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 23, 2024 al Oct 31, 2024.

Courses Single

Authorized

Lessons timetable Moodle Seminars 0

Learning objectives

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.

Prerequisites and basic notions

From the hermeneutic point of view, specific preliminary knowledge is not foreseen, because it is a new topic: it is not present in the teaching system of the three-year degree in Education Sciences (L-19) and there are no explicit references to hermeneutics in the teachings of the first year of the master's degree in Pedagogical Sciences (LM-85). However, knowledge of the philosophical contribution to the formation of pedagogical knowledge may be useful as a prerequisite. This prerequisite is learned in the three-year course (L-19) through the teaching of Philosophy of Education. From a pedagogical point of view, students are asked to remember in particular the disciplinary contents of the first year of their master's course, concerning the professional profile of the pedagogist and the set of methodological and experiential aspects that characterize his professional activity.

Program

The program is divided into three large parts, containing the respective topics of study.
1. Epistemological part: the cognitive structure of hermeneutics.
- The etymological, linguistic and cultural meaning of hermeneutics.
- At the heart of the hermeneutic problem: the difficulty of understanding.
- The relational and existential structure of hermeneutics.
2. Historical part: the birth and development of hermeneutics from the classical age to the contemporary age.
- Knowledge and language in the thought of Plato and Aristotle.
- From the Hellenistic and medieval age to the Protestant Reformation: the understanding of language and its different meanings.
- The birth of philosophical hermeneutics in 19th century Germany (Schleiermacher and Dilthey)
- The distinction between the ontological and methodological vision of hermeneutics in 20th century Germany (Heidegger, Gadamer and Betti).
- Further developments of hermeneutics in the twentieth century, in France and Italy (Ricoeur and Pareyson).
- The hypothesis of a unitary foundation between the hermeneutical method and the scientific method.
3. Application and professional part
- From general hermeneutics, of a philosophical nature, to a set of applications of hermeneutics in other fields of knowledge.
- A pedagogical interpretation of the history of hermeneutics and the establishment of a specific discipline: pedagogical hermeneutics.
- The figure of the pedagogist and the hermeneutic dimension in his professional activity.

Bibliography

Didactic methods

The lessons will take place keeping in mind some teaching methods that will alternate according to the needs connected to the development of the program:
- frontal teaching, as the main teaching method, necessary to allow orderly and essential learning;
- participatory and dialogue teaching, useful for encouraging interventions, reflections, questions, short debates, in the classroom and on the Moodle platform, on the topics addressed from time to time;
- reflective teaching, this modality will be constantly kept in mind and, through it, students will be invited to rethink their own educational experience and pedagogical knowledge, in the light of the disciplinary contents being taught, or of the further readings that have been recommended in the course of lessons.
Attendance in the classroom is not compulsory, but it is equally and strongly recommended.
- As regards male and female students who find themselves in situations of particular difficulty, which prevents them from being present in the classroom, with particular regard for those who find themselves in situations of cognitive fragility, the teacher - within the limits of their possibilities - confirms its willingness to identify and implement specific moments and methods of didactic support.

Learning assessment procedures

The verification of learning will take place in the form of a written test, which is compulsory for everyone, without distinction between attending and non-attending students, Italian students and Erasmus students. The written test will consist of 5 open questions and the maximum duration of the exam will be 3 hours.
For those who are particularly interested in the disciplinary contents, it is possible to ask for an oral interview to deepen the contents studied. This request must be agreed in advance with the teacher.
The oral interview must in no case be understood as a method of verification that can replace the written exam. This additional verification method, in fact, can only take place after the written test has been successfully passed.

Evaluation criteria

A) The evaluation of the exam takes place through the verification of the presence of the following learning skills:
1. knowing how to present the main contents of a specific topic in a summary, linguistically correct and discursively coherent way;
2. being able to identify and correctly define the concepts that represent the cognitive pillars of a specific theory or statement;
3. knowing how to reconstruct the set of arguments that support the reasoning or reflections that are the basis of the thought of a given author;
4. knowing how to compare different cognitive elements (words, concepts, theories and arguments, understanding affinities and differences;
5. knowing how to understand, interpret and translate into practice a certain theoretical content in the ways and forms of a possible practical action;
6. knowing how reflect on particular concrete experiences and identify in them the presence of possible theoretical foundations.
B) The measurement of learning ability will take place as follows:
- a score expressed out of thirty will be assigned to each answer;
- the final grade of the written test will result from the average of the grades of the individual answers, with a score out of thirty, accompanied by a qualitative judgement;
- any in-depth interview will be evaluated up to a maximum of 3 points, which will be added to the final grade.
C) Articulation of the evaluation through the numerical score and a corresponding qualitative judgement.
< - 13 (Severely insufficient)
14 – 15 (Very insufficient)
16 – 17 (Insufficient)
18 (Barely sufficient)
19 – 21 (Adequate)
22 – 24 (Fair)
25 – 27 (Good)
28 – 30 (Very good)
30 cum laude (Excellent)

Criteria for the composition of the final grade

The composition of the final grade comes from the average of the marks of the individual answers given to the questions of the task.
In the event that a student asks to carry out an oral examination, 1 to 3 points can be added to the grade of the assignment.

Exam language

Italiano