In the perspective of training future teachers able to combine pedagogical, psycho-pedagogical and social history, with flexible skills necessary to intervene in contexts of cultural complexity and prevention of widespread forms of violence, the course will focus on two main focuses: the model of educational quality proposed by Feuerstein and national and international contributions related to knowledge of the Holocaust and the prevention of genocide.
Guetta S. – Gasperini C., Il tempo per riflettere e di apprendere, Aracne, Roma 2017
Canuti L. - Palma A.M., La gentilezza che cambia le relazioni, Franco Angeli, Milano, 2017
Sarfatti M., La Shoah in Italia. La persecuzione degli ebrei sotto in fascismo, Einaudi, Torino, 2005
Wieviorka A. Auschwitz spiegato a mia figlia, Einaudi, Milano, 1999
UNESCO, Education about the Holocaust and preventing genocide. A policy guide, http://unesdoc.unesco.org/images/0024/002480/248071e.pdf
Scuola Internazionale di Formazione per insegnanti ed educatori di Yad Vashem https://www.holocauststudies.org/files/guidelines-educators.pdf - https://www.yadvashem.org/education.html
IHRA – Educational Materials. Key pedagogical principles for teaching and curriculum development https://www.holocaustremembrance.com/educational-materials
MIUR Linee guida nazionali per la didattica della Shoah
http://www.miur.gov.it/-/linee-guida-nazionali-per-una-didattica-della-shoah-a-scuola
For non-attending students: a book chosen from:
Feuerstein R., la disabilità non è un limite. Se mi ami costringimi a cambiare, LibriLiberi, Firenze 2005
Santerini M., L’antisemitismo senza memoria, Carocci, Roma, 2005
Learning Objectives
At the end of the course the students must have developed the knowledge related to the teaching profession, necessary to understand the connection between positive interpersonal relationship, quality learning, wellbeing of the person, responsible and democratic behavior. Basic knowledge and skills must be achieved to organize and plan educational interventions that take into account both the needs of individuals and groups. A further goal is to recognize the interconnections between cognitive, emotional, affective and social abilities. The course will allow the knowledge of quality educational processes and the importance they have for strengthening self-esteem, self-confidence and a sense of competence. Students will have to demonstrate knowledge and understanding of the relationship between educational interventions and democratic education, aimed at the deconstruction of different forms of violence and the strengthening of the culture of peace. Finally, thanks to the tools and stimuli shared in the course, the way of observing and intervening in reality through the use of critical, decentralized, hypothetical, flexible, nonconformist and creative thinking will be improved.
Prerequisites
Knowledge of the fundamental theories of the learning process and of the training process
Historical knowledge relating to the nineteenth and twentieth centuries
Knowledge of the processes that intervene and support the realization of democratic societies.
Knowledge of organizations, governmental and non, national and international, committed to the development of the culture of peace.
Basic knowledge on nonviolent communication.
Skills of analysis, comparison, critical reading of the contents of texts, articles, orientation materials.
Ability to identify the circularity present between theory, methodology and educational practice.
Educational use of the moodle platform
Teaching Methods
During the course, in addition to lectures supported by visual and audio-visual teaching tools, group work will be organized to investigate the many areas that affect the educational processes.
All the materials presented during the course and the information related to the assigned tasks will be uploaded to the course moodle page.
The audiovisual recordings of the lessons and the streaming connection are also provided if the structure allows i.
For the thematic analysis, indications of articles or essays can be given to be integrated into the study.
In relation to the number of students and their availability, in addition to the insights on the topics of the course, working groups can be created.
One group will be involved in a research on the 0-6 educational system, the training of the new professional figure and the governance systems; another on the professional figure of the sports educator who works for the inclusion and development of the culture of peace.
Further information
All information on the organization of the course, the exam program, the reception schedule, etc. will be published on the reference sites.
Emails that require information already on the Moodle page and on referring sites will not be read.In case of necessary contact with the teacher it is mandatory to report in the email all the information necessary to understand the specificity of the problem and, above all, the degree course and the reference teaching.
If the email communications are not structured and written in a formal and correct language, they will not be answered.
Type of Assessment
The results will be verified through the participation during the course, the intermediate evaluations, the materials produced by the groups, the administration of questionnaires, the results of the written and oral tests.
Course program
The course will be divided into two modules: one aimed at understanding the basics of the Feuestein method and applying its methodological indications; the other aimed at an interdisciplinary and international knowledge of the issues related to teaching for the memory of the Holocaust and other genocides.
The first module will discuss, discuss and compare the theoretical, methodological and applicative aspects of the Feuerstein method in order to understand its innovative, relational and transformative values that affect quality learning and democratic education, peaceful coexistence and personal self-fulfillment.
The treatment of Feuerstein's approach, for a series of motivations and interventions made by the author, can be linked to the problems concerning the memory and knowledge of the Shoah.
Therefore, in the second module, after having summarized some historical references, we will consider the educational and training repercussions of some specific issues such as: the complexity of human behavior, the relationship between the educational system and the socio-political system, the behavior of human beings in front of to violence, the need to educate in the values of freedom, democracy, and respect for human rights.
For a more personalized and critical knowledge of the topic will be considered, through a comparative approach, different models of guidelines proposed for the knowledge of the Holocaust.