Teaching code

4S008420

Teacher

Daniele Loro

Coordinatore

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 26, 2022 al Nov 5, 2022.

Lessons timetable Moodle Seminars

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, no specific preliminary knowledge is envisaged, because it is a new topic, that is, not present in the didactic system of the degree in Educational Sciences (L-19).
From the pedagogical point of view, students are asked to remember in particular the disciplinary contents of the first year of the master's degree, regarding the professional profile of the pedagogist and the set of methodological aspects that characterize his activity.

Program

The teaching program is divided into the following topics. Introductory part
1. The etymological and historical-philosophical meaning of
the terms: “hermeneutics” and “interpretation”, and their
complex semantic articulation.
Historical part
2. The birth of hermeneutic practice in the Hellenistic age and
the subsequent development in the Jewish and later
Christian religious context. 3. The development of
hermeneutics in the Middle Ages and at the beginning of
the Protestant Reformation.
4. The birth of philosophical hermeneutics in the nineteenth
century in Germany (Schleiermacher and Dilthey).
5. The deepening of hermeneutics in the twentieth century in
Germany (Heidegger, Gadamer and Betti).
6. The developments of hermeneutics in France and Italy
(Ricoeur and Pareyson).
Epistemological part
7. The reasons for a cognitive passage from "general"
hermeneutics, of a philosophical nature, to a set of
"particular applications" of hermeneutics.
8. The presence of the hermeneutic dimension in other
knowledge: sociology, cultural anthropology, law, music.
9. The application of hermeneutics in educational activity and
in pedagogical research “applied” to education:
pedagogical hermeneutics.
Methodological part
10. Examples of “applied” pedagogical hermeneutics, in
educational work, teaching and pedagogical research.

Bibliography

Didactic methods

Lessons will take place keeping in mind some didactic modalities that will alternate according to the needs connected to the development of the program: - frontal teaching, as the prevailing didactic modality, necessary to allow an articulated and orderly and essential learning; - participatory and dialoguing didactics, useful for encouraging: interventions, reflections, questions, brief debates, in the classroom and on the Moodle platform, on the issues 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 educational experience and their pedagogical knowledge, in the light of the disciplinary contents being taught or of the further reading that will be recommended during the lessons. Attendance in the classroom is not compulsory, but it is equally strongly recommended. - With regard to students who find themselves in situations of particular difficulty, which prevents them from being present in the classroom, with particular regard to 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 assessment of learning will take place in the form of the written test, which is mandatory 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 disciplinary contents, it is possible to ask for an oral interview to deepen the contents studied, or to present a new topic, subject of personal study. This request must be agreed in advance with the teacher, both in terms of content and in terms of implementation. The oral interview, however, is not to be understood in any case as a means of verifying one's learning that can replace the written exam and can only take place after having the written test and after its evaluation by the teacher.

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 given topic in a summary, linguistically correct and discursively coherent way; 2. knowing how to correctly identify and define the concepts that represent the cognitive pillars of a given theory or argument; 3. knowing how to reconstruct the set of arguments that support the reasoning or reflections of a particular author; 4. knowing how to compare different cognitive elements (words, concepts, theories and arguments, understanding their affinities and differences; 5. knowing how to understand and interpret the meaning of a given theoretical content and then translate it into the terms of a possible practical action, and vice versa: knowing how to recognize in a practical experience the presence of a certain theory B) The measurement of the learning ability will take place as follows: - a score expressed out of thirty will be attributed to each answer; - the final mark of the written test will come from the average of the marks of the individual answers, and will be formulated with a score out of thirty, which will be accompanied by a qualitative judgment; - any in-depth interview will be assessed up to a maximum of 3 points, which will be added to the final grade; - a further qualitative element may be given by the degree of graphic, grammatical and syntactic correctness of the written test. C) Articulation of the score out of thirty and qualitative judgment. • 30 with honors (Excellent) • 30 - 28 (Distinguished) • 27 - 25 (Good) • 24 - 22 (Fair) • 21 - 19 (Sufficient) • 18 (Minimum sufficient)

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