Learning outcomes

The course aims at providing the essential elements of the pedagogical discourse, and at clarifying its epistemological founding elements. In particular, the course outlines the pedagogic identity and the features that make it different from other similar disciplines, especially philosophy, psychology and sociology, aiming at underlining the interdisciplinary connection. The focus of the first part are the concepts of educability, education, and pedagogy, and the description of the main components of the pedagogic discourse. The course deals with the relation between nature and culture in education, dwelling upon the various pedagogical currents (especially personalism, problematicism, empirism). These topics will be analysed in the light of the main current changes and of the current topical issues.

EDUCATIONAL OBJECTIVES:

The course aims to provide the basic elements of the pedagogic debate by studying in depth some topical subjects. Starting from the results of the most recent scientific research and from the challenger and “traps” of the XXIth Century (crisis of values, of orientation and of education), classes will try to show the central position of pedagogy, useful to face a lot of present crisis and conflicts. After the analysis of some of the most significant proposals, it will be possible to think over aims, methods and educational means that can improve the progress of civilization. In particular the course will focus on education in a pluralistic society.
- Knowledge: funding principles of the pedagogical discourse, interdisciplinary nature, main reflections about objectives, methods, means, culture, relation between teacher and student, environment. Development of the various pedagogical currents, role of pedagogy related to the complexity.
- Understanding: the place of pedagogy among the other educational sciences; understanding of its relevance in recognizing and facing challenges, risks, and opportunities in the contemporary society.
- Application skills: ability of identifying crucial elements in the creation of educational projects taking into account all the different factors.

Program

EXAMINATION TEXTS

General part
- PORTERA, A., BÖHM W., SECCO, L., Educabilità, educazione e Pedagogia nella società complessa. Lineamenti
introduttivi. UTET, Torino, 2007.

Monographic part
- PORTERA, A., Tesori sommersi. Emigrazione, identità, bisogni educativi interculturali, F. Angeli, Milano, 20086.
- BECK U., I rischi della libertà. L’individuo nell’epoca della globalizzazione. Mulino, Bologna, 2000.
- Aa. Vv. Educazione interculturale alla cittadinanza. Carocci, Roma, 2010.

Specific tests will be implemented, and they will be considered as an integral part of the examination programme. For further reading and in-depht analysis about the practical part, one of the following texts (not used in previous examinations) will be used:
- *DELORS, J., Nell’educazione un Tesoro. Armando, Roma, 1997.
- GRANESE, A., Istituzioni di pedagogia generale. CEDAM, Padova, 2003.
- BRUNER, J., La cultura dell’educazione. Feltrinelli, Milano, 1997.
- CONTINI M., La comunicazione intersoggettiva fra solitudini e globalizzazione. La Nuova Italia, 2002.
- GARDNER H., Sapere per comprendere. Feltrinelli, Milano, 1999.
- *MILANI L., Lettera a una professoressa, Libreria editrice fiorentina, Firenze
- MARITAIN, J., L’educazione al bivio. La Scuola, Brescia, 1963.
- * BREZINKA, W. L’educazione in una società disorientata. Armando, Roma, 1989.
- PERETTI, M., Valori perenni e pedagogia. La Scuola, Brescia, 1984.
- RICOEUR, P., La Persona, Morcelliana, Brescia, 1997.
- SECCO, L. Dall’educabilità all’educazione, Morelli, Verona, 2000
- *FRABBONI F., Pinto Minerva F., Manuale di pedagogia generale, Laterza, Roma-Bari, 2000.
- NUSSBAUM, M.C., Non per profitto, Mulino, Bologna, 2011
- BENASAYAG M., SCHMIT G. L’epoca delle passioni tristi, Feltrinelli, Milano, 2008.
- MORIN, E., I sette saperi necessari all’educazione del futuro. Raffaello Cortina, Milano 2001.
- BAUMAN Z., MAZZEO R., Conversazioni sull’educazione Erickson, Trento, 2012

*recommended text for students not attending classes.

Examination Methods

ASSESSING METHODS: the teaching and assessing methods will be communicated at the beginning of the course.