The course’s objective is acquiring and consolidating knowledge concerning history of pedagogical ideas that have been expressed by some of the most important western authors between the seventeenth and twentieth centuries. The aim is to make students aware that the history of past ideas is a fundamental tool for understanding present times.
Through the study of History of Pedagogy the student will be able to achieve the following training objectives:
1) In terms of knowledge and understanding, the awareness of the epistemological foundations of the history of pedagogical ideas
2) In terms of ability to apply the acquired knowledge, the ability to critically analyze the relationship between pedagogical ideas and different educational practices;
3) In terms of autonomy of judgment, the ability to evaluate how much of the past survives in present educational contexts;
4) In terms of learning and research abilities, to increase the knowledge of the most recent cognitive pathways in the field of history of pedagogy and education;
5) communication skills aimed at identifying and criticizing stereotypes and prejudices conveyed by pedagogical ideas, in order to facilitate their overcoming through educational practices.
Through the study of History of Pedagogy the student will be able to achieve the following training objectives:
1) In terms of knowledge and understanding, the awareness of the epistemological foundations of the history of pedagogical ideas
2) In terms of ability to apply the acquired knowledge, the ability to critically analyze the relationship between pedagogical ideas and different educational practices;
3) In terms of autonomy of judgment, the ability to evaluate how much of the past survives in present educational contexts;
4) In terms of learning and research abilities, to increase the knowledge of the most recent cognitive pathways in the field of history of pedagogy and education;
5) communication skills aimed at identifying and criticizing stereotypes and prejudices conveyed by pedagogical ideas, in order to facilitate their overcoming through educational practices.
teacher profile teaching materials
The general part will tackle, in the first semester, the main authors of the history of education of modern and contemporary age through the analysis of the principal schools of thought.
In the first semester the workshop part will be dedicated to the analysis of some specific themes of history of education in contemporary age.
The educational thought of Antonio Gramsci will be studied in-depth through the reading of a particularly relevant place concerning the prison notes, the Notebook 12, in which Gramsci outlines his idea of school and education in opposition to the model offered by Giovanni Gentile’s Reform of 1923. Still in the first semester the workshop activity will tackle, through the reading of Carmela Covato’s book “Pericoloso a dirsi”, the impact, on the history of education level, of a new frontier of research relative to the history of emotion, which has created a real revolution in the way the sources of the past are looked at. It consists of a real “enlargement” of a prospective that, already identified in the Thirties by the historiographical revolution carried out by the review «Les Annales» achieves to outline a history of sensitivity that definitively emancipates itself from a “teleological” vision of the civilization process and from a transposition of psychology into history. This new awareness, outside any intimist tendency, has subtracted emotion and feelings from a history deprived dimension. It’s exactly from the analysis of family and private contexts, intended as a labyrinth of educational relations and as a privileged space for the manifestation of coercitive identitary rules,- also through the use of a new type of documentation such as autobiographies, literary narrations, diaries, pictorial and iconographic representations,- that a transgenerational element connected to the transmission of educational codes emerges.
In the second semester the workshop activity will continue focusing especially on the educational thought of one of the major authors of the Twentieth century, John Dewey. A particularly significant work of the American pedagogist will be analysed, The School and Society, in which Dewey, putting school in relation with the social process in its entirety, outlines the idea of the formation of a new democratic citizen endowed with scientific spirit and a historical and critical sense
A.Gramsci, Quaderno del carcere n. 12. Editing and Preface by Chiara Meta, Edizioni Conoscenza, Roma, 2018.
J. Dewey, Scuola e società. Editing and Preface by F. Borruso, Edizioni Conoscenza, Roma, 2018
C. Covato, Pericoloso a dirsi. Emozioni, sentimenti, divieti e trasgressioni nella storia dell’educazione, Unicopli, Milano, 2018 .
Programme
The course will be articulated in a general part and a workshop part.The general part will tackle, in the first semester, the main authors of the history of education of modern and contemporary age through the analysis of the principal schools of thought.
In the first semester the workshop part will be dedicated to the analysis of some specific themes of history of education in contemporary age.
The educational thought of Antonio Gramsci will be studied in-depth through the reading of a particularly relevant place concerning the prison notes, the Notebook 12, in which Gramsci outlines his idea of school and education in opposition to the model offered by Giovanni Gentile’s Reform of 1923. Still in the first semester the workshop activity will tackle, through the reading of Carmela Covato’s book “Pericoloso a dirsi”, the impact, on the history of education level, of a new frontier of research relative to the history of emotion, which has created a real revolution in the way the sources of the past are looked at. It consists of a real “enlargement” of a prospective that, already identified in the Thirties by the historiographical revolution carried out by the review «Les Annales» achieves to outline a history of sensitivity that definitively emancipates itself from a “teleological” vision of the civilization process and from a transposition of psychology into history. This new awareness, outside any intimist tendency, has subtracted emotion and feelings from a history deprived dimension. It’s exactly from the analysis of family and private contexts, intended as a labyrinth of educational relations and as a privileged space for the manifestation of coercitive identitary rules,- also through the use of a new type of documentation such as autobiographies, literary narrations, diaries, pictorial and iconographic representations,- that a transgenerational element connected to the transmission of educational codes emerges.
In the second semester the workshop activity will continue focusing especially on the educational thought of one of the major authors of the Twentieth century, John Dewey. A particularly significant work of the American pedagogist will be analysed, The School and Society, in which Dewey, putting school in relation with the social process in its entirety, outlines the idea of the formation of a new democratic citizen endowed with scientific spirit and a historical and critical sense
Core Documentation
S. Santamaita, Storia dell’educazione e delle pedagogie, Bruno Mondadori, Milano, 2013.A.Gramsci, Quaderno del carcere n. 12. Editing and Preface by Chiara Meta, Edizioni Conoscenza, Roma, 2018.
J. Dewey, Scuola e società. Editing and Preface by F. Borruso, Edizioni Conoscenza, Roma, 2018
C. Covato, Pericoloso a dirsi. Emozioni, sentimenti, divieti e trasgressioni nella storia dell’educazione, Unicopli, Milano, 2018 .
Type of delivery of the course
The course will be delivered through taught classes, audiovisual material will be adopted: films and documentaries will be used. We also inform that in the event of an extension of the COVID-19 healthcare emergency all the disposition that regulate the way in which the teaching activities and the students' evaluation will be carried out will be implemented. In particular, lessons will be conducted online according to the procedures that will be provided by the University itself.Type of evaluation
An oral test is scheduled. We also inform that in the event of an extension of the COVID-19 healthcare emergency all the disposition governing the modalities of the on-line evaluation will be implemented according to the procedures that will be provided by the University itself. teacher profile teaching materials
Programme
the aim of the course is to address the repercussions, on the level of the history of education, that derive from a new frontier of research relative to the history of emotions. It has effected a real revolution in how sources of the past are looked at. This is an “enlargement” of the perspective that, already identified in the Thirties of the last century from the historiographic revolution offered by the review «Les Annales», achieves a delineation of a history of sensitivity that finally emancipates itself from a “theological” vision of the process of civilization and from a transposition of psychology into history. This new awareness, far away from any intimist deviation, has distanced emotions and feelings from a dimension without history. It’s exactly from the analysis of family and private contexts, intended as a labyrinth of educational relations and as a privileged space for the manifestation of coercitive identitary rules,- also through the use of a new type of documentation such as autobiographies, literary narrations, diaries, pictorial and iconographic representations,- that a transgenerational element connected to the transmission of educational codes emerges.Core Documentation
The volume C. Covato, Pericoloso a dirsi. Emozioni, sentimenti, divieti e trasgressioni nella storia dell’educazione, Unicopli, Milano, 2018, will be analysedType of delivery of the course
In this period because of the emergency due to the virus COVID-19, taught classes are closed until 3/04/2020. During this period it will be possible to follow the lessons in online mode by following the page available on the site: http://formonline.uniroma3.it/Type of evaluation
an oral test is scheduled