2025
City and Culture Studies
Name: City and Culture Studies
Code: FIL14585M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Philosophy
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Presentation
Revisiting and in-depth investigation of the human-historical focus of cultural creation - the City - in its tradition, and in its turn to the post-glocal city, articulated with the experiences of the social whole, the UC anchors and also participates in practices multiple symbolic symbols of the Eb
Sustainable Development Goals
Learning Goals
1. Recognize the cultural and political importance of the relationship between Philosophy and the city.
2. Acquire operational concepts to analyze emerging issues about the overlapping reconfigurations of the contemporary city
3. Understand public space as a decisive space for human interaction.
4. To apprehend [knowledge], and know how to move in [skills and competences], the historical depth and cultural density of the human habitation of the polis, with particular emphasis on the combined and disparate phenomenon of fracture, acceleration, and revivalist revival , of the city's culturality in the turn to post-modern digitization
5. Gaining and sharpening operational sensibilities (skills and competences) in the intervention in artistic and cultural fabrics in the city.
2. Acquire operational concepts to analyze emerging issues about the overlapping reconfigurations of the contemporary city
3. Understand public space as a decisive space for human interaction.
4. To apprehend [knowledge], and know how to move in [skills and competences], the historical depth and cultural density of the human habitation of the polis, with particular emphasis on the combined and disparate phenomenon of fracture, acceleration, and revivalist revival , of the city's culturality in the turn to post-modern digitization
5. Gaining and sharpening operational sensibilities (skills and competences) in the intervention in artistic and cultural fabrics in the city.
Contents
1. The city as a space for participation and training
1.1 The analogy between the city and the soul, in Plato
1.2 Public space and political-cultural exercise in the city: Nancy Fraser's perspective
1.3 The right to the city and the common good: the perspective of Henry Lefebvre
1.4 Cities of difference and city ethics: Iris Young's perspective
1.5 Practical wisdom as a way of inhabiting the city: Sharyn Clough's perspective
2. The historical-cultural depth sedimented in the City:
Perpendicular axis: from the modern dialectic of tradition and creation to the post-modern stratified accumulation of the 'long time' of the historic city;
Lateral axis: local and global cultures, face-to-face and telematics, e.connective networks and multiculturality
Circular axis: cultural creation, participation, presentation and consumption, and qualitative spaces of the city
Vertical axis: typology of forms, dimensions and cultural practices
1.1 The analogy between the city and the soul, in Plato
1.2 Public space and political-cultural exercise in the city: Nancy Fraser's perspective
1.3 The right to the city and the common good: the perspective of Henry Lefebvre
1.4 Cities of difference and city ethics: Iris Young's perspective
1.5 Practical wisdom as a way of inhabiting the city: Sharyn Clough's perspective
2. The historical-cultural depth sedimented in the City:
Perpendicular axis: from the modern dialectic of tradition and creation to the post-modern stratified accumulation of the 'long time' of the historic city;
Lateral axis: local and global cultures, face-to-face and telematics, e.connective networks and multiculturality
Circular axis: cultural creation, participation, presentation and consumption, and qualitative spaces of the city
Vertical axis: typology of forms, dimensions and cultural practices
Teaching Methods
Two models are combined: one, centered on the teacher, and the other supported by active strategies mobilized in group work. The 1st includes exhibition, commented reading of texts and debate. The first two activities are the responsibility of the teacher. The debate is shared by everyone. The 2nd makes the students responsible for analyzing cases, presenting and debating.
Classes can be supported by digital resources, competition from lecturers and be replaced by attendance at a relevant colloquium.
Assessment: 1) participation in debates (20%); 2) preparation of two brief reading or conference reports (1000 words), one for each section (30%); 3) presentation and writing of an argumentative text on the program's core subject, from 2000 to 2500 words (50%), for one of the modules to be chosen by the student. The evaluation privileges the continuous, investigative and participative regime, but it includes, according to the Internal School Regulation, the Exam as a single and final
Classes can be supported by digital resources, competition from lecturers and be replaced by attendance at a relevant colloquium.
Assessment: 1) participation in debates (20%); 2) preparation of two brief reading or conference reports (1000 words), one for each section (30%); 3) presentation and writing of an argumentative text on the program's core subject, from 2000 to 2500 words (50%), for one of the modules to be chosen by the student. The evaluation privileges the continuous, investigative and participative regime, but it includes, according to the Internal School Regulation, the Exam as a single and final
Accreditations and Certifications
