Scientific Disciplinary Sector (SSD)
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
Given the inherently changeable nature of social contexts, and their immediate impact, careful observation of the changes taking place is vital if we are to identify educational needs as they arise and promote a pedagogically significant response that can stimulate the capabilities of individuals/citizens. The discipline of social pedagogy has a number of ultimate objectives: combatting situations characterised by marginalisation and difficulty, increasing participation in social activities and the agency of the individual, the promotion of an educative society, and others too numerous to list here. It extends its field of enquiry in the full awareness of the systemic nature of human societies and the life of the individual, and conscious of the need to respond to the demand for education on the part of both individuals and social groups.
Society and community are tightly interwoven aspects of a person’s life: he or she exists in relational circles and sociocultural contexts. They mould the individual’s mindset and it is within them that he or she seeks to be recognised. The family is the primary context in which certain processes take place: recognition, the formation of identity and relations, the process of learning to live with others and to be concerned with the world as it is shared with other people. When the family is not able to fulfil its educative responsibilities, society identifies other contexts in which it is possible to intervene and offer care, protection and instruction.
Expected educational results
1. Knowledge of epistemological foundations of Social Pedagogy
2. Acquisition of awareness on the ties between individuals and society
3. Acquisition of awareness della dimensione politica dell’esistenza.
4. Community: theoretical models
5. Sense of Belonging in the Community
6. Acquisition of Knowledge on the theory of Recognition
7. Acquisition of Knowledge on the Place of recognition: the family.
8. From families to ‘case-famiglia’.
9. Acquisition of Knowledge on ‘case-famiglia’.
10. Acquisition of professional competence: development of communicative-relational skills
11. Acquisition of awareness of one’s own communicative style.
• Social Pedagogy
• Multicultural Society
• Society and Community
• ‘Case famiglia’
• Professional competence: communicative-relational skills
1. M. Striano, Introduzione alla pedagogia Sociale, Laterza, Roma-Bari, 2004.
2. Honneth, A., Lotta per il riconoscimento, Il Saggiatore, Milano, 2002, pp.114-157
3. P. Dusi, Il riconoscimento, in Mariani, A., a cura di, 25 saggi di pedagogia, F. Angeli, Milano, 2011, pp. 25-36.
4. P. Freire, Pedagogia degli oppressi, Ega, Torino, 2004.
For attending students
Individual micro-research or group research on the recognition – (to be agreed with the professor).
The written research consists of an argumentative essay through which the students examine and analyze the theme of recognition presented in the bibliography texts and explored them through an interview, or questionnaires.
It will be composed of a cover page (containing: student’s first and last name, student ID number, major, employment position, e-mail and telephone number); the central part of the essay in a brief summary; introduction, hypothesis and conclusion. The essay must be subdivided into sections, footnotes and a final bibliography. The essay must be printed on paper and send also electronically.
The micro-study must provide clear evidence of learning by citing the texts indicated in the bibliography and other texts identified during the research process, and by providing a personal interpretation of, and reflection on, the lessons attended, bibliographical sources, and the research conducted.
For non–attending students
1. Written exam on the bibliography texts.
2. The trasncription of an interview conducted on the topic of recognition (to be agreed with the professor).
The transcription must be printed on paper and send also electronically.