B015905 - EPISTEMOLOGY OF EDUCATION AND THE HUMAN SCIENCES

Italian

In the teaching there is a research project titled "Meeting Art and Classical Reading", a dialogue between pictorial iconography and literary iconography. It is about working around the theoretical paradigms of pedagogy by expanding articulate the reflection on the epistemic complexity of science in education. The School of Frankfurt will be presented as a critical pedagogical model (H. Marcuse, L'uomo a una dimensione).

Cambi F., Santelli Beccegato L. (a cura di), Modelli di Formazione, Torino, UTET, 2004
Baldassarre L., La scuola di Francoforte. Un'introduzione, Firenze, Clinamen, 2016
Marcuse H., L'uomo a una dimensione, Torino, Einaudi, 1999

Those who not attending the course, will add reading and study of the following book:
Bedeschi G., Introduzione alla Scuola di Francoforte, Roma-Bari, Laterza, 2008

The educational objectives of the teaching are manifold and articulated: 1) Coherency with the scientific and professional demands of the Degree course, and therefore promote didactic activities which at the same time have a vocational achievement (method) and a subjective training objective (riflexivity); 2) To stimulate the scientific reconnaissance process regarding the topics and authors presented during the classroom meetings. In this regard, students will work autonomously on many arguments and will report to colleagues in the classroom, alongside the teacher in the didactics; 3) realization of an original model of study and work. In order for the activities carried out during the lessons to have a real educational value, actions will be promoted in the field (at museums, schools, laboratories, etc.) to see if acquired learning can become an operating model at all levels (above all professional); 4) "Meeting between art and reading of classics. Dialogue between pictorial iconography and literary iconography". During the lessons we will experience the ability to read and interpret a pictorial or plastic art through the words of great writers. This will be the highest training objective where the concept of BILDUNG (as a harmonious and organic formation of the subject) will be experienced not only as an epistemic / pedagogical category but as a true existential and professional project. An operating model focused above all on contemporary professionalism.

The course deals with a complex thematic and at the same time essential, such as the theoretical and meta-theoretical foundations of pedagogical science and humanities. Students should already have sufficient information on the main categories of educational processes, because they already have a university degree linked to the previous three-year degree.
It is important, starting from Dublin descriptors in the second cycle of graduate courses, that students are "able to apply their knowledge (ability to understand and solve problems), new or non-familiar topics, included in Broader (or interdisciplinary) contexts related to their field of study. " It is therefore necessary to attend attentively 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

The teaching method that will be proposed is very articulated.
There will be some frontal lessons, to frame the themes and to define carefully, together with the students, the theoretical features of pedagogy as science.
At the same time, students will conduct individual (or small groups) research on the classic paradigms of education science. These short researches will be in a single glossary that will support the final exam and it will be completely write by the students.
Subsequently, the teacher will propose some essays or excerpts from works of clear scientific interest and will be the students presenting them during the weekly lessons. One of the goals of this method, as dubbed by Dublin's indicators, is that students have "developed those learning abilities that allow them to continue studying mostly self-directed or autonomous."
1341/5000
Parallel to the frontal teaching activity, students will be involved in writing a bibliography of classical texts related to national and international
literature.
This is part of the research project "Meeting between art and reading of classics. A dialogue between pictorial iconography and literary iconography", which is an integral part of the teaching course and also of the degree course.
To give true "form" to pedagogical epistemology, it is appropriate to experiment with various training paths, including the encounter between literature and pictorial arts and museums. This path, however, is shared and built with students.
The last day of the lessons includes a visit to an exhibition or a museum structure where the teacher with the students can compare their interpretation of the classics in front of a pictorial work (and not only) and an author met at the exhibition (This output is prepared by students who collect information about the structure of the exhibition, the theme of the exhibition, the exhibited works and related authors, and the motivations of the organizers.The interpretation that will be given to this experience will obviously be pedagogical, Reflection on the educational capacity of artistic experience and the reading of classics).

The examination is oral. For all those attending, the following activities will be evaluated during the course: 1) shared teaching; 2) preparation of lessons; 3) theoretical research and the production of short elaborations requested by the teacher; 4) participation in reading classics and visits to extra-university environments
The final evaluation will be in thirtieth.
Non-attendants may agree with the teacher any additions and / or modifications to the exam program.

In the teaching there is a research project titled "Meeting Art and Classical Reading", a dialogue between pictorial iconography and literary iconography. It is about working around the theoretical paradigms of pedagogy by expanding articulate the reflection on the epistemic complexity of science in education. The School of Frankfurt will be presented as a critical pedagogical model (H. Marcuse, L'uomo a una dimensione).