Teaching code

4S008420

Teacher

Daniele Loro

Coordinator

Daniele Loro

Credits

6

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION

Period

Sem. 1A dal Sep 27, 2021 al Nov 6, 2021.

Lessons timetable Moodle Seminars 0

Learning outcomes

Knowledge and understanding 1. To know and understand that education can also be thought of as the result of an "experience of interpretation" of the behavior of the educator by the educator. 2. To know in its various aspects what it means to "interpret"; to know the history of hermeneutics (not just philosophical) and to understand the necessity of its linguistic-conceptual reformulation in pedagogical terms. 3. To understand that the hermeneutical approach to education requires us to think of hermeneutics as an existential dimension of the human person (Gadamer) which is capable of symbolic thinking (Ricoeur). This ability is an integral part of the professional competence of the pedagogic work. Applying knowledge and understanding 1. To possess a level of knowledge of hermeneutics that will adequately contextualize it in the context of its history, with particular reference to the authors and to the modern and contemporary currents that have characterized its evolution, and to know how to apply it in understanding educational contexts in which educators and especially pedagogic work. 2. To know how to "translate" the acquired learning in the ability to understand, interpret, explain and communicate both a specific educational experience, both "texts" and works having an educational value (e.g. books, paintings, images, films, other artistic expressions and literary). 3. Knowing how to interrogate the classics of the history of pedagogy, interpreting its contents in the light of today's educational and / or pedagogical problems, thus integrating knowledge, apparently far from its historical and cultural horizon, into its educational and professional background.

Program

The teaching program is divided into four parts, closely related to each other.

I-KNOWLEDGE PART: hermeneutics (= interpretation) as a cognitive act.
- The etymological, structural and existential meaning of hermeneutics.
- The interpretative moment as a fundamental cognitive element.
- Interpretation as a cognitive search for meaning.
- The complexity of the interpretation and the difficulties of interpreting.

II-HISTORICAL PART: birth, historical and methodological development of hermeneutics.
- The hermeneutic problem in Platonic, Aristotelian and Hellenistic thought.
- The intrinsically hermeneutic character of the Jewish and Christian religious experience.
- From Protestant theological hermeneutics to nineteenth-century philosophical hermeneutics.
- Hermeneutics in the twentieth century and some of its main articulations: in Germany, France and Italy.

III-OPERATIONAL PART: rethinking education in the light of hermeneutical thought, and vice versa.
- The hermeneutic moment is also present within every educational context.
- Reflect on the historical development of hermeneutics.
Reading and pedagogical interpretation of the classics of pedagogical literature.
- Pedagogical interpretation of works with a high communicative expression (painting, music, cinema, dance, play, etc.).

IV-EPISTEMOLOGICAL PART: hermeneutics as a cognitive model in the pedagogical field.
- From "general" hermeneutics to specific hermeneutics, "applied" to education.
- The hermeneutic dimension as an integral part of the pedagogical cognitive "paradigm".
- Awareness of the transversal presence of hermeneutics in the human sciences: music, law, cultural anthropology

ORGANIZATION OF EDUCATIONAL ACTIVITIES
The lessons will take place bearing in mind some teaching methods that will alternate according to the needs related to the development of the program:
- “frontal" teaching, for the presentation of conceptually more important or more difficult content;
- “participatory and dialoguing” didactics, useful for encouraging interventions, asking questions and giving space to brief debates on the issues addressed from time to time;
- "reflective" teaching by the students, invited and rethink their own educational experience.

Bibliography

Examination Methods

TEXTS FOR THE EXAM
To achieve the learning objectives listed above it is necessary to study three texts, compulsory for everyone, attending and infrequent:
- D. Loro, Interpretative dimension and pedagogical activity, Handout 2nd edition 2022 (The text will be available at the end of the lessons at the Cortina bookshop, via dell’artigliere, n. 3, Verona).
- D. Loro, Interpreting education. Introduction to pedagogical hermeneutics, Verona ed. Cortina bookshop, 2016.
- M. Brunello, G. Zagrebelsky, Interpreting. Dialogue between a musician and a jurist, Bologna, ed. il Mulino, 2016.

METHOD OF EXAMINATION
- The exam will take place in the form of an oral interview. The order of the interviews will be established not in alphabetical order, but based on the order of registration for the exam. The exam will last approximately 40 minutes. If the number of students enrolled in an exam session is high, the exam will continue in the days following the start date.
- The exam will begin with the presentation, by the student, of their reflections on a way of applying hermeneutics to educational activity or pedagogical reflection. Then it will continue by addressing the topics present in the four parts of the program.
- The evaluation of the exam will be divided into five levels: excellent - good - fair - sufficient - minimum.