Scientific Disciplinary Sector (SSD)
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
Related to the “pedagogical research” curriculum finality and to the discipline with its own characteristics, the course aims to show the significant value of the philosophical approach to the educational practice and to the pedagogical reflexion required. The importance of this approach also explains the possibility of a new branch of knowledge that is “Pedagogical Hermeneutics”, which is a synthesis between the philosophical-pedagogical contents and the philosophical research method and which is a particular development of the educational philosophy.
At the end of the course the students will prove:
- to have reached a sufficient level of knowledge of the contents. They also must contextualize the contents in their educational practice and/or pedagogical reflection;
- they can apply that knowledge in the comprehension of the educational problems which are part of the student’s experience;
- they can integrate the new topics of knowledge within their cultural and professional experience;
- they can communicate them in a conceptually clear and appropriate linguistically way.
The course will deal with the following topics, divided into themes of epistemological type and themes of theoretical type:
- why a hermeneutic vision of Pedagogy;
- is the experience of truth only subjective, or is it also objective and inexhaustible?
- Pareyson: truth is one – its formulations are countless;
- The experience of truth, basis of the educational experience
- The experience of truth, basis of the “self care”
- The experience of truth, basis of the “authentic life”
Texts for the exam
Mandatory for everybody:
- D. Loro, Ermeneutica pedagogica. Il ruolo della verità in educazione e in pedagogia. Lecture notes, 2010-2011.
- R. Boudon, Il relativismo, translation from French, Bologna, ed. il Mulino, 2009.
- L. Mortari, Avere cura di sé, Milano, ed. Bruno Mondadori, 2009.
- V. Mancuso, La vita autentica, Milano, ed. Raffaello Cortina, 2009.
Lessons will be frontal in the main, with the possibility to intervene with questions and short debates related to the themes of the day.
The exam consists of a two-hour written text. It consists of 3 open questions, of summarising, argumentative and reflective type. Students can have a further integrating oral examination, (not substitutive) if they wish, upon agreement with the teacher on the way and time of the task.