"G. d'Annunzio"
Basic notions of the history of civilisation, philosophy and science in Europe
The course pursues the learning outcomes of the Degree Programme in Philology, Linguistics and Literary Traditions, allowing students to become familiar with and critically assess the history of pedagogy, understood as a useful tool for designing and managing educational activities, both in and outside of school contexts. Expected learning outcomes: Knowledge and understanding: At the end of the course unit students must: - be familiar with the themes and currents of pedagogic thought, particularly in the modern and contemporary era, placing them in relation to the development of economic systems, social structures and political institutions; - understand the terminology and research methods of the history of pedagogy; - understand and know how to explain the relations existing between the implementation of pedagogic ideas and the evolution of educational practices and school systems; - Critical thinking skills: At the end of the course unit students must: - demonstrate the ability to analyse and interpret texts on the history of pedagogy. Communication skills: Students will be able to: - clearly present the results of their individual studies and research using the technical language of the discipline.
The course deals with the key concerns of modern pedagogy and in particular the main points of the scholarly debate on the purposes of education, from its nineteenth century philosophical origins to the development of education science. Set against a background of social transformation, this outline aims to highlight the links between the main ideas on education and the most influential currents of thought in modern and contemporary culture. It also considers the influence of key pedagogic theories on educational and school practices from the 18th to the 20th centuries. Specific focus will be placed will focus on the history of 20th century pedagogy. Due to its articulated complexity, pedagogy offered many horizons and prospects for human history, within a new general and radical dimension of experimentation.
Pedagogy between science and philosophy: the pedagogic discourse of positivism and idealism. - The “new schools” and active education: a movement of pedagogic reform. John Dewey. Célestin Freinet. Decroly, Claparède, Ferrière, Montessori. - Collectivist and personalist orientations. - Cognitivist pedagogy: from Piaget to Gardner. - 1968. Radical pedagogies. - Italian schools in the post-war period. The educational cooperation movement. - From pedagogy to education sciences in contemporary culture. - Education, school and pedagogy in the third millennium. New educational emergencies
F. CAMBI, Le Pedagogie del Novecento, Roma-Bari, Laterza, 2006. J. Dewey, Esperienza e educazione, Raffaello. Cortina, 2014 J. Bruner, La fabbrica delle storie, Laterza, 2006
lectures, study tours, exercises, group work, study seminars both on and off campus
The final assessment consists of an oral exam on the entire syllabus. The aim is to assess the students’ skills and in particular, their understanding of the issues discussed during the course, their knowledge of the bibliography in the reading list, the correct command of the specific language as well as of critical and methodological abilities. The grading scale ranges from 1 to 30 with honours (cum laude): 1-17 fail, 18-21 sufficient, 22-24 fair, 25-27 good, 28-29 very good, 30-30 with honours (cum laude) excellent.
the syllabus is the same for non-attending students
