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
This year's course will focus on the theme of care, understood as a pedagogically crucial category within our existential, social, ethical-political condition.
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.In this regard, the instrument relating to autobiography, writing and narration of self, always projected within a dialogic space, the main route for an active, participatory and emancipatory integration and inclusion is of particular value and interest.
M. Giosi, Pedagogia della cura e integrazione sociale, Anicia, Roma, 2019.
D. Demetrio, Raccontarsi. L'autobiografia come cura di sé, Milano, Cortina, 1996.
Laboratorio:
Un testo a scelta tra:
Thomas Mann, La montagna incantata (qualsivoglia edizione)
Sofocle, Antigone (qualsivoglia edizione).
Hermann Hesse, Narciso e Boccadoro, Milano, Mondadori, 1980
Programme
Humanism of care, autobiography and educational contextsThis year's course will focus on the theme of care, understood as a pedagogically crucial category within our existential, social, ethical-political condition.
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.In this regard, the instrument relating to autobiography, writing and narration of self, always projected within a dialogic space, the main route for an active, participatory and emancipatory integration and inclusion is of particular value and interest.
Core Documentation
M. Giosi, L'esperienza educativa e i suoi linguaggi. Dialogo, narrazione, humanitas, Roma, Anicia, 2019M. Giosi, Pedagogia della cura e integrazione sociale, Anicia, Roma, 2019.
D. Demetrio, Raccontarsi. L'autobiografia come cura di sé, Milano, Cortina, 1996.
Laboratorio:
Un testo a scelta tra:
Thomas Mann, La montagna incantata (qualsivoglia edizione)
Sofocle, Antigone (qualsivoglia edizione).
Hermann Hesse, Narciso e Boccadoro, Milano, Mondadori, 1980
Type of delivery of the course
The exam will be articulated through a series of questions on the texts foreseen by the program. In the event of an extension of the health emergency from COVID-19, all the provisions that regulate the methods for carrying out teaching activities and students' evaluation will be implemented. In particular, the following methods will apply: ... "Type of evaluation
The evaluation expressed will take into account: the student's ability to respond to the questions; evaluation of the logical and linguistic skills demonstrated; the historical-educational contextualization capacity of authors, themes and works. In the event of an extension of the health emergency from COVID-19, all the provisions that regulate the methods for carrying out teaching activities and students' evaluation will be implemented. In particular, the following methods will apply: ... "