OVERVIEW

General Pedagogy is a discipline which investigates general and individualized subject-centered educational processes to interpret and plan learning pathways that promote personal development. School and the increasingly various familiar environments remain fundamental seats for education, but they have been facing the more and more invasive and effective influence of the media Pedagogy should offer consequent answers to.

AIMS AND CONTENT

LEARNING OUTCOMES

Highlighting the contribution of all those disciplines that constitute themselves as irreplaceable sources of the conditions for human education and educability and focusing on the specific role of Pedagogy as the science that interpretively and prospectively synthesizes all the knowledge about the human in an educational perspective. Understanding, through an approach that encourages questioning, interpretation and historical awareness, key topics for the pedagogical action: pedagogy of relationship, major educational models, the encounter between Pedagogy and the main personality theories, active learning methods, observation in a pedagogical perspective, pedagogical training for educational roles, the contribution of orienteering and evaluation towards a pedagogy of individualization.

AIMS AND LEARNING OUTCOMES

Acquiring the awareness of the fundamentals of Pedagogy and Educational Sciences.

Maturing through specific disciplinary contents the congruence of one’s own course of study.

Deeply understanding the interdisciplinarity that links Pedagogy to the other Human Sciences.

Using pedagogical knowledge to test one’s own professional objectives within the field of Human Sciences.

Orienting one’s own choices towards consequent pathways compared to personal interests, attitudes and inclinations.

Probing one’s own propensity for the pedagogical perspective within the field of social professions.

Verifying one’s own disposition to teach and undertake educational relationships.

TEACHING METHODS

DIDACTIC METHODS

The prevalent didactic method is the university lesson ex cathedra. Traditional academic lessons however alternate with seminars and workshops which require students to participate actively. The attendance to the lessons is particularly appreciated and valued with a specific test on the topics learned during the course (see assessment methods).

SYLLABUS/CONTENT

Contents for students who are taking the 6 CFU course

Introduction to General Pedagogy: fundamentals of Pedagogy interdisciplinary relationships with the other Human Sciences.
Introducing to the fundamentals of General Pedagogy, the course aims to highlight the contribution of all those disciplines that contribute to define and realize the best conditions for education and to focus on the specific role of Pedagogy as the science that seeks the essential “sense directions” of the educational action.

Contents for students who are taking the 9 CFU course

Module 1: see contents of the 6 CFU course
Module 2: The hidden aspects of education: relational dimensions and learning processes
 

Module 2 
The module explores the theme of the underlying dimensions of the educational experiences throughout the life cycle and in different contexts in order to catch their hidden potential and thus to plan more efficient learning pathways.

RECOMMENDED READING/BIBLIOGRAPHY

Bibliography for students who are taking the 6 CFU course

A text among:

D. BRUZZONE, Farsi persona. Lo sguardo fenomenologico e l’enigma della formazione, FrancoAngeli, Milano, 2012.

G. CHIOSSO, Novecento pedagogico, La Scuola, Brescia, 2005 (indicato per coloro che desiderino approfondire le linee principali della pedagogia del Novecento).

G. CHIOSSO, Pedagogia contemporanea, La Scuola, Brescia, 2016.

Bibliography for students who are taking the 9 CFU course

A text among:

V. IORI, D. BRUZZONE (a cura di), Le ombre dell’educazione. Ambivalenze, impliciti, paradossi, FrancoAngeli, Milano, 2015.

A. BAINBRIDGE, L. WEST, Psychoanalysis and Education. Minding a gap, Karnac Books, London, 2012, trad. italiana di A. I. DADDI: Educazione e psicoanalisi. Un dialogo da riavviare, IPOC, Milano, 2017.

A. POTESTIO, F. TOGNI, Bisogno di cura, desiderio di educazione, La Scuola, Brescia, 2011.

Not attending students are required to read a pedagogical classic or a further text among

G. BERTAGNA, Lavoro e formazione dei giovani, La Scuola, Brescia, 2011, anche on line.

A. CAMPODONICO, L. MAURO (a cura di), “In-formare” l’uomo. Percorsi attraverso la Paideia ieri e oggi, FrancoAngeli, Milano, 2011.

G. CIVES, P. TRABALZINI, Maria Montessori tra scienza, spiritualità e azione sociale, Anicia, Roma, 2017.

D. DEMETRIO, L’Educazione non è finita, Raffaello Cortina, Milano, 2009.

L. MALUSA, O. ROSSI CASSOTTANA, Le dimensioni dell’educare e il gusto della scoperta nella ricerca, A. Armando, Roma, 2011.

P. MALAVASI, Pedagogia dell’ambiente, ISU, Milano, 2005 (indicato per gli Studenti di Scienze umane dell’ambiente).

B. CAMBIAGHI, G. PORCELLI, L’insegnamento della lingua straniera nei primi due anni della scuola secondaria superiore, La Scuola, Brescia, 1994.

A. POTESTIO, Un altro Émile. Rilettura di Rousseau, La Scuola, Brescia, 2013.

O. ROSSI CASSOTTANA, Giuseppina Pizzigoni e la “Rinnovata” di Milano, La Scuola, Brescia, 2004 (la rilettura di un’esperienza pedagogico-scolastica all’avanguardia secondo un percorso di ricerca tra le Università di Genova e di Milano e la Scuola Rinnovata).

O. ROSSI CASSOTTANA, Nuove consapevolezze e permanenze di problematicità nell'identità della storia della pedagogia. Per una lettura in filigrana delle svolte dalla metà degli anni Settanta ad oggi, in H. A. CAVALLERA (a cura di), Eventi e studi. Scritti in onore di Hervé Cavallera, volume I, Pensa Multimedia, Lecce-Brescia, 2017, pp. 325-356 (particolarmente indicato per gli Studenti di Storia, Filosofia e Lettere).

I. VANNINI, Come cambia la cultura degli insegnanti. Metodi per la ricerca empirica in educazione, FrancoAngeli, Milano, 2012.

TEACHERS AND EXAM BOARD

Exam Board

OLGA ROSSI (President)

ANDREA IGNAZIO DADDI

ALBERTO GRECO

STEFANIA ZANARDI

LESSONS

LESSONS START

Thursday 27th February 2018, 9-11 a.m., Room 6, Via Balbi 2.

Class schedule

GENERAL EDUCATION SCIENCES

EXAMS

EXAM DESCRIPTION

EXAMINATION COMMITTEE

65137 – GENERAL PEDAGOGY 
Alberto Greco 
Olga Rossi (President)
Stefania Zanardi

EXAM SESSIONS

ASSESSMENT METHODS

The course includes ongoing assessment tests. Final examination consists in an oral exam for both attending and not attending students. Attending students can take a written test on the contents of the lessons and then conclude their examination orally with a question on a selected text. A written and oral exam is a chance for students to test different abilities allowing the professor an overall and targeted evaluation. Not attending students will be assessed through the oral exam only.

Exam schedule

FURTHER INFORMATION

Students who regularly attend classes may use their course notes as study material which partially replaces the texts. For these students a part of the course can be held in a written form. Students interested into teaching are suggested to attend actively lessons and workshops and to study a text belonging to module 1, a volume from module 2 and a further reading of a pedagogical classic or an essay about educational experiences in the contemporary school (see modules 1, 2 and suggested texts). Seminars on Pedagogy in school, in society and within companies will be held. Workshops on educational relationship and on the relation between Pedagogy and Psychoanalysis will host different lecturers:

• D. Bruzzone (on V. Frankl approach)
• G. Nasta and G. Belgrano (on C. Rogers person-centered approach)

M. Amore, E. Maura and A. I. Daddi on the relationship between Psychoanalysis and Education.