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

AIMS

1. Acquiring the awareness of the fundamentals of Pedagogy and Educational Sciences.
2. Deeply understanding the interdisciplinarity that links Pedagogy to the other Human Sciences.
3. Assimilating the specific disciplinary language and consolidating one's own general linguistic skills.
4. Maturing through specific disciplinary contents the congruence of one’s own course of study.
5. Using pedagogical knowledge to test one’s own professional objectives within the field of Human Sciences.
6. Orienting one’s own choices towards consequent pathways compared to personal interests, attitudes and inclinations.
7. Probing one’s own propensity for the pedagogical perspective within the field of social professions.
8. Verifying one’s own disposition to teach and undertake educational relationships.

LEARNING OUCOMES

At the end of the course students should be able to:

1. present main figures and schools of Pedagogy; identify multidisciplinary references of educational dimensions; recognize the fundamental argumentative structures of pedagogical discourse;
2. analyse and revise the concepts studied, linking themes, authors and currents of thought; apply fundamental pedagogical concepts to different educational contexts;
3. develop a critical awareness in the educational field; express autonomously and reflexively one's own thought about pedagogical knowledge acquired;
4. get a pedagogical lexicon fit to guide a basic analysis of the educational issues; communicate both in oral and written form one's own knowledge and reflections about pedagogical themes;
5. interpret critically and probematically the fundamental pedagogical concepts even evaluating their impact on one's own life projects.

PREREQUISITES

1. Interest in the subject area.
2. Motivation to know the identity formation processes and the strategies to optimize them.
3. Personal disposition to investigate how learnings are acquired and competences are developed.
4. No previous pedagogical knowledge is required.

TEACHING 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.

The following topics will be developed:

Definition of General Pedagogy and Educational Sciences.

Pedagogical epistemology and hermeneutics: analysis and interpretation of fundamental pedagogical concepts.

The significant contribution of Deweyan theory to Pedagogy, Didactics and Pedagogical Epistemology. The relationship between Pedagogy and its sources towards a composite and founded interdisciplinarity.

The origins of 'Scientific Pedagogy'. First Positivism, Human Sciences and psychopedagogical school experiences.

Educational methodologies of active teaching and learning.

Pedagogical Activism and "New Schools" Movement: the 'Copernican Revolution' in Pedagogy. Some emblematic figures: Montessori, Decroly, Pizzigoni, Claparède, Piaget.

Main educational settings. Families, schools and spread education.

The educational relationship: its genesis and its development in the first six years of life. From desire-based to rule-based relationship.

The pedagogical observation.

Dimensions of teaching profession. Teachers' training, scholastic rules and fundamentals of teaching profession.

The process of educational orienteering.  From selection to socio-psycho-diagnostic orienteering to educational orienteering and its current developing lines. Main personality factors involved in orienteering. The evolution of 'vocational maturity'.

Different kinds of educational research. Main research methodologies. Nomothetic and clinical approaches.

Theory of Empathy and its contribution to Pedagogy and Didactics. Carl Rogers and the 'facilitator teacher'.

Integration and inclusion processes at school. Historical foundations of Special Education. The emerging of Special Educational Needs.

Contents for students who are taking the 9 CFU course

Module I: see contents of the 6 CFU course
Module II: Identity education in the contemporaneity.

Module II of the course is focused on the examination and interpretation of those educational paths that lead to recognition and youth's identity construction.

The following topics will be developed:

The importance of Identity in Education. Socio-cultural dispersion, personological aspects and educational processes.

The genesis of the Ego. The Theory of Ego Autonomy and its relevance in contemporary Pedagogy.

Different relational theories' contribution to the construction of Identity.

The role of education in the identity development.

Educational influences on the identity processes. Assesment, peer-evaluation and observation of cognitive styles. The role of the school in the construction and recognition of Self. The inner quest of meaning.

Personological autonomy as main educational goal. Autonomy in the different schools: Systemics, Phenomenology, Psychoanalysis, Humanistic Psychology and Comportamentism.

E. H. Erikson, its theory and its influence in Pedagogy. The psycho-social model of the genesis of personality and its pedagogical interpretation. The importance of the 'significant relationships'. 

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, 2012 (indicato per coloro che desiderino approfondire le linee principali della pedagogia del Novecento).

G. CHIOSSO, La pedagogia contemporanea, La Scuola, Brescia, 2015.

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

A. BAINBRIDGE, L. WEST, Educazione e psicoanalisi. Un dialogo da riavviare, trad. it. di A. I. DADDI, IPOC, Milano, 2017.

A. CALVANI, Come fare una lezione inclusiva, Carocci, Roma, 2018 (il volume avvicina gli Studenti interessati all'orientamento o i futuri docenti ad avviare con successo l'inserimento di soggetti diversamente abili).

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.

L. MALAVASI, Pedagogia dell’ambiente, EDUCatt Università Cattolica, Milano, 2005.

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

D. MESSINA, L. DANIELI, A scuola di autobiografia, Mimesis, Milano-Udine, 2018.

G. PORCELLI, Insegnamento della lingua straniera nei primi due anni della scuola secondaria superiore, La Scuola, Brescia, 1995.

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, Pensamultimedia, 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.

Bibliography for students who are taking the 9 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, 2012 (indicato per coloro che desiderino approfondire le linee principali della pedagogia del Novecento).

G. CHIOSSO, La pedagogia contemporanea, La Scuola, Brescia, 2015.

A text among:

N. GALLI (a cura di), L’educazione tra identità e alterità, «Pedagogia e vita. Rivista di problemi pedagogici educativi e didattici», numero monografico 69/2011, La Scuola, Brescia, 2014.

L. GIANNANDREA, Traiettorie del sé. Dispositivi per la costruzione dell’identità nei percorsi di formazione, FrancoAngeli, Milano, 2012.

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

A. BAINBRIDGE, L. WEST, Educazione e psicoanalisi. Un dialogo da riavviare, trad. it. di A. I. DADDI, IPOC, Milano, 2017.

A. CALVANI, Come fare una lezione inclusiva, Carocci, Roma, 2018 (il volume avvicina gli Studenti interessati all'orientamento o i futuri docenti ad avviare con successo l'inserimento di soggetti diversamente abili).

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.

L. MALAVASI, Pedagogia dell’ambiente, EDUCatt Università Cattolica, Milano, 2005.

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

D. MESSINA, L. DANIELI, A scuola di autobiografia, Mimesis, Milano-Udine, 2018.

G. PORCELLI, Insegnamento della lingua straniera nei primi due anni della scuola secondaria superiore, La Scuola, Brescia, 1995.

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, Pensamultimedia, 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

Tuesday 12th February 2019, 9-11 a.m.

Lessons End 14th May 2019.

Class schedule

GENERAL EDUCATION SCIENCES

EXAMS

EXAM DESCRIPTION

The course includes ongoing assessment tests.

Final examination consists in an oral exam for both attending and not attending students.

ASSESSMENT METHODS

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.

Both in written and oral examination will be assessed the general exposition, the use of disciplinary lexicon and concepts, the acquired knowledge and the peculiar ways of interpreting educational phenomena.

Written exam assessment is always personalized and detailed in:

acquired contents;

previous cultural skills, if emerging;

pedagogical interpretative capabilities;

acquired disciplinary lexicon and concepts;

clear exposition in Italian.

The general assessment, articulated in more specific evaluations, is expressed in thirties and it corresponds to the 70/80 per cent of the overall judgement. Written exam assessment and its summary offer to the students specified responses on the pedagogical abilities acquired and represent powerful motivational factors. 

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 I, a volume from module II and a further reading of a pedagogical classic or an essay about educational experiences in the contemporary school (see modules I, II and suggested texts).

Seminars on Pedagogy in school, in society and within companies will be held. Workshops on educational relationship, pedagogical phenomenology, strategies for identity education at school and biographical methods in education will host different lecturers: D. Bruzzone, E. Musi, D. Messina. Students will be involved in a workshop on C. Rogers person-centered approach thanks to the participation of G. Nasta and G. Belgrano. The relation between pedagogy and psychoanalysis will be discussed with M. Amore, E. Maura and A. I. Daddi. For those interested in history of education will be organized a conference with H. Cavallera.

LESSONS TIMETABLE

Tuesday         9-11 a.m.

Wednesday    3-5 p.m.

Thursday        2-4 p.m.