Responsible teacher: Prof. Matteo Segatto

Matteo Segatto (Monfalcone, 1986) graduated in Philosophy at the University of Udine and in 2015 obtained the title of PhD in Theoretical Philosophy at the University of Verona, discussing the thesis "Image and Representation in the reflection of Martin Heidegger" (tutor Guido Cusinato and Federico Vercellone). His research activity continues today and concerns, in addition to the thought of Martin Heidegger, also the traditional fields, themes and problems of theoretical philosophy, aesthetics and political philosophy, as well as classical German philosophy and contemporary approaches to epistemology and the philosophy of language of the continental area. He is a member of the Martin Heidegger Gesellschaft. In 2012 he won the competition for access to the TFA and in 2013 he was therefore qualified to teach history and philosophy in the secondary school (class A037, now A-19) at the University of Trieste. In 2016 he was the winner of the competition for the ordinary chair for the recruitment of teaching staff (class A-19) announced by the Ministry of Education. Since 1 September 2017 he has been tenured professor of Philosophy and History at the Galilei.

Mission of the Department
The Vico Department coordinates the activities of the History and Philosophy disciplines in the last three years - divided between the second two years and the fifth year - of the high school curriculum. The high school teachers all belong to the competition class A037 - History and Philosophy and develop their action both through normal and planned classroom activities and through external and/or laboratory initiatives aimed at promoting understanding, reflection and discussion of historical and philosophical issues at national and international level. In fact, within the Department there is space for both experiences aimed at forming skills for the critical use of sources, and activities aimed at investigating issues of civil and current relevance and there may also be both internal projects and projects proposed by external bodies, to which some professors of the Institute adhere. It will always be the teacher's responsibility to decline and expand the general training path also on the basis of the particular characteristics of the different high school paths, which may require the focus on particular themes or authors.
Educational goals
History : in the new system, national indications will be followed as regards the general profile of skills: at the end of the high school course, in fact, the student will have to know the main events and long-term transformations of Italian and European history in their relationship with other civilizations even in a global dimension. In this sense, history should be seen as a significant dimension for understanding the roots of the present by making use of the basic lexicon of the discipline, through critical discussion and comparison between a variety of perspectives and interpretations, consolidating the habit of confronting the current world. Furthermore, the student's training cannot ignore the awareness of the rights and duties of a citizen: in this sense, adequate space will be reserved for the theme of citizenship and the Italian republican constitution.
Philosophy : according to the general profile and competences envisaged by the new system, the student must, at the end of the high school course, in line with what is required by national indications, be aware of the meaning of philosophical reflection as a specific and fundamental modality of human reason which, in different eras and according to different cultural traditions, constantly raises the question of knowledge, the existence of man and the meaning of being and of existing. The acquisition of a solid foundation of knowledge of the historical development of Western thought, of the authors and of the fundamental philosophical problems must therefore help the student to develop personal reflection and an aptitude for in-depth analysis and critical judgement; particular care must be devoted to rational discussion, to the ability to argue a thesis but also to contextualize philosophical questions and the different fields of knowledge, to understand the conceptual and philosophical roots of the main currents and problems of contemporary culture, to identify the links with other disciplines.
VICO 2019_22.pdf