EXAM WEEK

FINAL PRESENTATION

LEARNING OUTCOMES:

LEARNING OUTCOMES

By the end of this course, students will be able to:

- Identify and explain central ideas, concepts, and themes in twentieth-century continental European philosophy. Students will understand the evolution of these movements and the contributions of key figures such as the ones mentioned below.

- Analyze key contributions from twentieth-century continental European philosophers in relation to the current issues of the XXI century philosophies.

- Utilize primary sources to support and enhance philosophical analysis. Students will engage deeply with primary texts, developing the ability to interpret, cite, and contextualize Continental philosophers’ works in a scholarly manner.

Develop and communicate well-supported and reasoned positions in written and oral forms. Engaging in written analyses, presentations, and class discussions, students will refine their skills in articulating complex ideas clearly and persuasively, using evidence from both primary texts and contemporary interpretations

TEXTBOOK:

NONE

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
two 8000.ch papers at home	Two at-home papers (8000-characters), discussed with professor through abstracts and drafts; two presentations: Mid-term and final exams. ASSESSMENT CRITERIA: - Two 8000ch-papers at home (20% of final grade) - An oral mid-term exam (20% of final grade) - FINAL EXAM (PRESENTATION) (40% of final grade) - Attendance and participation (20% of final grade) The papers are 5-page essays that use the assigned texts in connection with both in-class discussions and recent news. Each paper serves as a base for preparing respectively the mid-term and final exams, which involve expanding on the written content through a presentation and Q&A session.	20%
An oral mid-term exam		20%
FINAL EXAM (PRESENTATION)		40%
Attendance and participation		20

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.

STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE