OVERVIEW

Psychopedagogy is a boundary discipline between General Pedagogy, Didactics and Psychology, whose research data is used in a well-founded relationship. Belonging to ssd M-PED/01, it reconstructs the educational event in its realization and designs its optimization through prevalent pathways of “research-action” without ever neglecting its historical foundation in the movement of pedagogical activism of beginning ‘900.

AIMS AND CONTENT

LEARNING OUTCOMES

It is a border discipline between Pedagogy and Psychology that aims to identify the specificity of educational events and to study the peculiar contribution of the psychopedagogical research. This sector investigates its origins, its developments and its more recent outcomes according to a historical perspective, nevertheless it is intended to elaborate even operating projects in the fields of Didactics and Adult Education. The educational objectives want to make students critically aware of a knowledge that, originally focused on the study of school issues, is now open to all educational areas (even occasional) paying particular attention to the intertwining of emotional and cognitive factors.

AIMS AND LEARNING OUTCOMES

AIMS

1. Acquiring the awareness of the fundamentals of Psychopedagogy.
2. Deeply understanding the interdisciplinarity of Psychopedagogy.
3. Mastering in a congruent way the specific methodologies Psychopedagogy makes use of both in the research field and in its operative dimensions.
4. Maturing through specific disciplinary contents the congruence of one’s own course of study.
5. Using psychopedagogical 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 psychopedagogical dimension of socio-cultural professions.
8. Verifying one’s own disposition to teach.
9. Acquiring specific psychopedagogical skills to participate in public competitions for teachers in the secondary school.
10. Allowing students to grasp the relevance of the affective-emotional register and of the unconscious dynamics in the context of training processes.

LEARNING OUTCOMES

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

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

PREREQUISITES

1. Although specific prerequisites are not established by the educational program of the Master Degree in Philosophical Methodologies, a previous basic knowledge in Pedagogy and Human Sciences is recommended.
2. Interest in the subject area.
3. Motivation to know the epistemologic, historical, learning and applicative aspects of Psychopedagogy.
4. Personal disposition to get educational knowledge relating to teaching.
5. Personal disposition to investigate how learnings are acquired and competences are developed.

TEACHING METHODS

The prevalent didactic method is the university lesson ex cathedra.

Traditional academic lessons however alternate with seminars and workshops that involve education professionals and require students to participate actively as well as with ‘dialogue lessons’ between scholars and ‘field-lessons’ at educational institutions psychopedagogically relevant.

SYLLABUS/CONTENT

• Contents for students who are taking the 6 CFU course

Foundations of Psychopedagogy: theories and practices.

The course aims to outline the foundations of psychopedagogy as a pedagogical discipline attentive to the multiple psychological factors always at play in the educational event, within the various formative contexts and in every season of life, paying particular attention to the processes of teaching-learning at school, the professional training of the teacher and the dimensions of life-long, life-wide and life-deep education.

The following topics will be developed:

The epistemological status of Psychopedagogy

Historical phases, protagonists and main perspectives of Psychopedagogy.

Methodologies of psychopedagogical research.

Planning, implementing, managing and assessing educational interventions.

Psychopedagogy and Didactics: Psychopedagogy at school.

Elements of Special Psychopedagogy.

Psychopedagogical training for teachers.

The psychopedagogical nature of orienteering in its many forms.

Lifelong learning and Psychopedagogy.

Pedagogical supervision and counseling.

• Contents for students who are taking the 9 CFU course

Module I: see contents of the 6 CFU course

Module II: Principles of ‘Depth Psychopedagogy of Affections’ for “good enough” teachers and trainers.

Principles of ‘Depth Psychopedagogy of Affections’ for “good enough” teachers and trainers.

The module is dedicated both to the deepening of psychoanalytic contributions to the educational research and practice and to the exam of the complex historical relationship between Depth Psychologies and Pedagogy, from Freudian theories and the movement of the so called “Psychoanalytic Pedagogy” to the more recent attempts of a mature dialogue aimed at enriching the training of future teachers, teachers in service and all other education professionals as well as at fostering the development of adequate skills and competences within a Psychopedagogy ‘of emotions and affections.

The following topics will be developed:

Between Education and Care: the pedagogical value of Depth Psychologies.

Psychoanalysis as an instrument of knowledge of psychic early and continuous development for educational purposes.

The educational and didactic relationship in a psychoanalytic perspective.

Personal psychic experiences and motivation for teaching and training.

Unconscious and latent dimensions in education.

History and current perspectives of the relationship between Psychoanalysis and Pedagogy.

The role of emotions and affects in teaching-learning processes and personality formation.

RECOMMENDED READING/BIBLIOGRAPHY

• Bibliography for students who are taking the 6 CFU course

A text among:

L. CISOTTO, Psicopedagogia e didattica. Processi di insegnamento e di apprendimento, Carocci, Roma, 2005.

L. CLARIZIA, Psicopedagogia dello sviluppo umano. Una prospettiva relazionale, Edisud, Salerno, 2005.

N. FILOGRASSO, Lezioni di psicopedagogia, FrancoAngeli, Milano, 2008.

An essay or an article among:

A. REZZARA, L’esperienza della valutazione, in F. CAPPA (a cura di), Metodo e qualità dell’esperienza scolastica, FrancoAngeli, Milano, 2014.

O. ROSSI CASSOTTANA, Identità e orientamento. La svolta nella dimensione progettuale dalla giovinezza all’adultità, in A. BOBBIO (a cura di), Pedagogia del dialogo e relazione d’aiuto. Teorie, azioni, esperienze, Armando, Roma, 2012.

O. ROSSI CASSOTTANA, Il bambino scienziato tra scienza e didattica montessoriana: il punto di vista della pedagogia, in “Vita dell’Infanzia”, 5/6, 7/8, 2008.

A reading among:

D. BRUZZONE, Carl Rogers. La relazione efficace nella psicoterapia e nel lavoro educativo, Carocci, Roma, 2007.

L. MORTARI, Ricercare e riflettere. La formazione del docente professionista, Carocci, Roma, 2011.

Not attending students are required to read both the texts cited above.

• Bibliography for students who are taking the 9 CFU course

A text among:

L. CISOTTO, Psicopedagogia e didattica. Processi di insegnamento e di apprendimento, Carocci, Roma, 2005.

L. CLARIZIA, Psicopedagogia dello sviluppo umano. Una prospettiva relazionale, Edisud, Salerno, 2005.

N. FILOGRASSO, Lezioni di psicopedagogia, FrancoAngeli, Milano, 2008.

Moreover, for module II, is required the study of a text among:

A. BAINBRIDGE, L. WEST (a cura di), Educazione e psicoanalisi. Un dialogo da riavviare, tr. it. di A. I. DADDI, Ipoc, Milano, 2017 (only if the volume has not already been taken to the examination of General Pedagogy).

M. FABBRI, Il transfert, il dono, la cura. Giochi di proiezione nell’esperienza educativa, FrancoAngeli, Milano, 2016.

M. G. RIVA, Il lavoro pedagogico come ricerca dei significati e ascolto delle emozioni, Guerini Scientifica, Milano, 2004.

M. PESARE, Il soggetto barrato. Per una psicopedagogia di orientamento lacaniano, Mimesis, Milano-Udine, 2018.

A reading among:

A. BOBBIO (a cura di), Pedagogia del dialogo e relazione d’aiuto. Teorie, azioni, esperienze, Armando, Roma, 2012.

D. BRUZZONE, Carl Rogers. La relazione efficace nella psicoterapia e nel lavoro educativo, Carocci, Roma, 2007.

F. CAPPA (a cura di), Metodo e qualità dell’esperienza scolastica, FrancoAngeli, Milano, 2014.

D. DEMETRIO, La scrittura clinica. Consulenza autobiografica e fragilità esistenziali, Cortina, Milano, 2008.

R. MADERA, La carta del senso. Psicologia del profondo e vita filosofica, Cortina, Milano, 2012.

C. MIRABELLI, A. PRANDIN (a cura di), Philo. Una nuova formazione alla cura, Ipoc, Milano, 2015.

L. MORTARI, Ricercare e riflettere. La formazione del docente professionista, Carocci, Roma, 2011.

M. PALMA (a cura di), Consulenza pedagogica e Clinica della formazione, FrancoAngeli, Milano, 2017.

F. PERGOLA, Un insegnante quasi perfetto. Ascoltare la relazione per crescere insieme, FrancoAngeli, Milano, 2016.

S. ULIVIERI STIOZZI, Sàndor Ferenczi «educatore». Eredità pedagogica e sensibilità clinica, FrancoAngeli, Milano, 2013.

Not attending students are required to read two texts among the ones cited above and two articles among:

E. BIFFI, Un incontro inatteso: pedagogia e psicoanalisi nell’opera di Piero Bertolini, “Encyclopaideia. Journal of phenomenology and education”, n. 20(45), 2016 (available on line).

A. I. DADDI, Per una pedagogia psicoanalitica: destino di un'utopia e nuovi ambiti di sperimentazione. Considerazioni ed ipotesi sui rapporti tra pedagogia e psicoanalisi, in "International Journal of Psychoanalysis and Education", n. 3/2011 (available on line).

L. FORMENTI, Autobiografia e cura: quando la scrittura ci trasforma, in “Ricerca psicoanalitica”, n. 3/2014.

J. ORSENIGO, S. ULIVIERI STIOZZI, La Clinica della formazione in Italia, in “Cliopsy. Clinique d’orientation psychanalytique dans le champ de l’éducation et de la formation”, n. 20/2018 (available on line).

O. ROSSI CASSOTTANA, Il bambino scienziato tra scienza e didattica montessoriana: il punto di vista della pedagogia, in “Vita dell’Infanzia”, 5/6, 7/8, 2008.

TEACHERS AND EXAM BOARD

Exam Board

ANDREA IGNAZIO DADDI (President)

ALBERTO GRECO

OLGA ROSSI

STEFANIA ZANARDI

LESSONS

LESSONS START

Monday 23rd September 2019

Class schedule

EDUCATIONAL PSYCOLOGY

EXAMS

EXAM DESCRIPTION

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

To the attending students is reserved the chance to take part of the exam with a specific written test on the topics learned during the course.

ASSESSMENT METHODS

Attending students can take an on-going written test with open questions on the contents of the lessons. The judgment on the written test, expressed in thirties, corresponds to the 50 % of the overall evaluation. 

The written test will be considered valid only until the last appeal of the academic year in which it was sustained.

Attending students will also be invited to present a personal work on a theme agreed with the teacher and then conclude their examination orally on a selected text.

Attending to the lessons (65-70%) and taking the written test allow to reduce the teaching load to two texts; further oral presentation reduces the teaching load to a text.

Not attending students will be assessed only through the oral exam on all the texts suggested.

Both in written and oral examination will be assessed:

• the understanding and mastering of specific disciplinary contents;
• the ability to organize and expose knowledge;
• lexical correctness and appropriateness;
• the ability of critical judgment on the topics studied;
• the ability to integrate in a founded and autonomous way what studied with one’s own cultural heritage.

Exam schedule

FURTHER INFORMATION

Any additional materials will be provided by the teacher during the lessons and will be made available on AulaWeb.

Iscription to AulaWeb is recommended.

Students who regularly attend classes may use their course notes as study material that partially replaces the texts.

Not attending students are invited to contact the teacher.

LESSONS TIMETABLE

Monday        3-5 p.m.

Tuesday       5-7 p.m.

Friday          11-13 a.m.