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 (see O. Rossi Cassottana).

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.

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  that require students to participate actively.

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.

The following topics will be developed:

The historical phases of affirmation of Psychopedagogy and the great figures of educators.

Methodologies of psychopedagogical research.

Psychopedagogy at school: motivation and cognitive styles, planning and strategic dimension, evaluation and assessment, orienteering.

Special Psychopedagogy and inclusive education.

Psychopedagogical training for teachers.

The Psychopedagogy of human development.

Contents for students who are taking the 9 CFU course

Module I: see contents of the 6 CFU course

Module II: Psychopedagogy and didactics of Human Sciences

Psychopedagogy and didactics of Human Sciences

The module investigates the main implications of learning theories in education. Particular attention will be given to teaching human sciences in secondary school.

The following topics will be developed:

Learning and teaching processes.

Teaching in the knowledge society​.

Human Sciences, Social Sciences, Educational Sciences.

Pedagogy and the paradigm of Educational Sciences​.

The teacher of Human Sciences​.

Methodological-didactic models in the teaching of Human Sciences​.

The teaching of Human Sciences and its relationship with Philosophy.

RECOMMENDED READING/BIBLIOGRAPHY

Bibliography for students who are taking the 6 CFU course

Two texts 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.

M. LAZZARI, Istituzioni di tecnologia didattica, Studium, Roma, 2017.

Not attending students are required to read another text among:

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 online).

O. ROSSI CASSOTTANA,Riprogettarsi per rimotivarsi: nuovi 'spazi mentali' per la professione docente, in  "Il Nodo. Scuole in rete", n. 42/2012 (available online).

O. ROSSI CASSOTTANA, Farsi ed essere persona meta imprescindibile della pedagogia del XXI secolo. Riflessioni e tracciati per una progettualità condivisa famiglie-scuola, in "Il Nodo. Scuole in rete", n. 44/2014 (available online).

A. I. DADDI, ‘Educare ad educare’. Storie di vita, fiabe per adulti e “pedagogia psicoanalitica” in azione, in "International Journal of Psychoanalysis and Education", n. 1/2016 (available online).

Bibliography for students who are taking the 9 CFU course

Two texts 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.

M. LAZZARI, Istituzioni di tecnologia didattica, Studium, Roma, 2017.

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

M. T. MOSCATO, Insegnare scienze umane, Clueb, Bologna, 2007.

Il nuovo Liceo di Scienze umane, in “Studium Educationis”, 1/2013, 151 pp. (available online).

Not attending students are required to read another text among:

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 online).

O. ROSSI CASSOTTANA,Riprogettarsi per rimotivarsi: nuovi 'spazi mentali' per la professione docente, in  "Il Nodo. Scuole in rete", n. 42/2012 (available online).

O. ROSSI CASSOTTANA, Farsi ed essere persona meta imprescindibile della pedagogia del XXI secolo. Riflessioni e tracciati per una progettualità condivisa famiglie-scuola, in "Il Nodo. Scuole in rete", n. 44/2014 (available online).

A. I. DADDI, ‘Educare ad educare’. Storie di vita, fiabe per adulti e “pedagogia psicoanalitica” in azione, in "International Journal of Psychoanalysis and Education", n. 1/2016 (available online).

TEACHERS AND EXAM BOARD

Exam Board

STEFANIA ZANARDI (President)

OLGA ROSSI

ANDREA IGNAZIO DADDI (Substitute)

LESSONS

LESSONS START

Monday 27th September 2021

Class schedule

EDUCATIONAL PSYCOLOGY

EXAMS

EXAM DESCRIPTION

Oral exam. The exam lies in an interview on the themes treated in the course.

ASSESSMENT METHODS

The oral exam aims to evaluate:

- the understanding and mastering of specific disciplinary contents (max 15/30);

- the ability to organize and expose knowledge (max. 5/30);

- lexical correctness and appropriateness (max. 5/30);

- the ability of critical judgment on the topics studied (max. 5/30).

Exam schedule

FURTHER INFORMATION

Further materials will be furnished by the teacher during lessons and will be published on AulaWeb.

Students who can't attend the lessons are requested to send an email to:  stefania.zanardi@unige.it       zanardiunige@gmail.com

LESSONS TIMETABLE

Monday 5-7 p.m.

Tuesday 5-7 p.m.

Friday 5-7 p.m.