Educational offer 2025 / 26

• Public Speaking for Research, 1st-2nd-3rd year, 10 hours in total, with a final exam. Designed for all doctoral programs.
  It includes 4 introductory hours covering the principles of effective communication, managing the planning of a speech, preparing supporting materials, and preparing and presenting a research topic according to the principles of effective communication. These theoretical lessons will be interspersed with exercises where doctoral students will have the opportunity to practice presenting content related to their ongoing research.
  Paths: Philosophy and History of Concepts; Logic and Epistemology; Pedagogical and Psychological Sciences.
• Inclusion, accessibility, and equity: the clinical psychology of disability approach, 1st-2nd-3rd year, 12 hours in total (3 modules of 4 hours alternating between theoretical reflections and laboratory activities), with no final exam.
  The aim of the course is to provide an opportunity to explore current knowledge in the field of disability, with the goal of promoting equity, equal opportunities, and participation for people with disabilities across different life domains and at different stages of the life cycle. Based on the approach of Clinical Psychology of Disability, it focuses on inclusive pathway models in research and in the school/university context, through the comparison and integration of approaches based on Reasonable Accommodation and Universal Design.
  Paths: Pedagogical and Psychological Sciences.
• UniCa Graduate Training, 1st-2nd-3rd year, 6 hours in total, without final exam.
  The course aims to provide the foundation for successfully completing the doctoral program and the initial postdoctoral phases in the current competitive and international academic world. It addresses topics such as, among others: how the job market works in Italy and abroad, how to organize one’s time and energy during the doctoral program, how to write funding applications, and what opportunities are available in Italy and abroad. The course is interactive and includes individual and group work by participating students, as well as lectures by the instructor. Before and during the course, students are encouraged to present their difficulties and questions for discussion and individual and group learning. There is also a post-course phase where students can interact with each other and with the instructor to continue their learning.
  Paths: Philosophy and History of Concepts, Logic and Epistemology, Pedagogical and Psychological Sciences.
• The mind-brain relationship and the cause/reason question, 1st-2nd year, 6 hours in total (3 2-hour sessions: Mind/Brain – the current state of research and debate; Causes/Motives – comparing perspectives; The contributions of hermeneutics and phenomenology), with a final exam. Despite the prevailing tendency toward causal modeling, we are far from cognitive advances and theoretical developments capable of fully explaining/justifying the absorption of motivation into causality, or the exclusion of motivation from constructs that include mental functioning and the dynamism of psychic life. In this regard, not only does psychoanalytic theory continue to constitute an important point of comparison today—specifically with regard to the question of causes/motives—but the contributions of hermeneutics and phenomenology are also strategic, both in relation to this question and in the context of research aimed at constructing an integrated model of mind-brain “reality.”
  Paths: Philosophy and history of concepts; Logic and epistemology.
• Horizon Europe – How to get funds for your research and innovation projects, 1st-2nd-3rd year, 20 hours in total, with a final exam. Suitable for all doctoral programs.
  The aim of this course is to introduce the European Community framework programs, specifically the Horizon Europe program, its structure, work programs, and calls for proposals. It provides information on how to frame one’s research activity within this context, the tools for submitting a proposal, and the evaluation criteria, starting with practical examples. It includes a detailed description of how to write a successful proposal, exploring the three main components: excellence, impact, and implementation. Each lesson consists of a theoretical component and a practical component, consisting of independent work on project proposals. Best practices and suggestions from researchers at the University of Cagliari who have received funding in this field will be presented.
  Paths: Philosophy and history of concepts, Logic and epistemology, Pedagogical and psychological sciences.
• Scientific research: sources, tools and evaluation, 1st-2nd-3rd year, 14 hours in total, with a final exam. Open to all PhD paths.
  It introduces the topics of scientific communication, copyright, open access, and research evaluation. It also presents the main tools for conducting effective bibliographic research on sector resources (the module varies based on the doctoral student’s field of expertise). Upon completion of the course, students will have a better understanding of electronic research infrastructures, the tools and services available for publishing, including open access, and the methods for evaluating researchers’ scientific productivity.
  Paths: Philosophy and History of Concepts; Logic and Epistemology; Pedagogical and Psychological Sciences.
• Metaphor and argumentation, 1st-2nd-3rd year, 10 hours in total, without final verification.
  The course provides knowledge in the theory of metaphor and argumentation, including an experimental approach. In the first session, the theoretical foundations of the study of metaphor within various argumentative frameworks are laid. In the second session, the main experimental findings on the persuasive effect of metaphors in various types of argumentative fallacies are presented. In the third session, the course presents some studies on the effect of metaphorical framing in health communication.
  Paths: Philosophy and history of concepts; Logic and epistemology; Pedagogical and psychological sciences.
• Gender Equity in Academia and Research: Policy tools and strategies, 1st-2nd-3rd year, 20 hours in total, with final verification. Aimed at all doctoral programs.
  The aim of the course is to promote among doctoral students from all scientific fields a critical analysis of the phenomena of horizontal and vertical segregation that continue to shape profound asymmetries in the disciplinary distribution and career paths between men and women in the context of high-level academic and research. The focus of the training activity is based on this contextual analysis to highlight the social, cultural, and organizational practices and mechanisms that produce these asymmetries and to explore the policy tools and strategies implemented at the local, national, and international levels, from a comparative perspective, to counter all forms of discrimination based on gender and gender identity and to promote equality, inclusion, and the valorization of diversity, from an intersectional perspective (e.g., Gender Equality Plan, Diversity Plan, Gender Balance). The priority thematic areas of the lessons are: work/family/life balance and organizational culture; gender balance in senior positions and decision-making bodies; promoting gender equality in recruitment processes and career progression; integrating gender into research and scientific training; strategies to combat all forms of discrimination and all expressions of gender-based violence in academia; and promoting gender-sensitive language and communication in universities and research settings.
  Paths: Philosophy and history of concepts; Logic and epistemology; Pedagogical and psychological sciences.
• Psychology, Logic, and Individual/Social Decision-Making, 1st-2nd year, 21 hours in total, without final verification.
  It aims to establish a comparative study of information and inference in psychology and offers a historical/epistemological perspective on the topic. There are no prerequisites for prior knowledge or skills. It is open to both students with no prior knowledge of cognitive and decision sciences and students with extensive research experience in this field.
  Paths: Philosophy and history of concepts; Logic and epistemology; Pedagogical and psychological sciences.
• Argumentative writing, 1st-2nd-3rd year, 12 hours in total, with final verification.
  The course aims to provide useful tools for those who are engaged in academic writing and wish to produce clear, correct, and effective texts. It is aimed specifically at doctoral students who are undertaking thesis writing and who need practical guidance in argumentative writing. The first part of the course (Prof. Gola) introduces the topic of academic writing; the second part (Prof. Ervas) presents the structure of argumentative texts; and the third part (Prof. Sergioli) presents the main argumentative fallacies or errors that can occur in argumentation.
  Paths: Philosophy and history of concepts; Logic and epistemology; Pedagogical and psychological sciences.
  
  Summary of the training process: 44 hours on average per year (= 131 hours total / 3 years); 10 courses, 6 of which with a final exam.

• October 23. Presentation of Gabriele Uggias‘s book “Il bello musicale oggi” (Armando, Rome 2024). Speakers: Paolo Dal Molin (University of Cagliari), Lorenzo De Donato (University of Cagliari), and Roberto Zanata (Maderna Conservatory/Lettimi of Cesena-Rimini). Room 7A, 4-6 pm and online, MS Teams® platform.
• November 3. Ana Petrović (Academy of Arts and Culture in Osijek – Visiting Professor Erasmus+ Program): Borders that Connect: Art on the Periphery of the European Union. Room 4A, 4-7 pm and online, MS Teams® platform.
• November 6. Ana Petrović (Academy of Arts and Culture in Osijek – Visiting Professor Erasmus+ Program): Art at the Edge of Its Own Undoing. Room 7A, 4-7 pm and online, MS Teams® platform.
• November 10. Pietro Conte (University of Milan): The Dictatorship of Frames. Room 7A, 4-6 pm and online, MS Teams® platform.

Seminars (Lisbon)
A series of ongoing seminars offered online on a regular basis.
Thanks to the partnership with the Center of Philosophy of the University of Lisbon, doctoral students have access to the series of events and seminars organized by the Center of Philosophy.
The topics are of common interest and cross-disciplinary across all three majors of the doctoral program.
Website: https://cful.letras.ulisboa.pt/. Events calendar: https://cful.letras.ulisboa.pt/events/
Paths: Philosophy and History of Concepts; Logic and Epistemology; Pedagogical and Psychological Sciences

Seminars (Amsterdam)
A series of ongoing seminars delivered online on a regular basis.
PhD students may participate in the events included in the seminar series organized by LIRa (Logic and Interactive Rationality) at the University of Amsterdam.
The topics are of common interest and cut across all three majors of the PhD program.
Website and event calendar: https://projects.illc.uva.nl/lgc/seminar/. A series of ongoing seminars delivered online on a regular basis.
PhD students may participate in the events included in the seminar series organized by LIRa (Logic and Interactive Rationality) at the University of Amsterdam.
The topics are of common interest and cut across all three majors of the PhD program.
Website and event calendar: https://projects.illc.uva.nl/lgc/seminar/

Seminars (Alophis – Applied Logic, History and Philosophy of Science: https://people.unica.it/alophis/).
They are often taught by internationally renowned teachers and experts.
Frequently addressed topics:

• Non-classical logics;
• Quantum computation;
• Foundations of physics;
• Dynamical systems;
• Universal algebra;
• Abstract algebraic logic;
• Pattern recognition;
• Educational technologies;
• History of modern physics.