Teaching code

4S006132

Teacher

Fernando Bellelli

Coordinator

Fernando Bellelli

Credits

8

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PED/02 - HISTORY OF PEDAGOGY AND EDUCATION

Period

Sem. 2A, Sem. 2B

Lessons timetable Moodle Seminars 0

Learning objectives

PRE-SCHOOL
1. Knowledge and Understanding
By the end of the course the student will be able to:
- know the main stages of the evolution of pedagogical thought and of the main authors who have marked the history of pedagogy, especially those who have dealt with the nursery school;
- know the evolution of different education-training modalities throughout history;
- know the main theoretical models of education of the kindergarten established over time e the consequent educational-didactic practices;
- know the characteristics of the role of the educator in different periods;
- Know organizational and evaluative techniques of the school context of the kindergarten;
- know the evolution of the consideration of the """"different"""" in the school system: from exclusion to inclusion.
2. Applying Knowledge and Understanding
At the end of the course the students will have to:
- Being able to critically compare the various educational models of the childhood school present in history, their complexity and current reality;
- be able to understand historical-pedagogical texts and to place them in time;
- be able to grasp the permanencies and absences in the current world in the evolution of pedagogical thought in order to bring out the lines of continuity that link the various eras;
- To be capable of a historical sense and of a scientific approach in reading the present and of contextualizing the various sources.
3. Making Judgments
At the end of the course the students will have to demonstrate:
- Ability to critically analyze historical educational models and to grasp the positive aspects of past and present;
- Ability to overcome prejudices and preconceptions of the present and the past;
- Possess the capacity for a scientific approach in historical-pedagogical research.
4. Communication Skills
At the end of the course the students will have to:
- Knowing how to consciously use the specific terms / concepts in their historical evolution;
- Knowing how to compose relationships in a correct way from the point of view of historical research;
- Knowing how to document what is produced in a precise and pertinent way.
5. Learning Skills
At the end of the course the students will have to:
- Being able to deal with historical research individually;
- To find historical sources and to know how to analyze them;
- To identify, in the various cultural and educational models present in history, reflections, methods and examples valid for their activity.

PRIMARY SCHOOL
1. Knowledge and Understanding
By the end of the course the student will be able to:
- Know the main stages of the evolution of pedagogical thought and of the main authors who have marked the history of pedagogy, especially those who have dealt with primary school;
- know the main theoretical models of education in the primary school established over time and the consequent educational-didactic practices that;
- know the evolution of different ways of teaching learning throughout history;
- know the characteristics of the master in different periods;
- Know organizational and evaluation techniques of the primary school context ;
- know the evolution of the consideration of the """"different"""" in the school system: from exclusion to inclusion.
2. Applying Knowledge and Understanding
By the end of the course the student will be able to:
- critically compare the various educational models of primary school present in history, their complexity and current reality;
- understand historical-pedagogical texts and to place them in time;
- grasp the permanencies and absences in the current world in the evolution of pedagogical thought in order to bring out the lines of continuity that link the various eras;
- To be capable of a historical sense and of a scientific approach in reading the present and of contextualizing the various sources.
3. Making Judgments
At the end of the course the students will have to demonstrate:
- Ability to critically analyze historical educational models and to grasp the positive aspects of past and present;
- Ability to overcome some prejudices and preconceptions of the present and the past;
- Having the capacity for a scientific approach in historical-pedagogical research.
4. Communication Skills
At the end of the course the students will have to:
- Knowing how to consciously use the specific terms / concepts in their historical evolution;
- Knowing how to compose relationships in a correct way from the point of view of historical research;
- Knowing how to document what is produced in a precise and pertinent way.
5. Learning Skills
At the end of the course the students will have to:
- Being able to deal with historical research individually;
- To find historical sources and to know how to analyze them;
- To identify, in the various cultural and educational models present in history, reflections, methods and examples valid for their activity.

Prerequisites and basic notions

No specific requirements are necessary.

Program

The following topics will be covered during the course: outline of the history of pedagogy and education between the eighteenth and nineteenth centuries: Rousseau and Pestalozzi, Froebel and the kindergarten, Rosmini and the method. The figure of the teacher and the teacher and their training. History of pedagogy in the 19th and 20th centuries. John Dewey and the theory of experience. Maria Montessori: scientific pedagogy and the children's home. Giovanni Gentile and pedagogy as philosophy. The Gentile Reform. Antonio Gramsci and the organic intellectual. Jacques Maritain and integral humanism. Lorenzo Milani and the Barbiana school. Paul Freire and the pedagogy of the oppressed. Ivan Illich and the deschooling of society. Teacher Mario Lodi. Focus on the local context: teacher Mario Mazza. Main legislative texts from the Unification of Italy to today.

Bibliography

Didactic methods

The teaching will be delivered through frontal lessons and collective discussions on original texts of the authors treated, in order to allow students to find within the texts themselves the inspiring principles of each pedagogical vision proposed by the corresponding author, with a particular attention to the construction of an active, critical and aware learning. The recorded videos of the lessons will be usable by the students, during which ppt presentations will be used, also usable by the students.

Learning assessment procedures

The male and female student is required to produce a paper on the text of their choice selected from those in the bibliography. Outline of the drafting structure of the thesis will be provided by the teacher. The exam will consist of a written test (with closed questions) on the topics of the course and an oral interview which, starting from the above personal paper, will range over the contents of the course and will be evaluated out of thirty. Students who obtain a minimum score of 18/30 in the written test will be admitted to the oral test. The exam procedure is the same for both attending and non-attending students.

Evaluation criteria

In addition to the knowledge of the topics covered by the course, the ability to summarize and the ability to argue in a logical, coherent and personal way will be evaluated.

Criteria for the composition of the final grade

The final grade, expressed out of thirty, consists of the average of the grade obtained in the written test and that obtained in the oral interview.

Exam language

Italiano