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The PhD course in HUMAN SCIENCES is aimed at providing a high-level training that allows students to acquire knowledge and research skills in the disciplinary fields that have as their object the study of man with a psychological, linguistic, philosophical, historical, sociological, and pedagogical approach. More specifically, the psychological disciplinary component of the Doctorate addresses research topics that are of interest in general psychology, psychobiology and physiological psychology, dynamic psychology and clinical psychology. In the field of linguistics, the PhD addresses studies of interest in glottology and linguistics, including those related to the didactics of modern languages. The historical-philosophical interests of the doctorate focus on medieval history, theoretical philosophy, aesthetics and the philosophy of language. Finally, in the field of sociology and pedagogy, the PhD opens up to studies in Legal sociology, deviance and social change, as well as didactics, special pedagogy and educational research, in particular on topics that are of interest to experimental pedagogy.
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The Course is characterized by a specific didactic offer articulated over the three years which, starting from the peculiar contribution of each of the different scientific approaches involved, aims at providing PhD students with knowledge and methodological skills of a transversal and interdisciplinary nature, guiding them in tackling the various phases of the research process in compliance with the principles of ethics. Basic teaching is combined with a wide range of seminar activities of both a specialized and multidisciplinary nature, so as to offer doctoral students opportunities for in-depth study in individual areas but also for exchange and fruitful interaction between them. The research activities are supervised by the Professors of the College, who guide and support the Doctoral students in carrying out each stage of the research and in acquiring incremental knowledge and skills functional to the achievement of autonomy. In the selection and admission process, account is taken of the number and disciplinary composition of the Board of Lecturers, so that the assignment of Supervisors (internal and external) can be carried out ensuring adequate guidance and support to the Doctoral candidates. The progress and results obtained by the Doctoral candidates are regularly monitored by the Supervisors and by the entire Board of Lecturers, with structured evaluation phases for the passage to subsequent years and for admission to the final examination for the degree. Doctoral students will also be offered the opportunity to deepen their knowledge and transversal skills concerning scientific communication, also in foreign languages, the use of the most suitable technologies for the acquisition of the results that are the objective of their research, teaching skills and knowledge concerning national and international research systems, in function of the activation of scientific exchanges and the acquisition of the competence in the attraction of funds aimed at research. Doctoral students will also be supported in the valorization and dissemination of the results achieved through their research. Doctoral students will have access to research laboratories and facilities, also through agreements. The course pursues the objectives of mobility, internationalization and strengthening of national and international scientific relations, through the promotion of mobility periods consistent with the research project at qualified Italian or foreign research institutions.
It is envisaged that the Doctoral student will commit approximately 1,500 hours per year, of which at least 100 dedicated to internal and external training activities (including an average of at least 20 hours per year of teaching provided within the Doctoral Course, different from that offered for Level I and II courses, and at least 20 hours dedicated to meetings between Doctoral students aimed at exchanging, comparing and presenting research). A maximum of 40 hours per year may be devoted to teaching and student tutoring activities. The remaining hours are devoted to research activities and thesis writing.
The training and research project takes into account the cultural and scientific evolution of the disciplinary areas of reference for the Course. The Doctoral Course pursues the promotion of quality in the initial and ongoing design, in the planning and organization of training and research activities aimed at the growth of Doctoral students and in the continuous monitoring and improvement of the activities, in accordance with the strategic objectives of the University, the model of Self-Assessment, Evaluation, Accreditation – AVA3 of the National Agency for the Evaluation of the University System and Research (ANVUR) and in compliance with the standards adopted in the European Higher Education Area (EHEA).
The aim of the PhD course is to train PhD students in autonomous research in the humanities, and in particular in the fields of psychology, linguistics, history, philosophy, sociology, and pedagogy, with reference to the specific areas of the scientific disciplines involved. The aim is to provide high-level and cutting-edge knowledge and skills both in the specific field of research to which each student belongs and in a multidisciplinary, interdisciplinary and transdisciplinary preparation framework.
It is an aim of the course that those awarded the degree are able to demonstrate a systematic understanding of their field of study and mastery of the research methods associated with it. It is an objective of the course of study that doctoral students have been able to demonstrate the ability to conceive, design, implement and adapt a research process, solving complex problems and following the principles of ethics and standards of conduct that are appropriate to it. The final objective of the course of study is to have carried out research that makes a scientific contribution that broadens knowledge and, as such, merits at least partial publication at national and/or international level, depending on the usual standards of the relevant field. Furthermore, it is the aim of the Course that PhD students acquire and are able to demonstrate the ability to critically analyze, evaluate and synthesize innovative and complex ideas. It is the Course’s objective that they acquire the ability to communicate with peers, with the rest of the scientific community and with society as a whole with reference to their subject matter. Finally, it is the aim of the course to train scholars who are able to promote technological, social or cultural advancement for their area of expertise in both academic and professional contexts.
The PhD course aims to train professionals with advanced knowledge and skills, authority, capacity for innovation, autonomy and integrity such as to configure themselves as scholars and professionals in study, research and work contexts, thus facilitating their professional insertion in highly qualified profiles. By virtue of the multidisciplinary nature of the course of study, the PhDs will be characterized by a high level of cognitive and methodological preparation in the specific area of competence (i.e. the psychological, linguistic, philosophical, historical or pedagogical field to which they specifically belong) but also by interdisciplinary potential and transversal skills that will facilitate their insertion in national and international work environments. The research skills acquired will enable them to pursue a position in public and private research institutes, such as universities, the National Research Council (CNR) and Scientific Hospitalization and Care Institutes (IRCCS). Further training in English will support access to international universities and research institutes. Among the various realities in which it will be possible to place themselves in professional terms, PhDs will be able to work both nationally and internationally in second- and third-level education; in the clinical and health sectors; in companies and complex organizations; in publishing, communication and journalism; in museums and cultural institutes.
The scientific and educational project of the PhD in HUMAN SCIENCES is characterized by the integration of multidisciplinary competences from psychology, linguistics, philosophy, history and pedagogy. This disciplinary basis enables the project to aim to contribute to the advancement of research with reference to the objectives of the National Recovery and Resilience Plan (NRP).
Within the framework of the research topics pertaining to the Doctoral Programme, projects carried out for topics of interest to the National Research Programme (PNRR) will be aimed at contributing to a significant development of knowledge, including applied knowledge, in the areas of interest to the PNRR, such as those outlined with reference to the missions of EDUCATION AND RESEARCH; INCLUSION AND COHESION; HEALTH. Projects aimed at innovating the education system, speeding up the transition to the world of work, promoting the acquisition of new skills by the new generations, working on recruitment and teacher training processes, and expanding the scientific, technological and linguistic skills of students, teachers and lecturers may be eligible for support. Research projects aimed at fostering the dissemination of innovative models for basic and applied research, as well as supporting innovation and technology transfer in a synergy between the university and businesses, may also come under this category. Projects that aim to promote wellbeing and resilience will also be of interest here, with a focus on the role of sport and enrichment experiences for the individual in general, fostering the inclusion of vulnerable people, such as the elderly, people with disabilities or people with a migrant background. Also of interest in this regard will be projects aimed at strengthening scientific research in the field of health, particularly with a view to prevention, the promotion of well-being and autonomy, including of individuals with disabling pathologies.
In addition, research projects of interest to the CULTURAL HERITAGE in the fields of aesthetics, art didactics and art pedagogy will be carried out.
As already illustrated, the PhD Programme promotes interdisciplinarity, membership of international scientific networks and intersectoriality. Doctoral courses aimed at increasing knowledge in the areas of interest of the PNRR will be implemented at the administrative and operational sites of the University, without prejudice to periods of study abroad and at other sites such as companies, research centres and so on. Doctoral students will be able to benefit from qualified and specific operational and scientific facilities. The valorization of research results will be fostered, promoting open access to them and guaranteeing the protection of intellectual property. Collaborations with research centres and other universities will be fostered. Respect for the principles of the NRP, such as ‘do no significant harm’, gender equality, valorization of young people and reduction of territorial gaps, will be ensured.
– Regolamento interno per l’Assicurazione della Qualità nel Corso di Dottorato di Ricerca
– Regolamento interno relativo alla procedura per la richiesta dei fondi da parte dei Dottorandi
– Regolamento Comitato Consultivo
– Documenti di sintesi e di monitoraggio annualeXXXIII Cycle
- Bacaro Valeria, The role of sleep for maternal and child mental health
- Cheli Simone, Fragmented realities understanding, conceptualizing, and treating schizotypal personality
- Chiofalo Baldassare Aldo, Il progetto di vita: valorizzare le diversità
- Christou Melpomeni, Investigating the attitudes and opinions of teachers regarding students with disabilities ingeneral education schools in patras and the role of social work
- Di Lembo Giuliana, Valore cognitivo e didattico del graphic novel
- Durante Silvana, Influenza dell’italiano L2 sull’inglese L1
- Kakavas Panagiotis, Design, implementation and assessment of an excel- recorded macros curriculum for the development of computational thinking skills by primary school students
- Kotroni Stamatia, School counseling and multicultural counseling in greek secondary education: teachers’ perceptions
- Lo Bartolo Sabrina, Il metodo montessori nella scuola primaria. uno studio di caso
- Procaccini Silvia, Conoscenza, comunicazione, etica e linguaggio in jürgen habermas
XXXIV Cycle
- Bellucci Chiara, Filosofia e cinema: analisi di un rapporto a partire da Gilles Delueze
- Bruno Claudia, La legge n. 180/1978: Il disagio mentale e la rivoluzione civile di Franco Basaglia. L’ADS come evoluzione e sintesi di una questione giuridica e culturale
- Caci Rosa Elena, Sindrome di alienazione parentale. La falsa malattia
- Calia Maria Floriana, Il supporto territoriale per un uso inclusivo delle tecnologie educative a scuola. Il caso della provincia di Trapani
- Chirico Grazia Stefania, Educare all’empatia on line per la prevenzione ed il contrasto del cyberbullismo nella scuola secondaria
- Collina Piero, Il trattato de medicina di Celso: analisi linguistica e testuale
- Decadi Alessandro, Simbolismo orientale e massonico in Wolftang Amadeus Mozart, il Flauto Magico e i suoi adattamenti
- Dente Ines, Il linguaggio dell’ossessivo: il mobile confine tra spinta desiderante e nevrosi nell’era capitalistica
- Emanuele Luisa, La letteratura migrante – una nuova prospettiva letteraria
- Greco Wilma, La vita, le situazioni-limite e il naufragio interiore nel carcere. Dal limite alla soglia tra resilienza e libertà
- Kavallari Ismini, The implementation of the transformative learning method through aesthetic experience at greek public vocational institutes: PVTI. Trainers’ views, results, obstacles and prospects
- Rossi Emanuele, L’utilizzo delle nuove tecnologie per costruire strumenti di accettazione e impegno a supporto dell’attività clinica
- Sala Paola Maria, Educare alla creatività e motivare il pensiero creativo. Studi sperimentali e orizzonti di ricerca
- Viaggiu Irene, Procedure di machine learning per la codifica in linguaggio artificiale e per l’analisi multifattoriale della glittica mesopotamica del III e II millennio A.C.
XXXV Cycle
- Benti Stefano, La dislessia evolutiva e l’insegnamento delle lingue straniere
- De Santis Tiziana, Politiche di istituto e strategie didattiche interculturali ed inclusive nella scuola secondaria di secondo grado
- Franceschelli Domenico, Fenomeni di riduzione vocalica in area alto-meridionale: il caso del Vallo di Lauro (AV) tra innovazione e conservazione
- Graziano Teresa, La vocale /a/ in Basilicata
- Laurenzana Vita, Sulla conservazione delle desinenze verbali latine -s e -t in area Lausberg.
- Luppino Olga Ines, On the relationship between disgust, guilt and morality: a preliminary investigation in terms of individual development
- Mattiuzzo Camilla, L’infinito e l’illimitato in una prospettiva storico-filosofica
- Nardi Edoardo, The periphrastic εἶναι + participle in biblical greek and related participial constructions. morphosyntax-semantic interface and semitic interference
- Paccione Potito, Le colonie gallolucane e le anfizone: indagine su un’alloglossia del mezzogiorno
- Paglialunga Giuseppe, Filosofia della natura e filosofia trascendentale in tre scritti inediti di Schelling: Über offenbarung und volksunterricht (1798); Über den wahren begriff der naturphilosophie und die richtige art ihre probleme aufzulösen (1801); Ideen zu einer philosophie der natur als einleitung in das studium dieser wissenschaft (1803)
- Salvo Giuseppe, Investigating the relationshop between disgust and morality through meta-analysis and brain stimulation
- Tenore Katia, Mechanisms underlying imagery rescripting, a study on meta-emotional problem
XXXVI Cycle
- Benlodi Alessia, Interpretare i testi con il principio pragmatico: analisi dei rapporti reciproci tra uomo e donna nella lettera VII delle Heroides e nell’Ars amatoria di Ovidio
- Boscolo Stefano, L’espressionismo gaddiano: analisi del pasticciaccio e della cognizione del dolore
- Cives Stefania, La didattica e la progettazione laboratoriale nelle comunità educative per minori un nuovo orizzonte di apprendimento
- Gnoffo Claudio, La filosofia dell’alterità nel Frankenstein di Mary Shelley: riflessioni interdisciplinari dal prototesto letterario alle principali traduzioni cinematografiche
- Meneo Debora, The regulation of sleep: a focus on behavioural and emotional aspects
- Muglia Cleo, La suggestopedia moderna applicata alla didattica della lingua spagnola ls: una ricerca quasi-sperimentale
- Pulsinelli Daniela, Il ruolo delle emozioni morali nella percezione del rango morale del sé e propensione a ossessioni e compulsioni
- Rimondi Romina, Adulti con plusdotazione intellettiva: relazioni tra intelligenza, personalità e benessere psicologico
- Simoniello Maria, Fenomeni prevalenti nell’organizzazione prosodica dell’enunciato e del discorso in italiano L2 di ispanofoni. Un’analisi corpus-driven sul parlato spontaneo di immigrati adulti apprendenti in contesto informale
- Zaffarano Maria Luisa, Plurilinguismo a scuola: un’indagine sugli atteggiamenti degli insegnanti in Basilicata
XXXVII Cycle
- Baldassarre Daniela, La codifica dell’inaccusatività nella diacronia della langue d’oil: il caso dello champenois
- Balsamo Francesca, Study of the effects of different experiential factors on the development of the individual’s brain, cognitive, and neural reserves
- Benedetto Rocco, Gli effetti del contatto sulle lingue ereditarie: un’analisi dei fenomeni di interferenza e attrito nei dialetti gallo-italici di Basilicata parlati dai migranti lucani
- Beraldo Michele, Dalla società teosofica a quella antroposofica. Rudolf Steiner e l’Italia
- Campo Anna, Scuola e creatività: leadership dei dirigenti e competenze degli insegnanti in contesti di povertà educativa: il caso della provincia di Trapani
- Luinetti Diego, Le costruzioni impersonali del greco antico: uno studio diacronico tra semantica e morfosintassi
- Tafuri Ranieri Maria, Episteme ed ethos: l’eredità della Kulturkritik. Un’analisi interdisciplinare
XXXVIII Cycle
- Borrelli Giovanni, La validazione italiana della Child PTSD symptom scale for DSM-5
- Franco Annamaria, Diversità e inclusione scolastica e sociale: aspetti normativi, psicopedagogici, didattico -matetici, filosofici e artistici
- Lamberti Zanardi Annachiara, La validazione italiana del Reading the Mind in the Eyes Test – Children’s Version
- Santacroce Stefano, Le varietà della lingua tedesca: un problema per la didattica del tedesco come lingua straniera?
- Sardo Michele, Approcci gameful nell’educazione formale: gamification e game-based learning
- Zaccari Vittoria, Self-Criticism: Theoretical Analysis of the Construct, a Novel Model of Moral Self-Criticism, and Clinical Implications for Obsessive-Compulsive Disorder
Opinions 2024