ID:
500083
Duration (hours):
36
CFU:
6
SSD:
PEDAGOGIA GENERALE E SOCIALE
Year:
2025
Overview
Date/time interval
Primo Semestre (01/10/2025 - 16/01/2026)
Syllabus
Course Objectives
The course offers a general introduction to the vast theme of Pedagogy, presenting reference backgrounds, conceptual frameworks, heuristic constructs, models and approaches in the context of the theories of education of the last century and the current situation. This class is aimed at providing students with
- the knowledge and ability to understand a specific terminology in order to refer to educational issues;
- the knowledge and ability to understand issues related to pedagogical phenomena (with references to scientific literature) in order to be able to problematize key issues of the cultural debate and aspects found in educational contexts of different types;
- communication skills for explicating and sharing cultural issues regarding educational phenomena;
- tools to critically read educational phenomena and situations as characteristic aspects of the community of associated life.
- the knowledge and ability to understand a specific terminology in order to refer to educational issues;
- the knowledge and ability to understand issues related to pedagogical phenomena (with references to scientific literature) in order to be able to problematize key issues of the cultural debate and aspects found in educational contexts of different types;
- communication skills for explicating and sharing cultural issues regarding educational phenomena;
- tools to critically read educational phenomena and situations as characteristic aspects of the community of associated life.
Course Prerequisites
The course requires no particular prerequisites. In the awareness that many students may be approaching Education for the first time during this course, successful participation presumes a cultural attitude of willingness to listen, grasp and actively elaborate the theoretic and practical issues posed by pedagogical analysis, discussing them in a collaborative way.
Teaching Methods
The three modules are closely interconnected, and teachers use shared methodologies aimed at encouraging dialogue and active/cooperative discussion in the working group. The participation of other professors/researchers/experts with an interest in the course topic might be possible.
Assessment Methods
Oral exam
Indicators:
- knowledge of the basic texts of the exam programme;
- ability to explain in full autonomy the silver thread that links some of the issues in the basic texts, coherently with the exam programme;
- ability to critically analyse and personally re-elaborate the issue proposed during the course;
- clear and logically coherent presentation;
- lexical accuracy.
Indicators:
- knowledge of the basic texts of the exam programme;
- ability to explain in full autonomy the silver thread that links some of the issues in the basic texts, coherently with the exam programme;
- ability to critically analyse and personally re-elaborate the issue proposed during the course;
- clear and logically coherent presentation;
- lexical accuracy.
Texts
Modules I and II, by Monica Ferrari and Matteo Morandi
F. Cambi, Le pedagogie del Novecento, Roma-Bari, Laterza, 2005.
In addition, in order to prepare for the exam all attending students must choose 1 of the following books, in the editions that are available; non-attending students must choose 2 of them:
J. Dewey (1899), Scuola e società, Italian translation Roma, Edizioni Conoscenza, 2018.
G. Lombardo Radice (1915), Come si uccidono le anime, Pisa, ETS, 2020.
J. Dewey (1916), Democrazia e educazione, Italian translation Milano, Sansoni, 2008.
É. Claparède (1920), La scuola su misura, Italian translation Roma, Avio Edizioni Scientifiche, 2022.
M. Montessori (1938), Il segreto dell’infanzia, Milano, Garzanti, 1999.
M. Montessori (1948), La scoperta del bambino, Milano, Garzanti, 2011.
Scuola di Barbiana, Lettera a una professoressa, Firenze, Libreria editrice fiorentina, 1967.
P. Freire (1968), Pedagogia degli oppressi, Italian translation Torino, Edizioni Gruppo Abele, 2018.
M. Lodi (1977), Cominciare dal bambino, Milano, Rizzoli, 2022.
E. Morin (1999), I sette saperi necessari all’educazione del futuro, Italian translation Milano, Raffaello Cortina, 2001.
M. Nussbaum (2011), Creare capacità. Liberarsi dalla dittatura del Pil, Italian translation Bologna, Il Mulino, 2012.
D. Goleman, P. Senge (2014), A scuola di futuro. Manifesto per una nuova educazione, Italian translation Milano, Rizzoli Etas, 2016.
M. Recalcati, L'ora di lezione. Per un'erotica dell'insegnamento, Torino, Einaudi, 2014.
Module III, by Donatella Savio
Both texts, with particular reference to the indicated chapters:
C.R. Rogers (1969), Libertà nell’apprendimento, Italian translation Firenze, Giunti Barbera, 1973 (Introduzione, Capitoli IV, V, VI, VII).
J. Bruner (1996), La cultura dell’educazione, Italian translation Milano, Feltrinelli, 1997 (Prefazione, Capitoli I, II).
Of course students will need to study all didactic materials (slides, etc.) made available by teachers for the exam.
F. Cambi, Le pedagogie del Novecento, Roma-Bari, Laterza, 2005.
In addition, in order to prepare for the exam all attending students must choose 1 of the following books, in the editions that are available; non-attending students must choose 2 of them:
J. Dewey (1899), Scuola e società, Italian translation Roma, Edizioni Conoscenza, 2018.
G. Lombardo Radice (1915), Come si uccidono le anime, Pisa, ETS, 2020.
J. Dewey (1916), Democrazia e educazione, Italian translation Milano, Sansoni, 2008.
É. Claparède (1920), La scuola su misura, Italian translation Roma, Avio Edizioni Scientifiche, 2022.
M. Montessori (1938), Il segreto dell’infanzia, Milano, Garzanti, 1999.
M. Montessori (1948), La scoperta del bambino, Milano, Garzanti, 2011.
Scuola di Barbiana, Lettera a una professoressa, Firenze, Libreria editrice fiorentina, 1967.
P. Freire (1968), Pedagogia degli oppressi, Italian translation Torino, Edizioni Gruppo Abele, 2018.
M. Lodi (1977), Cominciare dal bambino, Milano, Rizzoli, 2022.
E. Morin (1999), I sette saperi necessari all’educazione del futuro, Italian translation Milano, Raffaello Cortina, 2001.
M. Nussbaum (2011), Creare capacità. Liberarsi dalla dittatura del Pil, Italian translation Bologna, Il Mulino, 2012.
D. Goleman, P. Senge (2014), A scuola di futuro. Manifesto per una nuova educazione, Italian translation Milano, Rizzoli Etas, 2016.
M. Recalcati, L'ora di lezione. Per un'erotica dell'insegnamento, Torino, Einaudi, 2014.
Module III, by Donatella Savio
Both texts, with particular reference to the indicated chapters:
C.R. Rogers (1969), Libertà nell’apprendimento, Italian translation Firenze, Giunti Barbera, 1973 (Introduzione, Capitoli IV, V, VI, VII).
J. Bruner (1996), La cultura dell’educazione, Italian translation Milano, Feltrinelli, 1997 (Prefazione, Capitoli I, II).
Of course students will need to study all didactic materials (slides, etc.) made available by teachers for the exam.
Contents
Course title: Introduction to General Pedagogy
Although designed as a whole, the course is structured into three modules. The first module (6 hours), held by Monica Ferrari, will introduce the construct of pedagogy/education also in light of the concepts of identity (of individuals and social groups) and inclusion. The second module (18 hours), held by Matteo Morandi, will instead focus on some of the main student-centered theories of education which had been developed during the 20th century, also through direct reading of some works on the subject. The third (12 hours), held by Donatella Savio, will refer to psychological theories that question transmissive teaching methods by proposing educational approaches centered on the student and on the interaction between peers.
The course is designed with a view to providing a more general reflection on teaching/learning processes and learning facilitation from an inclusive and participatory perspective, also in close relation to teacher training courses.
Although designed as a whole, the course is structured into three modules. The first module (6 hours), held by Monica Ferrari, will introduce the construct of pedagogy/education also in light of the concepts of identity (of individuals and social groups) and inclusion. The second module (18 hours), held by Matteo Morandi, will instead focus on some of the main student-centered theories of education which had been developed during the 20th century, also through direct reading of some works on the subject. The third (12 hours), held by Donatella Savio, will refer to psychological theories that question transmissive teaching methods by proposing educational approaches centered on the student and on the interaction between peers.
The course is designed with a view to providing a more general reflection on teaching/learning processes and learning facilitation from an inclusive and participatory perspective, also in close relation to teacher training courses.
Course Language
Italian
More information
Students will be able to obtain the materials shown during the lessons (slides) by logging in with their University credentials at Kiro.
Of course the teachers are available to provide students with further
clarifications and explanations.
Of course the teachers are available to provide students with further
clarifications and explanations.
Degrees
Degrees (2)
BIODIVERSITY CONSERVATION, SCIENCE EDUCATION AND COMMUNICATION
Master’s Degree
2 years
2 years
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People
People (3)
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