Study-unit HISTORY OF PEDAGOGY

Versione Italiana
Course name Sciences of education
Study-unit Code A001602
Curriculum Educatore dei servizi educativi per l'lnfanzia
CFU 6
Course Regulation Coorte 2022
Supplied 2023/24
Supplied other course regulation
Type of study-unit Obbligatorio (Required)
Type of learning activities Attività formativa integrata
Partition

HISTORY LABORATORY OF PEDAGOGY

Code A001613
CFU 1
Lecturer Agnese Rosati
Lecturers
  • Agnese Rosati
Hours
  • 12 ore - Agnese Rosati
Learning activities Base
Area Discipline pedagogiche e metodologico-didattiche
Sector M-PED/02
Type of study-unit Obbligatorio (Required)
Language of instruction Italian
Contents The Lab enables the recovery of the pedagogical tradition and the thought of the Authors, in order to highlight its current elements. The aim of the laboratory is to reconstruct the history of ideas through the pages of pedagogical literature, in order to understand how each historical period and age possesses its own theories and educational models that derive from one's conception of man, education, culture and society. It is intended to promote in students aptitude for problematization and critical-reflective skills that derive from the comparison of past and present educational purposes.
The Authors to which reference will be made are indicated in the syllabus of the History of Pedagogy Course.
Reference texts G.J.J.Biesta (2014). The Beautiful Risk of Education. Paradigm Publishers, Boulder, C.O.
Educational objectives 1. Understand cultural transformations and change in educational processes
2. Understand changing educational needs and contexts in order to know how to give personalized educational responses
3. Aptitude for problematization and critical-reflective skills
Prerequisites Fundamentals of General Pedagogy and disciplinary vocabulary.
Teaching methods Group work and personal insight, brainstorming and debate.
Other information The Laboratory it is an integral part of the General Pedagogy course.
Regolamento didattico
https://www.fissuf.unipg.it
Learning verification modality Group work and personal insight, brainstorming and debate.
Presentation and discussion personal and group work. The presentation/discussion of the work makes it possible to test acquisition of disciplinary knowledge, the ability to argue pedagogical issues and to design training interventions, preferably in groups.
The Laboratory it os an integral part of the General Pedagogy Course,
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 Lab enables the recovery of the pedagogical tradition and the thought of the Authors, in order to highlight its current elements. The aim of the laboratory is to reconstruct the history of ideas through the pages of pedagogical literature, in order to understand how each historical period and age possesses its own theories and educational models that derive from one's conception of man, education, culture and society. It is intended to promote in students aptitude for problematization and critical-reflective skills that derive from the comparison of past and present educational purposes.
The Authors to which reference will be made are indicated in the syllabus of the History of Pedagogy Course.
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.

HISTORY OF PEDAGOGY

Code A001612
CFU 5
Lecturer Agnese Rosati
Lecturers
  • Agnese Rosati
Hours
  • 48 ore - Agnese Rosati
Learning activities Base
Area Discipline pedagogiche e metodologico-didattiche
Sector M-PED/02
Type of study-unit Obbligatorio (Required)
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.