Learning outcomes

Knowledge and understanding 1. Reflecting on the meaning of educational work and on its fundamental structures, issues, problems and concepts that can be found in every educational experience. 2. Kowing and understanding problems, theories, processes, meanings and actors of the educational relationship. 3. Knowing and understanding the fundamental elements of education: history, objectives, methods and languages of educational action. 4. Knowing and understanding sectors and specificity of the educational work. Applying knowledge and understanding 1. Knowing how to apply, in concrete situations, the theoretical and methodological elements, which are essential in the design of educational projects. 2. Designing projects and educational interventions in accordance with the identified needs and he different working contexts. 3. Obtaining educational competences related with the multiple differences and diversities of the specific context.

Program

PROGRAM:

1. Educational challenges in the contemporary society:
- need of education and pedagogy.
- changes and political, job and cultural crises;
- knowing and understanding sectors and specificity of the educational work,
- different fields of application;
2. Importance of education and pedagogy in the contemporary society
- educability, education and pedagogy
- fundamental concepts of the pedagogical discipline and pedagogy interdisciplinary nature;
- fundamental elements of pedagogy: objectives, methods, means, contents, educator-educated relationship, environment
3. Educational professionals and training
- role of the educator according to the low L 205 of 2017;
- contents and objectives of the different way of teaching;
- current of thoughts: personalism, problematicism, empiricism;
- Pedagogical answers to the challenge of pluralism and complexity.

Teaching Methods
The classes include frontal lessons, group discussions and exercises in small groups

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

Monographic Part
- IORI, V. (a cura di), Educatori e Pedagogisti. Senso dell’agire educativo e riconoscimento professionale, Erickson, Trento, 2018.

ATTENTION: the following IORI's chapters are the only ones that have to be studied for the exam:

CAP.1 Le professioni educative e la formazione pedagogica (Vanna Iori)

CAP. 5 L’insolita minestra: riscattare il senso dell’esperienza quotidiana (Daniele Bruzzone)

CAP. 7 Instabili equilibri: la relazione educativa tra prossimità e differenza (Mario Mapelli)

CAP. 8 Nella mia fine è il tuo inizio: il legame paradossale (Alessandra Augelli)

Appendice (a cura di Vanna Iori)
THE APPENDIX HAS TO BE STUDIED TOO

- MORIN, E., I sette saperi necessari all'educazione del futuro, Raffaello Cortina, Milano, 2001.


The course includes theoretical-practical exercises that are an integral part of the exam program. One of the following texts (that won't have to be used for other exams) has to be used to analyze in depth the practical part:

- * PORTERA, A., Tesori sommersi. Emigrazione, identità, bisogni educativi interculturali, FrancoAngeli, Milano, 2016 (4th edition).

- *BERTAGNA, G. (a cura di), Educazione e formazione, Studium, Roma, 2018.

- *BALDACCI, M., Trattato di pedagogia generale, Carocci, Roma, 2018.

- *ULIVIERI, S. (a cura di), Le emergenze educative nella società contemporanea, Pensa, Lecce, 2018.

- MORIN, E., La testa ben fatta. Riforma dell’insegnamento e riforma del pensiero. Cortina, Milano 2000.

- 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.

- *SIGURTÀ BRAIBANTI, S, La bellezza: luogo d’incontro, Edizioni dell'Orso, Alessandria, 2019.

- BAUMAN Z., MAZZEO R., Conversazioni sull’educazione, Erickson, Trento, 2012

- CONTINI M., La comunicazione intersoggettiva fra solitudini e globalizzazione. La Nuova Italia, 2002.

- Portera A., La Marca A., Catarci M., Pedagogia interculturale, La Scuola, Brescia, 2015.

- 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.

- BENASAYAG M., SCHMIT G. L’epoca delle passioni tristi, Feltrinelli, Milano, 2008.

- *FRABBONI F., Pinto Minerva F., Manuale di pedagogia generale, Laterza, Roma-Bari, 2000.

- NUSSBAUM, M.C., Non per profitto, Mulino, Bologna, 2011

- BECK U., I rischi della libertà. L’individuo nell’epoca della globalizzazione. Mulino, Bologna, 2000.

* text for not-attending students

Examination Methods

The educational and evaluation modalities of learning will be communicated at the beginning of the lessons. The exam aims at verifying the level of achievement of the educational objectives previously mentioned. The exam consists of a written test with closed questions from some textbooks and an open question. The oral exam on all the textbooks can be taken on the same day, after getting the result of the written test.