ID:
500299
Duration (hours):
36
CFU:
6
SSD:
STORIA DELLA PEDAGOGIA
Storia della pedagogia e dell'educazione
Year:
2026
Overview
Date/time interval
Primo Semestre (21/09/2026 - 18/12/2026)
Syllabus
Course Objectives
This course aims at
- explaining and providing knowledge of the diachronic aspects of educational phenomena of particular significance today and throughout history, highlighting the historical nexus between pedagogical experience and philosophical knowledge, mainly as far as institutions and projects were concerned;
- discussing and providing knowledge of some specific methods of historical reconstruction of facts and ideas that are peculiar to didactic experiences, applying this kind of analysis to a specific group of events. Indeed, the course is intended to activate the ability to study and relate cultural and experiential links between past and present, with an eye to the future;
- developing the students' ability to analyze, read and explicate past experiences (not strictly institutional) in an attempt to clarify their educational function with reference to their social and cultural ecology.
- explaining and providing knowledge of the diachronic aspects of educational phenomena of particular significance today and throughout history, highlighting the historical nexus between pedagogical experience and philosophical knowledge, mainly as far as institutions and projects were concerned;
- discussing and providing knowledge of some specific methods of historical reconstruction of facts and ideas that are peculiar to didactic experiences, applying this kind of analysis to a specific group of events. Indeed, the course is intended to activate the ability to study and relate cultural and experiential links between past and present, with an eye to the future;
- developing the students' ability to analyze, read and explicate past experiences (not strictly institutional) in an attempt to clarify their educational function with reference to their social and cultural ecology.
Course Prerequisites
Even if there are no particular prerequisites, a basic knowledge of historic-educational terminology is nevertheless suggested. In the awareness that some students may be approaching Education and History of Education for the first time during this course, successful participation presumes a cultural attitude of willingness to listen, grasp and actively elaborate the issues posed by history of education, discussing them in a collaborative way.
Teaching Methods
All the professor's lessons aim at favouring 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.
Evaluation 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 presented in the basic texts, coherently with the exam programme;
- ability to critically analyse and personally re-elaborate the issues proposed during the course;
- clear and logically coherent presentation;
- lexical accuracy.
Evaluation 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 presented in the basic texts, coherently with the exam programme;
- ability to critically analyse and personally re-elaborate the issues proposed during the course;
- clear and logically coherent presentation;
- lexical accuracy.
Texts
Reference texts (in the editions that will be made available)
All students are required to read A+B+C
A) Students will choose 1 of these 2 volumes
M. Ferrari, G. Cospito, M. Morandi (eds.), La pedagogia in età moderna. Autori e movimenti, Brescia, Scholé, 2025;
F. De Giorgi (ed.), Nuova storia della pedagogia, Brescia, Scholé, 2024.
B) Students will then select 1 of these 3 texts (non-attending students will choose 2)
M. Ferrari, M. Morandi, F. Piseri (eds.), Maestri e pratiche educative in età umanistica. Contributi per una storia della didattica, Brescia, Scholé, 2019;
M. Ferrari, M. Morandi (eds.), Maestri e pratiche educative dalla Riforma alla Rivoluzione francese. Contributi per una storia della didattica, Brescia, Scholé, 2020;
M. Ferrari, M. Morandi (eds.), Maestri e pratiche educative dall'Ottocento a oggi. Contributi per una storia della didattica, Brescia, Scholé, 2020.
C) Regarding the history of the Italian school system and its teachers, students will then choose 1 of these 2 volumes
M. Morandi, La scuola secondaria in Italia. Ordinamento e programmi dal 1859 ad oggi, Milano, FrancoAngeli, 2014;
M. Morandi, La fucina dei professori. Storia della formazione docente in Italia dal Risorgimento a oggi, Brescia, Scholé, 2021;
All students wishing to sit the exam are asked to agree on the reading material with the professors.
All students are required to read A+B+C
A) Students will choose 1 of these 2 volumes
M. Ferrari, G. Cospito, M. Morandi (eds.), La pedagogia in età moderna. Autori e movimenti, Brescia, Scholé, 2025;
F. De Giorgi (ed.), Nuova storia della pedagogia, Brescia, Scholé, 2024.
B) Students will then select 1 of these 3 texts (non-attending students will choose 2)
M. Ferrari, M. Morandi, F. Piseri (eds.), Maestri e pratiche educative in età umanistica. Contributi per una storia della didattica, Brescia, Scholé, 2019;
M. Ferrari, M. Morandi (eds.), Maestri e pratiche educative dalla Riforma alla Rivoluzione francese. Contributi per una storia della didattica, Brescia, Scholé, 2020;
M. Ferrari, M. Morandi (eds.), Maestri e pratiche educative dall'Ottocento a oggi. Contributi per una storia della didattica, Brescia, Scholé, 2020.
C) Regarding the history of the Italian school system and its teachers, students will then choose 1 of these 2 volumes
M. Morandi, La scuola secondaria in Italia. Ordinamento e programmi dal 1859 ad oggi, Milano, FrancoAngeli, 2014;
M. Morandi, La fucina dei professori. Storia della formazione docente in Italia dal Risorgimento a oggi, Brescia, Scholé, 2021;
All students wishing to sit the exam are asked to agree on the reading material with the professors.
Contents
Course title: Ideas, proposals, didactics practices and educational institutions between 15th and 21st Centuries.
The history of education and pedagogy provides insight into the complexity of crucial issues concerning the structure of European society from a diachronic perspective. These issues are intimately linked to the concept of the citizen and the human being. Guided by an overview of key authors and cultural movements, we will explore various aspects of the history of didactics and pedagogy and their relationship with educational practices. Subsequently, still adopting a diachronic approach, we will also analyze a case study focusing on the Italian school system and its teachers.
The history of education and pedagogy provides insight into the complexity of crucial issues concerning the structure of European society from a diachronic perspective. These issues are intimately linked to the concept of the citizen and the human being. Guided by an overview of key authors and cultural movements, we will explore various aspects of the history of didactics and pedagogy and their relationship with educational practices. Subsequently, still adopting a diachronic approach, we will also analyze a case study focusing on the Italian school system and its teachers.
Course Language
Italian
More information
Of course the teachers are avalaible to provide students with further clarifications and explanations.
Degrees
Degrees (3)
PHILOSOPHY
Bachelor’s Degree
3 years
GLOBAL HISTORY OF CIVILIZATIONS AND TERRITORIES
Master’s Degree
2 years
PHILOSOPHY
Master’s Degree
2 years
No Results Found
People
People (2)
No Results Found