"G. d'Annunzio"
Basic notions of the history of civilisation, philosophy and science in Europe
The course aims to ensure the learning outcomes of the Degree Programme in Philology, Linguistics and Literary Traditions, allowing students to become familiar with and critically assess 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 topics 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; - Judgement 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 subject area
The course deals with the problems linked to key themes of modern pedagogy and the significant steps leading, in particular, from the late 19th century onwards, to thought on the purposes of education, from the original philosophic fields to the development of education science. Set against a background of social transformation, this reconstruction aims to highlight the links between the main ideas of education and the most influential currents of modern and contemporary culture. It also considers the incidence of key pedagogic theories developing around educational and school practices from the 18th to the 20th centuries. Attention will focus on the history of 20th century pedagogy, which due to its articulated complexity offered many horizons and prospects for human history, with a new generalised 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
The final assessment consists of an oral exam on the entire syllabus. The aim is to assess students’ skills and in particular, an understanding of the issues discussed during the course, an appropriate knowledge of the bibliography in the course programme, a correct command of the specific language as well as critical and methodological abilities will be evaluated. The grading scale goes 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 programme is the same for non-attending students
