Study-unit CONTEMPORARY HISTORY
| Course name | Educational counselling and coordination of pedagogic practices |
|---|---|
| Study-unit Code | GP005071 |
| Curriculum | Comune a tutti i curricula |
| Lecturer | Paolo Raspadori |
| Lecturers |
|
| Hours |
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| CFU | 6 |
| Course Regulation | Coorte 2024 |
| Supplied | 2024/25 |
| Learning activities | Caratterizzante |
| Area | Discipline filosofiche e storiche |
| Sector | M-STO/04 |
| Type of study-unit | Opzionale (Optional) |
| Type of learning activities | Attività formativa monodisciplinare |
| Language of instruction | Italian |
| Contents | The course, on one hand, aims to investigate how the idea of a European space with an identity of its own came to be defined over time, starting from its distant mythological origins to the emergence of the federalist project and finally the beginning of European unification in the twentieth century. On the other hand, it intends to illustrate the process of European state-building, which is taking place according to cardinal principles that find their reasons in the institutional and political thought history of the last century and a half. |
| Reference texts | Heikki Mikkeli, Europa. Storia di un'idea e di un'identità, Bologna, il Mulino, 2002; Luigi Musella, Un nuovo paradigma istituzionale. Le ragioni storiche e culturali nella costruzione dello Stato europeo, Rome, Carocci, 2022. Foreign students, if they wish, may request substitute English-language textbooks, arranging them with the teacher. Students with disabilities and/or SLD, in consultation with the teacher, may request any teaching materials in accessible formats (presentations, lecture notes, workbooks), provided, if necessary in advance of the lessons, as well as the use of other technological tools to facilitate study. For general information, please refer to the University Services at https://www.unipg.it/disabilita-e-dsa. |
| Educational objectives | It is expected that students, on one hand, understand those matters that contributed most to shaping European identity: the contrast with the barbarians and the relationship with the other overseas (from the discovery of the American continent to the antagonism with the United States), the uncertain eastern border and Mitteleuropa, culture, politics and religion. On the other hand, it is expected that students are able to identify the paradigm underlying the construction of a European state, a paradigm that proposes heterogeneity as a factor of best flexibility, so that, if well coordinated, differences can foster diversified and agile policies, certainly less feasible according to the idea of a Westphalian state. |
| Prerequisites | To be able to sufficiently understand the contents of the course, students must know the principal features of contemporary age. Furthermore, students must have learnt, during the years of high school, the basic knowledge of the major historical events and processes occurred in the West in the nineteenth and the twentieth century. |
| Teaching methods | The course consists of two parts. The former consists of lectures regarding issues about contents described above. They will be enriched by audiovisual and film screenings and by the illustration of graphs and photos, presented in Power Point format. The later will be held in form of seminar, inviting students to choose a reading about a topic concerned with the lectures and expose it through a classroom discussion (with the aid of a short-written text). |
| Other information | To prepare the exam the attendance of lessons is strongly recommended. Students with disabilities and/or SLD: for any information on university services, contact the Disability and/or DSA Department Coordinator. |
| Learning verification modality | To pass the exam, attending students must undergo an oral examination, of variable duration depending on the course of the examination itself. The interview aims to verify the levels of knowledge and understanding reached by students with regard to the themes addressed during the course and, at the same time, their capability to communicate with an appropriate language what they have learnt by the lessons and the reading of a recommended text. Attending students must also participate in a seminar work, that will be held in the last phase of the course, where their capabilities of critical analysis and reworking of a written text (with regard to one topic analyzed) will be tested. Furthermore, students must be able to present the subject of that text to their colleagues and the teacher. With the accomplishment of this activity, the attendees will be required to discuss only one reference textbook in the oral examination. Students not able to attend lessons must prove to have got the knowledge provided by the course in an oral exam, preparing themselves on both of the recommended textbooks. Students with disabilities and/or with SLD who, having completed regular accreditation through SOL, have obtained access to University services, can apply for compensatory tools, dispensatory measures and inclusive technologies ensured by law, to be requested and agreed with the teacher well in advance of tests and exams. For general information, consult the page https://www.unipg.it/disabilita-e-dsa and contact the Disability and/or SLD Department Coordinator. |
| Extended program | The course, on one hand, aims to investigate how the idea of a European space with an identity of its own came to be defined over time, starting from its distant mythological origins to the emergence of the federalist project and finally the beginning of European unification in the twentieth century. As a matter of fact, over the centuries Europe has gradually drawn its borders and designed its identity (in both geographical and psychological terms) by differentiating itself from its surroundings. On the other hand, it intends to illustrate the process of European state-building, which is taking place according to cardinal principles that find their reasons in the institutional and political thought history of the last century and a half. A regulatory state that is refining its characters in an attempt to adapt to the mutability and "liquidness" of globalization, but also to the deep-seated persistences of all countries, European and otherwise. |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | Quality Education. |