Theories and History of Justice a.y. 2025-2026 – Corso di laurea magistrale in Scienze pedagogiche

E-mail: pasquale.terracciano@uniroma2.it

CFU: 6
Course code: 804002747
SSD: PHIL-05/A
Master’s Degree: Scienze pedagogiche
Language: Italian

Course delivery modalities: In-presence/on line
Period:
Attendance: Optional
Assessment method: Oral examination

Pre-requisites:
No previous knowledge is required

Program:
The course will retrace the philosophical history of merit making it possible to orient oneself among the main theories of justice, often antagonistic to each other, called into question in the debates on merit and meritocracy. It will also focus on some historical, social and institutional turning points that have intervened in modernity and contemporaneity with regard to the category of merit.

Text books:
Two books chosen by the student (at least one fro each group) 1° group Aristotele, Etica Nicomachea (solo il Libro V) qualsiasi edizione G. Dragonetti, Trattato delle virtù e dei premi (a scelta Carocci 2012 oppure Vita e pensiero 2018) M. Gioia, Del Merito e delle Ricompense (sezione I e II), Vita e Pensiero, 2022 M. Young, L’avvento della meritocrazia, Edizioni di Comunità 2014 J. Rawls, Una teoria della giustizia (solo §17, §14, §48), Feltrinelli 2017 2° group R. Brigati, Il giusto a chi va. Filosofia del merito e della meritocrazia, Il Mulino 2015 M. Sandel, La tirannia del merito, Feltrinelli 2021 P. Terracciano, I capaci e i meritevoli. Storia filosofica del merito, Marsilio 2025 G. Tognon, La democrazia del merito, Salerno Editrice 2016 L. Benadusi – O. Giancola, Equità e merito nella scuola, Franco Angeli 2021 M. Boarelli, Contro l’ideologia del merito, Laterza 2019 S. Cingari, La meritocrazia, Ediesse 2020 During the course, some meetings will be devoted to seminar work and discussion around the following text. M. Ferrari, A. Maranesi (eds.), Dizionario del merito nei processi educativi, Morcelliana 2023 Students who do not wish to take part in the seminar meetings must study this text independently and discuss it in the examination. Durante lo svolgimento del corso, alcuni incontri saranno dedicati a un lavoro seminariale di approfondimento e discussione attorno al seguente testo: M. Ferrari, A. Maranesi (eds.), Dizionario del merito nei processi educativi, Morcelliana 2023 Le studentesse e gli studenti che non intendono prendere parte agli incontri seminariali dovranno studiare autonomamente questo testo e discuterlo in sede d’esame.

Text books:

Two books chosen by the student (at least one fro each group)
1° group
Aristotele, Etica Nicomachea (solo il Libro V) qualsiasi edizione
G. Dragonetti, Trattato delle virtù e dei premi (a scelta Carocci 2012 oppure Vita e pensiero 2018)
M. Gioia, Del Merito e delle Ricompense (sezione I e II), Vita e Pensiero, 2022
M. Young, L’avvento della meritocrazia, Edizioni di Comunità 2014
J. Rawls, Una teoria della giustizia (solo §17, §14, §48), Feltrinelli 2017
2° group
R. Brigati, Il giusto a chi va. Filosofia del merito e della meritocrazia, Il Mulino 2015
M. Sandel, La tirannia del merito, Feltrinelli 2021
P. Terracciano, I capaci e i meritevoli. Storia filosofica del merito, Marsilio 2025
G. Tognon, La democrazia del merito, Salerno Editrice 2016
L. Benadusi – O. Giancola, Equità e merito nella scuola, Franco Angeli 2021
M. Boarelli, Contro l’ideologia del merito, Laterza 2019
S. Cingari, La meritocrazia, Ediesse 2020
During the course, some meetings will be devoted to seminar work and discussion around the following text.
M. Ferrari, A. Maranesi (eds.), Dizionario del merito nei processi educativi, Morcelliana 2023
Students who do not wish to take part in the seminar meetings must study this text independently and discuss it in the examination.
Durante lo svolgimento del corso, alcuni incontri saranno dedicati a un lavoro seminariale di approfondimento e discussione attorno al seguente testo:
M. Ferrari, A. Maranesi (eds.), Dizionario del merito nei processi educativi, Morcelliana 2023
Le studentesse e gli studenti che non intendono prendere parte agli incontri seminariali dovranno studiare autonomamente questo testo e discuterlo in sede d’esame.

Bibliography:
Aristotele, Etica Nicomachea (solo il Libro V) qualsiasi edizione G. Dragonetti, Trattato delle virtù e dei premi (a scelta Carocci 2012 oppure Vita e pensiero 2018) M. Gioia, Del Merito e delle Ricompense (sezione I e II), Vita e Pensiero, 2022 M. Young, L’avvento della meritocrazia, Edizioni di Comunità 2014 J. Rawls, Una teoria della giustizia (solo §17, §14, §48), Feltrinelli 2017 R. Brigati, Il giusto a chi va. Filosofia del merito e della meritocrazia, Il Mulino 2015 M. Sandel, La tirannia del merito, Feltrinelli 2021 G. Tognon, La democrazia del merito, Salerno Editrice 2016 L. Benadusi – O. Giancola, Equità e merito nella scuola, Franco Angeli 2021 M. Boarelli, Contro l’ideologia del merito, Laterza 2019 S. Cingari, La meritocrazia, Ediesse 2020 M. Ferrari, A. Maranesi (eds.), Dizionario del merito nei processi educativi, Morcelliana 2023

Bibliography:

Aristotele, Etica Nicomachea (solo il Libro V) qualsiasi edizione
G. Dragonetti, Trattato delle virtù e dei premi (a scelta Carocci 2012 oppure Vita e pensiero 2018)
M. Gioia, Del Merito e delle Ricompense (sezione I e II), Vita e Pensiero, 2022
M. Young, L’avvento della meritocrazia, Edizioni di Comunità 2014
J. Rawls, Una teoria della giustizia (solo §17, §14, §48), Feltrinelli 2017
R. Brigati, Il giusto a chi va. Filosofia del merito e della meritocrazia, Il Mulino 2015
M. Sandel, La tirannia del merito, Feltrinelli 2021
G. Tognon, La democrazia del merito, Salerno Editrice 2016
L. Benadusi – O. Giancola, Equità e merito nella scuola, Franco Angeli 2021
M. Boarelli, Contro l’ideologia del merito, Laterza 2019
S. Cingari, La meritocrazia, Ediesse 2020
M. Ferrari, A. Maranesi (eds.), Dizionario del merito nei processi educativi, Morcelliana 2023

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: Merit is a fundamental category of our present, in philosophy, pedagogy, political theory and public discourse itself. At the same time, the plurality of doctrines that are involved is rarely highlighted. The aim of the course is to show the complexity of the notion of merit within the theories of justice, seen in a long-term comparative key EXPECTED LEARNING RESULTS. KNOWLEDGE AND UNDERSTANDING: The course will allow you to follow the conceptual development of the theories of justice and merit APPLYING KNOWLEDGE AND UNDERSTANDING: Ability to autonomously read philosophical texts from different eras. Ability to build a plural look at the different theories of merit. MAKING JUDGEMENTS: ability to understand the sociomorphic nature of the category in question; athe ability to understand the differences among philosophical traditions COMMUNICATION SKILLS: ability to express in relevant language the main issues related to the theory of justice. Ability to philosophically assume and defend different points of view LEARNING SKILLS: Ability to read and understand complex philosophical texts, and scientific research publications. Ability to ask questions and relate arguments

Educational goals and expected learning outcomes:

LEARNING OUTCOMES: Merit is a fundamental category of our present, in philosophy, pedagogy, political theory and public discourse itself. At the same time, the plurality of doctrines that are involved is rarely highlighted. The aim of the course is to show the complexity of the notion of merit within the theories of justice, seen in a long-term comparative key
EXPECTED LEARNING RESULTS.
KNOWLEDGE AND UNDERSTANDING: The course will allow you to follow the conceptual development of the theories of justice and merit
APPLYING KNOWLEDGE AND UNDERSTANDING:
Ability to autonomously read philosophical texts from different eras. Ability to build a plural look at the different theories of merit.
MAKING JUDGEMENTS: ability to understand the sociomorphic nature of the category in question; athe ability to understand the differences among philosophical traditions
COMMUNICATION SKILLS: ability to express in relevant language the main issues related to the theory of justice. Ability to philosophically assume and defend different points of view
LEARNING SKILLS: Ability to read and understand complex philosophical texts, and scientific research publications. Ability to ask questions and relate arguments

Methods and criteria for verifying the learning:
The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills). The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking. The exam will be evaluated according to the following criteria: – Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language. – 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language. – 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical. – 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical. – 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language. 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Methods and criteria for verifying the learning:

The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills).
The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking.
The exam will be evaluated according to the following criteria:
– Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language.
– 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language.
– 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical.
– 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical.
– 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language.
30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Attendance modalities:
Lectures with slides; group discussion of topics and texts. Part of the course (30%) will be conducted with thematic seminars on an online platform. Attending and participating to topic discussions