Beginning from a theoretical-educational analysis around the concept of citizenship, as it has articulated beginning from the thought of John Dewey, the course intends to develop, in a pedagogic horizon, the relationship among education, formation and democracy. Always in a theoretical-reflexive optics three perspectives of search will be deepened, connected to the first childhood, to the senile age and the social inclusion.
Course Content - Last names F-O
Starting from a philosophical-educational analysis of the concept of citizenship, as it is conceived by John Dewey, this course intends to develop in a pedagogical horizon the link between education, learning and democracy, The cours will also, with a reflexive and theoretical perspective, deal with three perspectives of research, related to early childhood, seniority and social inclusion.
Course Content - Last names P-Z
Starting from a philosophical-educational analysis of the concept of citizenship, as it is conceived by John Dewey, this course intends to develop in a pedagogical horizon the link between education, learning and democracy. The cours will deal also, in a reflexive and theoretical perspective, with the principal educational professions.
F. Cambi; Abitare il disincanto, Torino, UTET, 2006
J. Dewey, Pedagogia, scuola, democrazia, a cura di A. Mariuzzo, Brescia, La Scuola; 2016
A. Mariani, Elementi di Fiolosofia dell'Educazione, Roma, Carocci, 2006
M. Nussbaum, Giustizia sociale e dignità umana (con l'introduzione di Chiara Saraceno), Bologna, Il Mulino, 2002
1) Obligatory texts:
F. Cambi, Abitare il disincanto, Torino, Utet, 2006
J. Dewey, Pedagogia, scuola e democrazia, Brescia, La Scuola, 2016
A. Mariani, Elementi di filosofia dell’educazione, Roma, Carocci, 2006
2) Texts chosen by the student (it is necessary to choose one of these texts):
C. Di Bari, A. Mariani, Media Education Zerosei, Roma, Anicia, 2018 (recommended for students of "Educatore per la prima infanzia")
P. Freire, Pedagogia degli oppressi, EGA, Torino, 2008 (recommended for students of "Educatore per l’inclusione della disabilità e del disagio giovanile")
J. Hillman, La forza del carattere, Milano, Adelphi, 2000 (recommended for students of "Educatore per l’età adulta e la terza età")
F. Cambi, Abitare il disincanto, Torino, Utet, 2006.
F. Cambi, E. Catarsi, E. Colicchi, C. Fratini, M. Muzi, Le professionalità educative, Roma, Carocci, 2003.
J. Dewey, Pedagogia, scuola e democrazia, Brescia, La Scuola, 2016.
A. Mariani, Elementi di filosofia dell’educazione, Roma, Carocci, 2006.
Learning Objectives - Last names A-E
1) to develop knowledges on the philosophy of the education from a historical point of view, in reference to the models, to the function and the identity
2) to promote the knowledge of some paradigmatic models of philosophy of the education to apply to the educational contexts for all the ages of the life
3) to acquire ability of understanding and deconstruction of the educational environment and of formation and their actual bond with the themes / problems as the citizenship, the democracy and the social inclusion
4) to acquire competences regarding the communication in the various contexts of the educational professions
5) to develop an approach of theoretical and pragmatical research and that allows to transform the knowledges acquired in operational tools and new model of learning
Learning Objectives - Last names F-O
1. Knowledge and capacity of understanding: developing historical and theoretical knowledge of the philosophy of education, related to its structure, models, identity and function;
2. Applied knowledge and capacity of understanding: promoting the knowledge of paradigmatic models of philosophy of education, that could be applied to educational contexts for all ages of life
3. Autonomy of judgment: acquiring the ability to interpret and deconstruct educational processes and their link with current issues amd problems. For exemple citizenship, democracy, social inclusion.
4. Communicative skills: acquiring competences about educational communication in the various contexts of educational professions.
5. Learning skills: developing a theoretical and practical path of research. It should allow to transfer the knowledge acquired in the various issues and problems that characterize today the educational professionas.
Learning Objectives - Last names P-Z
1. Knowledge and capacity of understanding: developing historical and theoretical knowledge of the philosophy of education, related to its structure, models, identity and function;
2. Applied knowledge and capacity of understanding: promoting the knowledge of paradigmatic models of philosophy of education, that could be applied to educational contexts for all ages of life
3. Autonomy of judgment: acquiring the ability to interpret and deconstruct educational processes and their link with current issues amd problems. For exemple citizenship, democracy, social inclusion.
4. Communicative skills: acquiring competences about educational communication in the various contexts of educational professions.
5. Learning skills: developing a theoretical and practical path of research. It should allow to transfer the knowledge acquired in the various issues and problems that characterize today the educational professions.
Prerequisites - Last names A-E
The course deals with a complex thematic and at the same time essential, such as the theoretical and meta-theoretical foundations of pedagogical science
It's opportune that the students know the meaning of the main important paradigms of pedagogy: education, formation, instruction, learning, etc
It is therefore necessary to attend attentively the weekly meetings and the same care in reading and studying the texts. The teacher remains available to anyone who wants to clarify some issues in an individual and in-depth manner
Prerequisites - Last names F-O
Skills of writing and understanding monographic texts on pedagogical themes.
Prerequisites - Last names P-Z
Skills of reading and understanding monographic texts on pedagogical themes.
Teaching Methods - Last names A-E
Some lessons will be held in a traditional way with frontal method. Subsequently, after addressing the epistemic character of the discipline, students will be asked to participate directly in the organization of lessons, with speach readings, interventions and oral presentation of some materials.
Teaching Methods - Last names F-O
Traditional lessons and group work.
Teaching Methods - Last names P-Z
Traditional lessons.
Type of Assessment - Last names A-E
The exam will take place in written form, using a multiple choice questionnaire. The questions will be 50 and the final vote will be expressed in thirtieths.
Type of Assessment - Last names F-O
The final check is carried out in oral form.
Type of Assessment - Last names P-Z
Oral exam. Since january 2020 the final check will be in written form.
Course program - Last names A-E
Democracy and active citizenship are two fundamental pedagogic paradigms for the formation of the man today. It is important to work around these two categories so that becomes two operational and educational models. The philosophy of the education has the rule to elaborate moments of thinking around to pedagogical action and to the plannings of educational itineraries. Departing from the classical texts of Dewey, facing the theme of the complexity of the new Millennium through the theme of the Disenchantment (Franco Cambi), to reach the sense of citizenship and justice (Martha Nussbaum), the course intends to elaborate processes of thinking and interpretation of those that are the social and educational problem list of today.
Course program - Last names F-O
Starting from a philosophical-educational analysis of the concept of citizenship, as it is conceived by John Dewey, this course intends to develop in a pedagogical horizon the link between education, learning and democracy, The cours will also, with a reflexive and theoretical perspective, deal with three perspectives of research, related to early childhood, seniority and social inclusion.
Course program - Last names P-Z
Starting from a philosophical-educational analysis of the concept of citizenship, as it is conceived by John Dewey, this course intends to develop in a pedagogical horizon the link between education, learning and democracy. The cours will deal also, in a reflexive and theoretical perspective, with the principal educational professions.