Italian Language and English Language (for materials, books, documents)
Teaching Language - Last names F-O
Italian Language and English Language (for materials and documents)I
Teaching Language - Last names P-Z
italian
Course Content - Last names A-E
The General Education Course will address the theoretical foundations of the Galaxy Education and discipline "General Pedagogy". They will engage with the models and theories that have shaped the discipline in the twentieth century. particular emphasis will be given to the issue of the Educational Relationship in formal, informal and non-formal. In particular it will be addressed the organization of education and training in the knowledge of the care professions contexts.
Course Content - Last names F-O
The General Education Course will address the theoretical foundations of the Galaxy Education and discipline "General Pedagogy". They will engage with the
models and theories that have shaped the discipline in the twentieth century. Particular emphasis will be given to the issue of the Educational Relationship in
formal, informal and non-formal. In particular it will be addressed the organization of
education and training within the contexts of complex society.
Course Content - Last names P-Z
The Course will address the theoretical foundations of the Education “galaxy” and of the General Pedagogy discipline. They will be covered those Models and Theories that have shaped the discipline in the Twentieth century. A special emphasis will be given to some pedagogical emergencies that distinguish our contemporary societies. Particularly, the focus will be on the organization of educational and training knowledge and skills that are involved in the Care-giving professions.
Examination Books: 4
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A) 1 Base Book:
V. Boffo, "Relazioni educative: tra comunicazione e cura. Autori e testi", Apogeo/Maggioli, Milano, 2011.
Materials on MOODLE Platform;
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B) 2 Classic Books:
J. Dewey, "Esperienza e educazione", (1938), Milano, Raffaello Cortina, 2014;
Scuola di Barbiana, "Lettera a una professoressa", Firenze, LEF, 1967 (o altre ediz.) (o altre ediz.);
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C) 1 Modern Book (the student can choose the book):
V. Boffo (a cura di), "Di lavoro e non solo", Simplicissimus, Milano 2012;
P. Federighi, (a cura di), "Glossario dell'educazione degli adulti in Europa", Quaderni Eurydice, Firenze, Paretti Grafiche, 2000;
M. Knowles, "Quando gli adulti imparano", (1973), Milano, FrancoAngeli, 2008.
G. Rodari, "Grammatica della Fantasia. Introduzione all'arte di inventare storie", (1973), Torino, Einaudi, 1997;
D.J. Siegel, "Errori da non ripetere", (2003), Milano, Raffaello Cortina, 2005;
Volumes: 4
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A) 2 Handbooks:
- F. Frabboni – F. Pinto Minerva, Introduzione alla Pedagogia Generale, Laterza, Roma-Bari 2008 (or other editions), pp. 1-62.
- F. Cambi, Le pedagogie del Novecento, Laterza, Roma-Bari 2008 (or other editions), chapters 1, 2, 3, 4, 5, 11, 12, 14, 16.
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B) 1 Classic, to be chosen among:
- Freire P., Pedagogia degli oppressi, EGA, Milano 2011 (or other ed.)
- Illich I., Descolarizzare la società, Mimesis, Milano 2010 (or other ed.)
- Scuola di Barbiana, Lettera a una professoressa, Libreria Editrice Fiorentina, Firenze 1996 (or other ed.)
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C) 1 Contemporary, to be chosen among:
- Betti C. (a cura di), Gli adolescenti tra reale e virtuale, Unicopli, Milano 2012.
- Boffo V., Relazioni educative: tra comunicazione e cura. Autori e testi,
Apogeo/Maggioli, Milano, 2011.
- Boffo V. (a cura di), Di lavoro e non solo, Simplicissimus, Milano 2012.
- Burgio G., Tra noi e i rom, Franco Angeli, Milano 2015.
- Cambi F., L'autobiografia come metodo formativo, Laterza, Roma-Bari 2014 (o altre edizioni).
- Catarci M., Macinai E. (a cura di), Le parole chiave della pedagogia interculturale, ETS, Pisa 2015.
- Siegel D., Errori da non ripetere, Raffaello Cortina, Milano 2005.
- Ulivieri S. (a cura di), Corpi violati, Franco Angeli, Milano 2014.
- F. Cambi, Le pedagogie del Novecento, Laterza, Roma-Bari 2008.
- C.Silva, Lo spazio dell’intercultura. Democrazia, diritti umani e laicità, Franco Angeli, Milano, 2015.
- J. Dewey, "Esperienza e educazione", (1938), Milano, Raffaello Cortina, 2014;
- Free-choice texts:
C. Silva (a cura di) (2016), Educazione e cura dell’infanzia nell’Unione Europea, Pisa: ETS,
L. Mortari, La pratica dell’aver cura, Milano, Bruno Mondadori, 2006
Learning Objectives - Last names A-E
The goals are outlined on the basis of the Dublin descriptors:
1. Knowledge and understanding (knowledge and understanding): To know and to know how to steer between the models and theories of General Pedagogy and Educational Sciences; Recognize the educational and training processes in formal, informal and non-formal; Mega distinguish between contexts, Macro, Meso and Micro identifying pedagogical-didactic-educational variables:
2. Knowledge and understanding applied (applying knowledge and understanding): Knowing define and evaluate the application of different theories and models from the differentiation of contexts, actors and processes;
3. Making judgments (Making judgments): be able to distinguish between theories and their practical-empirical application;
4. Communication skills (communication skills): knowing how to communicate research and education and training knowledge, adapting it to the contexts and environments;
5. Ability to learn (learning skills): knowing how to build an autonomous path of research and be able to carry out surveys in the research practice, able to transfer theoretical knowledge into empirical contexts.
Learning Objectives - Last names F-O
The goals are outlined on the basis of the Dublin descriptors:
1. Knowledge and understanding (knowledge and understanding): To know and to know how to steer between the models and theories of General Pedagogy and
Educational Sciences; Recognize the educational and training processes in formal,
informal and non-formal;
2. Knowledge and understanding applied (applying knowledge and understanding): Knowing define and evaluate the application of different theories and models from
the differentiation of contexts, actors and processes;
3. Making judgments (Making judgments): be able to distinguish between theories
and their practical-empirical application;
4. Communication skills (communication skills): knowing how to communicate research and education and training knowledge, adapting it to the contexts and environments;
5. Ability to learn (learning skills): knowing how to build an autonomous path of
research and be able to carry out surveys in the research practice, able to transfer theoretical knowledge into empirical contexts.
Learning Objectives - Last names P-Z
Knowledge and understanding, namely: to develop and acquire the know how to steer between the models and theories of General Pedagogy and Educational Science; to recognize formal, informal and non-formal educational and training processes.
2. Applied knowledge and understanding skills: to be able to define and evaluate the application of different theories and models based on the differentiation of contexts, actors, and processes;
3. Independent judgments; to be able to distinguish between theories and their practical-empirical application;
4. Communication skills: to be able to ‘communicate’ research, education, and training knowledge, adapting it to different contexts and environments;
5. Learning skills: knowing to be able to build an autonomous path of research, also being able to carry out surveys in the research practice, and to transfer theoretical knowledge into empirical contexts.
6) Critical skills in the elaboration and exposure of pedagogical and cultural knowledge.
Prerequisites - Last names A-E
Good capability to writing, reading and understanding a text.
Prerequisites - Last names F-O
Good capability to writing, reading and understanding a text; good capability to steer in the history of XX century.
Prerequisites - Last names P-Z
Good writing skills; ability to read and understand essays on pedagogical issues; having knowledge and command of the general culture of the Twentieth century
Teaching Methods - Last names A-E
Frontal Lesson, Focus Group, TeamWork, Presentation and Speech in pptx;
Educational Laboratory: Writing an Autobiographical Essay.
Teaching Methods - Last names F-O
Frontal Lesson, Focused Seminars, Presentation and Speech in pptx;
Educational Laboratory: Writing an Autobiographical Essay.
Teaching Methods - Last names P-Z
Frontal lessons; teamwork; analysis of the key concepts of Pedagogy; seminar lessons in Italian, and English; writing your own school and educational autobiography.
Further information - Last names A-E
In the course it will be a Seminar 6 h. on autobiographical writing as self-reflective and narrative tool.
Further information - Last names F-O
In the course it will be a Workshop on autobiographical writing as self-reflective and narrative tool; and a Focused Seminar on how to study an academic scientific text.
Further information - Last names P-Z
During the course, they will be held two seminars of three hours each; the first one will be focused on the relationship between theory and practice in education, with particular emphasis on the importance of internships in promoting it; instead, the other one will be focused on autobiographical writing as a self-reflexive and narrative tool
Type of Assessment - Last names A-E
The examination will be in written form.
The written examination is related:
1) Questionnaire with closed and open questions on the volumes of the review program and materials found on Moodle classroom. The questionnaire will be prepared in the morning of the appeal, it will be given a 50 'time. Applications will be 20: 18 closed questions 2 open-ended questions. To closed questions will be assigned a score of 1; to open-ended questions will be awarded the score of 6.
2) A project on reading and writing a review of a choice of two volumes among those included in the syllabus.
3) Attending students will carry out the project in groups. I do not attend will be required to draw up the project at the time of the written examination.
The examinations are the same for attending and non-attending.
1) The attending will be able to perform the test on the questionnaire at the halfway point of two volumes (V. Boffo, "Educational Relations: between communication and care", Milan, Apogee / Maggs, 2011; Dewey J., Experiences and Education. Materials on Moodle). The other volumes will be chosen for the Project;
2) I do not attend will conduct the written test on the 4 volumes and simultaneously draw up a review of the two volumes of the choice program.
Type of Assessment - Last names F-O
The program and the examination are the same for attending and non-attending: The examination will be in oral form, more precisily it will consist in an oral exam on the books and, for the attending, on the intermediate activities.
During the course, attending students may attend intermediate activities in written form:
- Two different questionnaires with closed questions, on the volumes of the program;
- An excercise on autobiographical writing, to be deliver through the Moodle classroom, according to the instructions given during the course.
Type of Assessment - Last names P-Z
The exam will be written, and it will consist of a closed-ended answers questionnaire composed of 18 questions based on the 3 compulsory books required in the Program of this Course, and of 4 open-ended questions about the same 3 books and also about the further free-choice texts present in the Program and the materials uploaded on MOODLE virtual classroom. The questionnaire will be prepared in the morning of the exam session; students will have 60 minutes to answer. If correct, to closed-ended questions it will be assigned a score of 1; to open-ended questions they will be assigned from 0 to 6 points.
2) Evaluation of the educational and school personal autobiography.
3) For attending students, they are planned tests in progress, during the Course itself (in their case, the questionnaire consisting of 18 questions will be given during the Course, after that the topics the text is focused on will have been thoroughly addressed).
Attending students will have to follow the general procedures described here above
Course program - Last names A-E
The General Education Course will address the theoretical foundations of the Galaxy Education and discipline "General Pedagogy". They will engage with the models and theories that have shaped the discipline in the twentieth century. particular emphasis will be given to the issue of the Educational Relationship in formal, informal and non-formal. In particular it will be addressed the organization of education and training in the knowledge of the nursing professions contexts.
Course program - Last names F-O
The General Education Course will address the theoretical foundations of the Galaxy Education and discipline "General Pedagogy". They will engage with the
models and theories that have shaped the discipline in the twentieth century. Particular emphasis will be given to the issue of the Educational Relationship in
formal, informal and non-formal. In particular it will be addressed the organization of
education and training in the knowledge of the contexts of the complex society.
Course program - Last names P-Z
The Course will address the theoretical foundations of the Education “galaxy” and of the General Pedagogy discipline. They will be covered those Models and Theories that have shaped the discipline in the Twentieth century. A special emphasis will be given to some pedagogical emergencies that distinguish our contemporary societies. Particularly, the focus will be on the organization of educational and training knowledge and skills that are involved in the Care-giving professions