Scientific Disciplinary Sector (SSD)
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
Language of instruction
Sem. 1A dal Sep 24, 2018 al Nov 10, 2018.
KNOWLEDGE AND UNDERSTANDING
1. To know some of the main educational themes, expressed in particular by the pedagogical language, and to understand its meaning better thanks to the contribution of philosophical thought, since these themes also have a philosophical value.
2. Understand that the act of education, like any other professional action, has an ethical, aesthetic and theoretical dimension in itself, for whose full understanding philosophical reflection is necessary.
3. To know and understand that the philosophical contribution to educational reflection is of a reflective nature and ultimately concerns the meaning and the ultimate goal of educating; hence its importance also for educational practice.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING
1. To use a cognitive methodology that starts from the educational experience, rereads its meaning in philosophical terms and shows its content in the analysis of the initial empirical situation.
2. To know how to justify the relationship between educational experience, pedagogical reflection and philosophical theorization, and to appreciate the formative and cultural value that is expressed by this link.
3. To learn from the pedagogical reflection further personal, cultural and professional motivations that can strengthen the ability to operate in a competent and responsible way in the different educational contexts
• In relation to the development of the ability to know and understand
The first part of the program aims to put the necessary cognitive premises to proceed in the knowledge and understanding of the essential disciplinary contents.
1. The problematic relationship between education and philosophy
2. Educational practice and philosophical research: the philosophical implications in language and in educational practice
3. Elements for a theoretical vision of philosophical knowledge
4. The cognitive model of the philosophy of education
5. The complexity of the relationship between philosophical theory, educational practice and philosophical-pedagogical synthesis
• In relation to the development of the ability to apply knowledge and understanding
The second part of the program aims to show how it is possible to "apply" the methodological approach of the philosophy of education to issues and problems that are essential from an educational point of view.
1. Philosophical reflection on the "person" at the center of the educational experience
2. Philosophical reflection on the theme of "truth" in education
3. Philosophical reflection on the theme of "beauty" in education
4. Philosophical reflection on the "ethical" dimension of educational work
5. Philosophical reflection on the theme of "time" in education
6. Philosophical reflection on the theme of the "limit" of educational work
• In relation to the development of judgmental autonomy, communication skills and the ability to continue learning
The third part of the program, combined with a more participatory and laboratory-based teaching method, aims to empower students to have independent judgment, communication skills and the desire to continue learning.
1. Philosophical reflection on the "need for meaning" and its educational implications
2. Existential and cultural reflection on the "utility" of what appears "useless"
• In relation to the didactic organization of the program development
The lessons will take place keeping in mind three ways:
1. the frontal lesson for the presentation of essential contents;
2. the participative and laboratory lesson, in relation to the moments of classroom dialogue between students and teacher and collaboration between the students;
3. Interventions, questions and short debates will be favored on the issues discussed from time to time;
4. If necessary, the e-learning platform will be used to upload educational material.
||La filosofia e il bisogno di senso
||"Tra" esperienze educative e ricerca di senso. Teoria e pratica della filosofia dell'educazione
||Dispensa a. a. 2018-2019
• Reference texts
To achieve the learning objectives listed above, it is necessary to study two texts, compulsory for all, attending and not attending:
─ D. Loro, "Between" educational experiences and search for meaning. Theory and practice of the philosophy of education. Lecture a. to. 2018-2019. The lecture will be available towards the end of the course at the University Cartoleria, Lungadige Porta Vittoria, 37. www.ateneovr.it.
─ N. Bobbio, Philosophy and the need for meaning, Brescia, ed. Morcelliana, 2017.
Suggested texts for a possible personal study:
─ M. Baldini, Virtue of error. Between epistemology and pedagogy, Brescia, ed. The School, 2012.
─ R. Bodei, Limit, Bologna, ed. the Mill, 2016.
─ Order No., The utility of the useless. Programme, Milan, ed. Bompiani / Rizzoli, 201616 (2013).
• Exam mode
The objective of the exam is to verify the presence in the students of an adequate level of learning and understanding of the contents of the program. The exam will take place in the form of the written test, with a maximum duration of 3 hours. The written test will consist of four parts, for each of which differentiated methods are provided, with different evaluation objectives:
Part A): 1 question to understand a written text: to demonstrate understanding of the meaning of a passage taken from the texts studied, to identify the conceptually most important sentence and to justify this choice.
Part B) 6 multiple choice questions, aimed at verifying the learning of the basic content aspects, present in the studied texts.
Part C) 3 questions focused on the definition of the most important concepts present in the texts studied; they are questions aimed at verifying the learning of the structural nodes of the issues addressed;
Part D) 4 open-ended questions, aimed at verifying the argumentative and expositive skills in relation to the contents studied.
The following score is assigned to the questions:
Part A) 1 application for understanding the text; max. 3 points;
or Part B) 6 multiple choice questions: 1 point for each right answer; 0.50 for a partially correct answer, -0.50 for the wrong answer;
Part C) 3 questions related to definitions of concepts: max. 3 points for each question
Part D) 4 open-ended questions: max. 3.5 points.
The ability to communicate effectively will also be assessed through the quality of the written composition, which must be corrected from a graphic, grammatical and syntactical point of view. It will be explicitly evaluated as an incentive for a task that is correct in the contents and written well from the point of view of the form.
• Need for the connection between the exam program and the academic year in which the test is being held
To guarantee the connection, as required by the "supplement to diploma" (diploma supplement), between the exam program and the academic year in which the student takes the exam, and because each year the program of the course is deepened and updated in its contents, compared to the programs of previous years, it is culturally and didactically opportune that students enrolled in the previous academic years give the exam carrying the program of the current academic year, except for serious and motivated reasons, to communicate in any case and beforehand to the professor.