OVERVIEW

This course provides the basic outlines of the history of education from antiquity to the present, with particular attention to the history of imaginary. Imaginary seen as universe of symbols, metaphors, narratives, myths, conceptions and beliefs in which every civilization is immersed.

AIMS AND CONTENT

LEARNING OUTCOMES

The main course objective is providing specific knowledge and analytical tools to understand how the the history of education and educational institutions are inherently connected to civil life. The course also aims methodological tools on finding sources and construing educational models.

LEARNING OUTCOMES (FURTHER INFO)

For all study classes
- knowledge of principal approaches to the history of education
- acquisition of suitable disciplinar knowledges
- Ability to identify the specific features of different historical ages

Primary Teacher Education

The specific objectives for the kindergarten primarily refer to retrieval, analysis, interpretation and use of narrative sources (books, cartoon, apps, etc.) for children aged 3 to 6 years.

The specific objectives for primary school mainly refer to retrieval, analysis, interpretation and use of narrative sources (books, cartoon, apps, etc.) for children aged 3 to 6 years.

TEACHING METHODS

The lectures involving the use of multimedia devices. Approximately the 5 or 10% of sources used in lectures will be in English.

SYLLABUS/CONTENT

This course provides the basic outlines of the history of education from antiquity to the present, with particular attention to the history of imaginary. Education, in fact, lives in the imaginary and in his inhabit the imaginary - seen as universe of symbols, metaphors, narratives, myths, conceptions and beliefs in which every civilization is immersed – constantly confronts historical, philosophical, anthropological, social and, more generally, cultural context that produced it. The lectures will try to demonstrate as everything happens in society is reflected in education (and in educational institutions) and how the history is intrinsically linked to every aspect of our lives: even everyday objects, characters and usual situations  contain traces of our past. On the other hand, nothing completely disappears from our imaginary and residual traces of past educational models remain - transformed or reinterpreted by different generations - even in contemporary age.

RECOMMENDED READING/BIBLIOGRAPHY

Primary Teacher Education (8 cfu)

• R. Farné, Iconologia e didattica, Zanichelli, 2002;
• W. Fochesato, Il gioco della guerra, Interlinea, 2015;
• A. Antoniazzi, Dai Puffi a Peppa Pig, Carocci, 2015;
• A. Antoniazzi, La scuola tra le righe, ETS, 2015.

The material on aulaweb is an integral part of the program.

Pedagogical and Educational Sciences (6 cfu)

• R. Farné, Iconologia e didattica, Zanichelli, 2002;
• W. Fochesato, Il gioco della guerra, Interlinea, 2015;
• A. Antoniazzi, Dai Puffi a Peppa Pig, Carocci, 2015;

The material on aulaweb is an integral part of the program.

On request, it is possible to take the exam in English (with English books)

TEACHERS AND EXAM BOARD

Exam Board

ANNA ANTONIAZZI (President)

GIUSEPPE PAOLO PINO BOERO

LESSONS

LESSONS START

October 24, 2016

Class schedule

HISTORY OF EDUCATION AND SCHOOL

EXAMS

EXAM DESCRIPTION

Oral examination

ASSESSMENT METHODS

Assessment of the knowledge acquired through the study of scheduled present texts and materials available on aulaweb

• understanding of the topics;
• analytical skills;
• language skills;
• use of specific terminology;
• critical and interpretive skills.   

Exam schedule

FURTHER INFORMATION

Non-attending students will have to agree an integrative program.