Teaching code

4S006132

Teacher

Daria Lucia Gabusi

Coordinator

Daria Lucia Gabusi

Credits

8

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PED/02 - HISTORY OF PEDAGOGY AND EDUCATION

Period

Sem. 2A, Sem. 2B

Erasmus students

Not available

Courses Single

Not Authorized

Lessons timetable Moodle Seminars 0

Learning objectives

PRE-SCHOOL
1. Knowledge and Understanding
By the end of the course the student will be able to:
- know the main stages of the evolution of pedagogical thought and of the main authors who have marked the history of pedagogy, especially those who have dealt with the nursery school;
- know the evolution of different education-training modalities throughout history;
- know the main theoretical models of education of the kindergarten established over time e the consequent educational-didactic practices;
- know the characteristics of the role of the educator in different periods;
- Know organizational and evaluative techniques of the school context of the kindergarten;
- know the evolution of the consideration of the """"different"""" in the school system: from exclusion to inclusion.
2. Applying Knowledge and Understanding
At the end of the course the students will have to:
- Being able to critically compare the various educational models of the childhood school present in history, their complexity and current reality;
- be able to understand historical-pedagogical texts and to place them in time;
- be able to grasp the permanencies and absences in the current world in the evolution of pedagogical thought in order to bring out the lines of continuity that link the various eras;
- To be capable of a historical sense and of a scientific approach in reading the present and of contextualizing the various sources.
3. Making Judgments
At the end of the course the students will have to demonstrate:
- Ability to critically analyze historical educational models and to grasp the positive aspects of past and present;
- Ability to overcome prejudices and preconceptions of the present and the past;
- Possess the capacity for a scientific approach in historical-pedagogical research.
4. Communication Skills
At the end of the course the students will have to:
- Knowing how to consciously use the specific terms / concepts in their historical evolution;
- Knowing how to compose relationships in a correct way from the point of view of historical research;
- Knowing how to document what is produced in a precise and pertinent way.
5. Learning Skills
At the end of the course the students will have to:
- Being able to deal with historical research individually;
- To find historical sources and to know how to analyze them;
- To identify, in the various cultural and educational models present in history, reflections, methods and examples valid for their activity.

PRIMARY SCHOOL
1. Knowledge and Understanding
By the end of the course the student will be able to:
- Know the main stages of the evolution of pedagogical thought and of the main authors who have marked the history of pedagogy, especially those who have dealt with primary school;
- know the main theoretical models of education in the primary school established over time and the consequent educational-didactic practices that;
- know the evolution of different ways of teaching learning throughout history;
- know the characteristics of the master in different periods;
- Know organizational and evaluation techniques of the primary school context ;
- know the evolution of the consideration of the """"different"""" in the school system: from exclusion to inclusion.
2. Applying Knowledge and Understanding
By the end of the course the student will be able to:
- critically compare the various educational models of primary school present in history, their complexity and current reality;
- understand historical-pedagogical texts and to place them in time;
- grasp the permanencies and absences in the current world in the evolution of pedagogical thought in order to bring out the lines of continuity that link the various eras;
- To be capable of a historical sense and of a scientific approach in reading the present and of contextualizing the various sources.
3. Making Judgments
At the end of the course the students will have to demonstrate:
- Ability to critically analyze historical educational models and to grasp the positive aspects of past and present;
- Ability to overcome some prejudices and preconceptions of the present and the past;
- Having the capacity for a scientific approach in historical-pedagogical research.
4. Communication Skills
At the end of the course the students will have to:
- Knowing how to consciously use the specific terms / concepts in their historical evolution;
- Knowing how to compose relationships in a correct way from the point of view of historical research;
- Knowing how to document what is produced in a precise and pertinent way.
5. Learning Skills
At the end of the course the students will have to:
- Being able to deal with historical research individually;
- To find historical sources and to know how to analyze them;
- To identify, in the various cultural and educational models present in history, reflections, methods and examples valid for their activity.

Prerequisites and basic notions

Knowledge of general history relating to the 18th-20th centuries is considered a basic prerequisite: acquiring the contents of a good contemporary history textbook used in secondary school is sufficient.

Program

Periods and areas in the history of pedagogy and education. The 18th century: Rousseau. Late 18th and early 19th century: Pestalozzi; Fröbel; Infant School; Aporti; birth and development of cultural models of education and childcare (0-6). The second half of the 19th century: positivism; the fight against illiteracy; birth and development of the Italian school system; magisterial education between the 19th and 20th centuries; the early 20th century: pedagogical and scholastic activism; Montessori; Agazzi; Dewey; childhood and youth education during Fascism; the second half of the 20th century: neo-behaviourism; cognitivism; school and Constitution: educating for democracy; education and school from the Constituent Assembly to the 1970s.

Bibliography

Didactic methods

Classroom lectures. Auxiliary materials (PPT lecture outlines; documents and sources for school history; open access articles and essays) uploaded onto the University platform and used for classroom exercises.

Learning assessment procedures

The final examination consists of an oral interview, covering the course programme.

Evaluation criteria

The assessment parameters are: knowledge of course content; level of depth; clarity and correctness of presentation; use of specific vocabulary; ability to make connections; ability to rework and apply the content and skills learnt.

Criteria for the composition of the final grade

The final grade (in thirtieths) is derived from the average obtained by evaluating the parameters

Exam language

italiano

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