Study-unit HISTORY OF PEDAGOGY
| Course name | Sciences of education |
|---|---|
| Study-unit Code | 10078002 |
| Curriculum | Educatore professionale socio-pedagogico |
| Lecturer | Agnese Rosati |
| Lecturers |
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| Hours |
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| CFU | 8 |
| Course Regulation | Coorte 2022 |
| Supplied | 2023/24 |
| Supplied other course regulation | |
| Learning activities | Base |
| Area | Discipline pedagogiche e metodologico-didattiche |
| Sector | M-PED/02 |
| Type of study-unit | Obbligatorio (Required) |
| Type of learning activities | Attività formativa monodisciplinare |
| Language of instruction | Italian |
| Contents | The Course is structured on two planes: a purely historical one that allows contextualizing themes and problems of education, and a mainly pedagogical one, to understand the evolution of the discipline and the change of perspectives. The historical-cultural background becomes a mode of reading and reconstruction of educational problems, theories and models. Particular attention will be paid to the educational models and methods that connote the History of Pedagogy with reference to the main pedagogical currents and educational experiences of the twentieth century, as well as the transformations related to the professionalism of educators over time. Attention will be paid to the entire life cycle in the treatment of the topics according to a historical-cultural and interdisciplinary perspective. |
| Reference texts | Gertz J.J. Biesta (2014). The Beautiful Risk of Education. Boulder: Paradigm Publisher. |
| Educational objectives | 1. recognizing the meaning of educational experiences and developing critical-reflective skills; 2. know how to design educational interventions in different places, times and contexts in order to know how to give educational responses; 3. knowing and being able to reconstruct from a historical-cultural perspective the role of the educator (in the past and present); 4. to know how to recognize personal training needs and to mature awareness about one's role (professional identity). |
| Prerequisites | Principles of General Pedagogy and disciplinary vocabulary. |
| Teaching methods | The Course includes lessons of face-to-face, lectures, lessons-debate, video, elaboration of conceptual maps. |
| Other information | For supportive information for students with disabilities or/and DSA, visit the page http://unipg.it/disabilita-e-dsa |
| Learning verification modality | Written test. Test type: multiple-choice test. The test lasts non longer than 35 minutes and allows to verify the acquisition of knowledge, comprehension and synthesis skills.. In specific cases, the teacher may consider opportunities to set an oral test to replace or supplement the written test in order to test the student's ability to communicate the knowledge acquired whit linguistic mastery and conceptual rigour. In case a student intends to anticipate his/her exam in a year preceding the one it is scheduled in his/her curriculum, it is recommended to anticipate as well the attendance of the lessons and to schedule the exam in the first useful session after the lessons have been concluded. |
| Extended program | The Course is structured on two planes: a purely historical one that allows contextualizing themes and problems of education, and a mainly pedagogical one, to understand the evolution of the discipline and the change of perspectives. The historical-cultural background becomes a mode of reading and reconstruction of educational problems, theories and models. Particular attention will be paid to the educational models and methods that connote the History of Pedagogy with reference to the main pedagogical currents and educational experiences of the twentieth century, as well as the transformations related to the professionalism of educators over time. Attention will be paid to the entire life cycle in the treatment of the topics according to a historical-cultural and interdisciplinary perspective. The following contents will be the object of reflection: Paideia and educational models; The contribution to education of: Socrate, Platone, Comenio, Rousseau, Pestalozzi, Froebel, Montessori, Dewey, Maritain, Montessori, Rogers, Morin, Gardner, Biesta, don Milani, Paulo Freire. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | Goal 4 of the 2030 Agenda concerns quality education and aims to ensure inclusive, equitable and quality education for all. |