The principle of educational continuity constitutes the background of contemporary educational thought. The new educational philosophical orientations require a reflection on the adaptation of the conceptual and operational tools that serve to address the relationship between experience and education.
By studying the Philosophy of Education the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
- define and identify the epistemological and methodological field of the discipline;
- understand The principle of educational continuity.
In terms of ability to apply knowledge and understanding:
- analyse the relationship between experience and education;
- Identify conceptual and operational tools to address the relationship between experience and education.
In terms of autonomy of judgement:
- understand contemporary educational thinking;
- identify and generalize educational phenomena and processes.
In terms of communication skills:
- Interact in the classroom and outside the classroom;
- Linking pedagogical theories to contemporary educational issues.
In terms of learning capacity:
- understand the educational challenge and propose solutions in the light of the new educational philosophical orientations;
- be able to access the relevant scientific literature.
By studying the Philosophy of Education the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
- define and identify the epistemological and methodological field of the discipline;
- understand The principle of educational continuity.
In terms of ability to apply knowledge and understanding:
- analyse the relationship between experience and education;
- Identify conceptual and operational tools to address the relationship between experience and education.
In terms of autonomy of judgement:
- understand contemporary educational thinking;
- identify and generalize educational phenomena and processes.
In terms of communication skills:
- Interact in the classroom and outside the classroom;
- Linking pedagogical theories to contemporary educational issues.
In terms of learning capacity:
- understand the educational challenge and propose solutions in the light of the new educational philosophical orientations;
- be able to access the relevant scientific literature.
teacher profile teaching materials
The idea of living we intend to refer to is that of a human subject who, through the narrative dimension, the word and the writing, the discourse and reading, literature and the arts, is induced to promote an emancipatory enrichment of himself and his ability to create and understand meanings, values, vocabularies, texts, symbols. Central, in our perspective of analysis, the connection and analogy existing between the dimension of language and that of the city, of the polis understood as a place of the human.
However, the human and the inhuman have always coexisted within the city of men, and our living in this city is perpetually exposed to expropriation, exile, pain, vulnerability, denial of self and 'other person: the reading of Sophocles' Antigone, foreseen in the present Course, as well as the reference to Albert Camus' Foreigner and Bertolt Brecht's Mother Courage (authors treated in the text by Marco Giosi), will touch this theme connected to the dialectic between recognition and dehumanization. Even the text by Charles Taylor, Consequences of modernity, will be confronted with the themes related to the eclipse of the ends, the need for recognition, the loss of the social bond in relation to forms of "selfish" individualism. The study of the text by Jean Paul Sartre, Existentialism is a humanism, constitutes a call to a personal, ethical "commitment" that conceives man as a "builder" of a humanism through choices and practices of mutual recognition interhuman, without "Guarantees" of divine or transcendent order.
The educational-pedagogical principle that is at the basis of this course is that of dialogue:
A) Dialogue as the foundation of the same educational relationship; this dialogue belongs to the intimate nature of thinking, knowing, learning and teaching. From the Socratic pedagogical practice to the pedagogical experience of Don Milani, passing through the I-tu relationship described by Martin Buber.
B) Dialogue as a social, political space crossed by a dialectic between identity and difference, between solitude and community, to use the words of the philosopher of education Stanley Cavell.
The text of Marco Giosi, The educational experience and its languages: dialogue, narration, humanitas, intends to offer keys for reading and interpreting issues that touch the current educational condition: education for citizenship; the processes of literacy of the person, between orality, writing, reading; the study of the classics; the analysis of the aesthetic experience on the "symbolic" front; analysis of the impact of media and new electronic-digital technologies on the cognitive, perceptive, emotional and imaginative processes of the child / adolescent person. The philosophical-educational reflection on the knowledge of education and on the epistemological status of the discipline itself.
A part of the program is dedicated to early childhood and applications to educational settings for children ", with reference to what is indicated in Decree 378/2018, enclosed
M. Giosi, Pedagogia della cura e integrazione sociale, Anicia, Roma, 2019.
J.P. Sartre, L'esistenzialismo è un umanismo, Milano, Mursia, 2012
Laboratorio da 3 CFU:
Sofocle, Antigone, Milano, Mondadori, 2002.
Programme
This year's course will focus on the trinomial dialogue / humanitas / narration, in the spirit of a philosophical-educational reflection on living the human dimension, in today's "age of technology". The concern for the intrinsically humanistic value of education, which animates the present Course, constitutes an explicit stance against the possible drifts and risks of a vision of man increasingly marked by the intrusiveness of the technique intended as an end, not as a means ; from the reduction of education to purely utilitarian and systemic-functionalist logics; from a depersonalization of the educational relationship, which becomes more and more an object, precisely, of a process of "pedagogical sterilization" that would like to empty the training path of the young "subjects in training" of substance, weight, content, in the name of a illusory and ephemeral need for formalization, quantification of learning and teaching.The idea of living we intend to refer to is that of a human subject who, through the narrative dimension, the word and the writing, the discourse and reading, literature and the arts, is induced to promote an emancipatory enrichment of himself and his ability to create and understand meanings, values, vocabularies, texts, symbols. Central, in our perspective of analysis, the connection and analogy existing between the dimension of language and that of the city, of the polis understood as a place of the human.
However, the human and the inhuman have always coexisted within the city of men, and our living in this city is perpetually exposed to expropriation, exile, pain, vulnerability, denial of self and 'other person: the reading of Sophocles' Antigone, foreseen in the present Course, as well as the reference to Albert Camus' Foreigner and Bertolt Brecht's Mother Courage (authors treated in the text by Marco Giosi), will touch this theme connected to the dialectic between recognition and dehumanization. Even the text by Charles Taylor, Consequences of modernity, will be confronted with the themes related to the eclipse of the ends, the need for recognition, the loss of the social bond in relation to forms of "selfish" individualism. The study of the text by Jean Paul Sartre, Existentialism is a humanism, constitutes a call to a personal, ethical "commitment" that conceives man as a "builder" of a humanism through choices and practices of mutual recognition interhuman, without "Guarantees" of divine or transcendent order.
The educational-pedagogical principle that is at the basis of this course is that of dialogue:
A) Dialogue as the foundation of the same educational relationship; this dialogue belongs to the intimate nature of thinking, knowing, learning and teaching. From the Socratic pedagogical practice to the pedagogical experience of Don Milani, passing through the I-tu relationship described by Martin Buber.
B) Dialogue as a social, political space crossed by a dialectic between identity and difference, between solitude and community, to use the words of the philosopher of education Stanley Cavell.
The text of Marco Giosi, The educational experience and its languages: dialogue, narration, humanitas, intends to offer keys for reading and interpreting issues that touch the current educational condition: education for citizenship; the processes of literacy of the person, between orality, writing, reading; the study of the classics; the analysis of the aesthetic experience on the "symbolic" front; analysis of the impact of media and new electronic-digital technologies on the cognitive, perceptive, emotional and imaginative processes of the child / adolescent person. The philosophical-educational reflection on the knowledge of education and on the epistemological status of the discipline itself.
A part of the program is dedicated to early childhood and applications to educational settings for children ", with reference to what is indicated in Decree 378/2018, enclosed
Core Documentation
M. Giosi, L'esperienza educativa e i suoi linguaggi. Dialogo, narrazione, humanitas, Roma, Anicia, 2019.M. Giosi, Pedagogia della cura e integrazione sociale, Anicia, Roma, 2019.
J.P. Sartre, L'esistenzialismo è un umanismo, Milano, Mursia, 2012
Laboratorio da 3 CFU:
Sofocle, Antigone, Milano, Mondadori, 2002.
Type of evaluation
The evaluation will take into account: the ability of the student to respond to the questions asked; the evaluation of the logical and linguistic skills demonstrated; the knowledge of the historical-educational contextualization; the knowledge of authors, themes and works; the ability to apply historical, philosophical and educational knowledge to problems and cases related to educational and training processes