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.
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
LEARNING OUTCOMES
At the end of the course Students should be able to:
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).
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'.
The pedagogy of the school in the historical phases of greatest historical-pedagogical-didactic importance.
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: Introduction to General Pedagogy: fundamentals of Pedagogy interdisciplinary relationships with the other Human Sciences. Module II: “Reinventing the School”
“Reinventing the school”, proposed by Giuseppe Bertagna as the central theme of the Pedagogy in the contemporary world is almost a ‘daily diary' of the needs of a School Pedagogy that should have been renewed in previous decades and awaits, today, aware and targeted responses. The module proposes a visual angle that centralizes the Pedagogy of the School, paying attention that in the post-covid cultural season the school can propose itself in its own fundamental values “of symbolic space of relationship and construction of knowledge” (P. Meireiu). The module proposes an angle of view that recentralizes the Pedagogy of the School, paying attention that - in the cultural season-after covid- the school can propose itself in its own fundamental values “of symbolic space of relationship and construction of knowledge” (P. Meireiu), of encounter, we could say of blending between old and new methodologies that do not fall, however, in the pitfalls of technological technicality and didacticism. The relationship between Students and Teachers, in the background of a wider pedagogical alliance with the families, although ‘played’ in different ways, and the sharing of the sense of what is learned represent the fulcrum of rethinking the school beyond all “school productivism” towards an authentic effectiveness of the teaching-learning processes, always accompanied by a deep awareness of human communication.
The centrality of School Pedagogy between historical foundations and contemporary needs.
School Pedagogy and Didactics: the importance of a highly pedagogical nomenclature, which always puts the pedagogical as a foundation of Didactics to avoid technicalities.
The contribution of different relational theories to the Pedagogy of Educational Interactions at school.
The role of School Pedagogy in the alliance with families with respect to the development of the identity of the Student.
School Pedagogy aspects that directly or indirectly affect identity processes: from the evaluation - even among peers - to the observation of learning styles. The desirable connection realized by the school for the recognition and the construction of a growing Self, also in the perspective of enhancing the personal search of meaning in the varied range of its expressions.
Personological autonomy as main educational goal. Autonomy in the different schools: Systemics, Phenomenology, Psychoanalysis, Humanistic Psychology and Comportamentism.
From colloquium to dialogue in the educational field.
Methodologies of evaluation and self-evaluation at school between the twentieth century and the contemporary.
The pedagogical-didactic awareness of blending between consolidated teaching methods and new ones.
The possibility of using "the flipped classroom" in specific learning situations that see the Students as co-protagonists of the teaching-learning processes.
Revitalizing the motivation to learn through the multiple technologies both 'in presence' and 'remotely'.
E. H. Erikson, its theory and its influence in Pedagogy and School Pedagogy. The psycho-social model of the genesis of personality and its pedagogical interpretation. The importance of the 'significant relationships'.
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 (suggested for those who wish to deepen the main lines of the Pedagogy of the twentieth century).
G. CHIOSSO, Pedagogia contemporanea, La Scuola, Brescia, 2016.
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 (the volume brings the students interested in guidance or teaching to successfully manage the inclusion of disabled people).
G. BERTAGNA, Lavoro e formazione dei giovani, La Scuola, Brescia, 2011, also available on line.
G. BERTAGNA, P. TRIANI, Dizionario di pedagogia. Concetti e dimensioni operative, La Scuola, Brescia, 2013 (recommended for those who are by now ‘in the homestretch’ for teaching activities).
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, ISU, 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, I metodi autobiografici, 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, 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 (particularly suitable for students of History, Philosophy and Letters).
E. SCAGLIA, La scoperta della prima infanzia. Per una storia della pedagogia 0-3, Edizioni Studium, Roma, 2020.
B. F. SKINNER, Tecnologia dell’insegnamento, Scholé Morcelliana, Brescia, 2019 (reprint with preface by P. C. RIVOLTELLA).
F. TOGNI, Giovanni Gentile e l’utopia del lavoro, Edizioni Studium, Roma, 2019.
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
For Module I a text among:
For Module II a text among:
G. BERTAGNA, Reinventare la scuola. Un'agenda per cambiare il sistema di istruzione e formazione a partire dall'emergenza Covid-19, Edizioni Studium, Roma, 2020.
G. BERTAGNA, La scuola al tempo del Covid. Tra spazio di esperienza ed orizzonte d'attesa, Edizioni Studium, Roma, 2020.
P. MEIRIEU, Una Scuola per l’emancipazione, Armando Editore, Roma, 2020.
Ricevimento: The Teacher receives every week, at the Pedagogical Study (3C7 room). The reception schedule is available on the website DISFOR (www.disfor.unige.it), within the personal page of the Teacher. Students can contact the Teacher during the receipt time or, possibly, by phone during the same time (tel. 010-209.53.818).
OLGA ROSSI (President)
STEFANIA ZANARDI
ANDREA IGNAZIO DADDI (Substitute)
ALBERTO GRECO (Substitute)
Tuesday 16th February 2021, 9-11 a.m.
The course includes ongoing assessment tests.
Final examination consists in an oral exam for both attending and not attending Students.
Attending Students are given the opportunity to take a written test of a qualitative type concerning the contents of the lesson, reworked through personal interpretation and careful study.
The exam is concluded in oral form on a text chosen by the candidate. 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.
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.
EXAMS
14th December 2020
21st January 2021
9th February 2021
11th May 2021
7th June 2021
22nd June 2021
23th July 2021
14th September 2021
