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|1. GENERAL INFORMATION |

|Instructor |Marko Pranjić |Year of study |Second year, first semester |

|Course title |EMOTIONS AND MORAL |Credit units (ECTS) |3 ECTS |

| |EDUCATION | | |

|Associates |Lovorka Mađarević |Course teaching delivery (number of hours of |15+15+0 |

| | |lectures+practice+seminars+e-learning) | |

|Study programme |Graduate |Expected number of students in the course |Around 20 students |

|(undergraduate, graduate, | | | |

|integrated) | | | |

|Course status |Elective |E-learning application level (1, 2, 3), |1st level |

| | |percentage of online teaching (max. 20%) | |

|2. COURSE DESCRIPTION |

|Course objectives |The goal of the course is to introduce the students to the main issues appearing within the framework of |

| |classical and contemporary philosophical and pedagogical discussions on emotions. |

|Prerequisites for enrolling |Completed corresponding graduate study. Knowledge of English. |

|the course and input | |

|competences necessary for | |

|the course | |

|Learning outcomes at the |The students will be able to: |

|level of the programme that |- present basic philosophical views on emotions; |

|the course contributes to |- define individual educational approaches and models that rely on the cultivation of emotions. |

|Expected learning outcomes |The students will be able to: |

|on the level of the course |- compare the status of emotions during the history of philosophy (their subordinate status compared to reason|

|(6-10 learning outcomes) |in Greek philosophy, the paradigm shift with Hume, the new “fall” with Kant and the revival of their position |

| |in contemporary discussions); |

| |- present basic affective and cognitive theories of emotions; |

| |- identify differences and links between emotions and feelings and the distinction between occurrent emotions |

| |and emotions as dispositions; |

| |- provide arguments for or against the view that sees emotions as rational states; |

| |– interpret the attitudes to emotions held by the representatives of dominant ethical theories. |

| |- state the main points of divergence between developmental psychologists when it comes to moral development |

| |(emotional vs. cognitive development); |

| |- analyze the main characteristics of character-centred teaching and the role that emotions play within such |

| |an approach to education. |

|The course content |The course programme consists of the following four respective but mutually connected thematic units: (i) |

|elaborated according to the |Affective theories on emotions and cognitive theories on emotions, (iii) Emotions and rationality, (iv) |

|lecture time schedule (one |Emotions and values, (v) Emotions and moral education. |

|to three lines for a |For the first encounter with the students, a short lecture is envisaged aimed at introducing them to the |

|one-hour lesson) |course subject and the main issues that will be discussed during the semester. Also, the students will be |

| |given the subjects of their individual presentations. |

| |The course will begin with a general overview of the role of emotions in the history of philosophy, from Greek|

| |philosophers (Plato, Aristotle), Hellenism (Stoicism) and Modern Age philosophy (Descartes, Spinoza, Hume) to |

| |some contemporary discussions. |

| |The course will deal with a specific definition of emotions. What are emotions anyway? An examination of the |

| |nature of emotions includes the examination of their constituent elements. A discussion on these elements will|

| |allow a discussion on a closer examination of some of the most influential theories of emotions. |

| |The course will cover the James-Lange theory of emotions as one of the most widely known theories of emotions |

| |of the first half of the 20th century. |

| |As part of the examination of the nature of emotions, we will deal with cognitive theories according to which |

| |the deciding factor in the constitution of emotions is a certain cognition (perception, judgement, belief...).|

| |On the basis of the knowledge of the main postulates and ideas of the theories of emotions considered, we will|

| |discuss the difference between emotions and feelings, emotions as dispositions and emotions as occurrent |

| |states. |

| |Attention will be given to the problem of irrationality; emotions are always about something, that is emotions|

| |are always directed at something. (as part of this question, we will deal with the difference between the |

| |cause and object of an emotion.) |

| |Following the traditional “conflict” between emotions and rationality, we will deal with the issue of the |

| |rationality of emotions and will differentiate between the rational appropriateness and strategic rationality |

| |of emotions. |

| |Relying on the discussion on rational emotions by the prominent philosopher Martha Nussbaum, we will discuss |

| |how emotions can represent significant factors in public rationality. |

| |The course will include a basic examination of the role of emotions in dominant ethical theories and the view |

| |according to which this role has been disregarded. This view points to a gap that exists between a significant|

| |part of our personality (emotionality) and moral demands. |

| |Special attention will be given to the question of the role of emotions in Aristotle’s ethics. This theory is |

| |particularly significant since emotions comprise an inseparable part of the virtue ethics. This theory |

| |postulates that the concept of virtue cannot be examined without referring to emotions. |

| |We give some values (for instance, those that occur within biased relations) precedence over moral values. Can|

| |the values that we build and recognise on the basis of emotions receive the status of moral values? |

| |Emphasis will be given to the ideas of certain developmental psychologists according to which it is precisely |

| |emotions that have a key role in the process of moral development, contrary to the dominant Kohlbergian |

| |understanding. |

| |The implications of such concepts of moral development for moral education will be examined as well as the |

| |status of emotions in character-centred education as one of the most dominant educational approaches. |

| |For the last class, discussion and revision as well as a review of the entire course are envisaged. |

|Teaching delivery forms | lectures | individual assignments |Comments: |

| |seminars and workshops |multimedia and network | |

| |practice |laboratory | |

| |on line entirely |tutorial work | |

| |mixed e-learning |something else (write what) | |

| |field instruction | | |

| | | | |

|Student obligations |The students’ obligations will consist of the regular attendance of lectures and participation in discussions,|

| |reading of the obligatory literature and one independent presentation of one of the envisaged subjects. |

|Monitoring the work of |Lecture attendance |1 ECTS |Written exam | |Project | |

|students (distribute the | | | | | | |

|share of ECTS units for each| | | | | | |

|activity so that the total | | | | | | |

|number of ECTS units | | | | | | |

|corresponds to the ECTS | | | | | | |

|value of the course) | | | | | | |

| |Experimental work | |Research | |Practical work | |

| |Essay | |Report | |(something else) | |

| |Continuous |1 ECTS |Seminar paper |1 ECTS |(something else) | |

| |assessment exam |(0.5+0.5) | | | | |

| | | |Oral exam | |(something else) | |

|MMarking and evaluating the |The final grade will be given based on the attendance of classes and participation in discussions (10%), the |

|work of students during the |preparation and performance of the presentation (10%) as well as the grades of the continuous assessment exams|

|instruction period and the |(40%+40%). The students will have the opportunity to discuss their work and grade as well as other aspects of |

|final exam |the course within office hours agreed with the professor. |

|OObligatory literature |Title |The number of |Availability on |

|(available in the library | |copies in the |other media |

|and on other media) | |library | |

| |Aristotel 2001. Nikomahova etika In J. Talanga (ed.) Klasični tekstovi iz|It is mostly | |

| |etike (Zagreb: Hrvatski studiji), II. book, 25–38. |literature not | |

| |De Sousa, R. 2003. “Rationality of Emotions” In R. C. Solomon (ed.), What|available in the| |

| |Is an Emotion: Classic and Contemporary Readings (Oxford: Oxford |library, but the| |

| |University Press), 248–257. |students will | |

| |James, W. 2003. “What Is an Emotion?” In R. C. Solomon (ed.), What Is an |receive copies | |

| |Emotion: Classic and Contemporary Readings (Oxford: Oxford University |of it at the | |

| |Press), 66–76. |beginning of the| |

| |Noddings, N. 2002. Educating Moral People: A Caring Alternative to |course. | |

| |Character Education (New York: Teachers College Press), izabrani odlomci.| | |

| | | | |

| |Solomon, R. C. 1993. “A Subjective Theory of the Passions” In Solomon, | | |

| |The Passions: Emotions and the Meaning of Life (Indianapolis: Hackett | | |

| |Publishing Company), 111–132. | | |

| |Nussbaum, M. C. 2003. “Emotions as Judgements of Value” In Nussbaum, | | |

| |Upheavals of Thought: The Intelligence of Emotions (Cambridge: Cambridge | | |

| |University Press), 37–56, izabrani odlomci. | | |

| |Nussbaum, M. 2005. “Racionalne emocije” In Nussbaum, Pjesnička pravda: | | |

| |književna imaginacija i javni život (Zagreb: Deltakont), 81–110. | | |

| |Stocker, M. 2003. “How Emotions Reveal Value and Help Cure the | | |

| |Schizophrenia of Modern Ethical Theories” In R. Crisp (ed.), How Should | | |

| |One Live? Essays on the Virtues (Oxford: Oxford University Press), | | |

| |173–190. | | |

| |Williams, B. 1973. “Morality and the Emotions” In Williams, Problems of | | |

| |the Self (Cambridge: Cambridge University Press), 207–229. | | |

|Additional literature (at |Ben-Ze’ev, A. 2000. The Subtlety of Emotions (Cambridge, MA: The MIT Press). |

|the moment of the study |Gregorić, P. (ed.) 2006. Epiktet: Priručnik (Zagreb: KruZak). |

|programme proposal |Hoffman, M. L. 2000. Empathy and Moral Development: Implications for Caring and Justice (Cambridge: Cambridge |

|application) |University Press), selected parts |

| |Kohlberg, L. 1980. [1971] “Stages of Moral Development as a Basis for Moral Education” In B. Munsey, Moral |

| |Development, Moral Education, and Kohlberg: Basic Issues in Philosophy, Psychology. Religion, and Education |

| |(Birmingham, Al.: Religious Education Press), 15–98, selected parts |

| |Solomon, R. C. 2000. “The Philosophy of Emotions” In M. Lewis and J. M. Haviland-Jones (ed.), Handbook of |

| |Emotions (New York: The Guilford Press), 3–15. |

|Quality monitoring forms |The course quality will be monitored on two levels: (i) based on the success of the students at their |

|that ensure the acquisition |continuous assessment exams and in final discussions; (ii) via an anonymous survey at the end of the semester |

|of output knowledge, skills,|in which the students will be able to give their criticism and suggestions for improving the teaching methods |

|and competences |and the course as a whole. |

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