Students must show organic knowledge, coherently organized, in the field of fundamental theoretical frameworks of the discipline (the main pedagogical theories and approaches with particular reference to the contemporaneity). Students must show knowledge of the international debate on general education regarding in particular the analysis of complex society and post-modernity and the new questions posed to education by European policies.
Knowledge and understanding
Problematizations understanding of the key issues (the theme of education in contrast to the growth of inequality, the relationship between authority and freedom, the central position of the student, denotative characteristics of the “growth-oriented person” process, opposing theoretical approaches in the interpretation of adults training (such as personalism, the hermeneutics, etc..), the role of society – in its several systems and interaction processes – with the spheres of teaching, in reference to the scenarios and the interpretive perspectives of the late modernity (capability approach and human development).
Applying knowledge and understanding
Students must show ability to apply their knowledge and understanding with reference to a professional approach, emphasizing problem solving skills, knowing how to communicate issues, ideas and operating approaches, even dealing with specific study areas (family, micro-and macro-systems, etc.). Students will apply their knowledge to the reading of texts, the description and interpretation of social and multicultural contexts, the analysis of projects and initiatives that promote the development of individual and social learning processes even within communities, the school and the world of work.
Making judgements
Students should be able to argue autonomously about key issues of general education with reference to interpretive perspectives of the contemporary society.
Communication skills
Students will be able to develop various forms of (oral and written) Communication in group teaching situations.
Learning skills
Students will also be able to develop learning skills (information gathering and reliable web and bibliographic sources search), in view of further discussion and elaboration of an independent research.
Knowledge and understanding
Problematizations understanding of the key issues (the theme of education in contrast to the growth of inequality, the relationship between authority and freedom, the central position of the student, denotative characteristics of the “growth-oriented person” process, opposing theoretical approaches in the interpretation of adults training (such as personalism, the hermeneutics, etc..), the role of society – in its several systems and interaction processes – with the spheres of teaching, in reference to the scenarios and the interpretive perspectives of the late modernity (capability approach and human development).
Applying knowledge and understanding
Students must show ability to apply their knowledge and understanding with reference to a professional approach, emphasizing problem solving skills, knowing how to communicate issues, ideas and operating approaches, even dealing with specific study areas (family, micro-and macro-systems, etc.). Students will apply their knowledge to the reading of texts, the description and interpretation of social and multicultural contexts, the analysis of projects and initiatives that promote the development of individual and social learning processes even within communities, the school and the world of work.
Making judgements
Students should be able to argue autonomously about key issues of general education with reference to interpretive perspectives of the contemporary society.
Communication skills
Students will be able to develop various forms of (oral and written) Communication in group teaching situations.
Learning skills
Students will also be able to develop learning skills (information gathering and reliable web and bibliographic sources search), in view of further discussion and elaboration of an independent research.
Curriculum
teacher profile
teaching materials
A portion of the program will be devoted to the contexts of adult education.
Prof.ssa Caggiano will carry out 3 CFU of Laboratory
A. Broccoli, Dialogare, Morcelliana, Brescia 2021;
+
Laboratorio (3 CFU) - Prof.ssa Valeria Caggiano:
V. Caggiano, Christine de Pizan, e la città delle dame, Anicia, Roma, 2022.
Those wishing to take the exam with a different program than the standard one, are requested to agree with the teacher, at least 30 days before the date of appeal.
Programme
The course aims to initiate students in the study of themes and problems of General Pedagogy, with particular regard to the pedagogical-educational reflection that emerged during the twentieth century. Some significant constructs of the pedagogical discourse will be deepened, in comparison with the Socratic lesson: education and paideia, ethics and moral action, practice of care and self-care, communication and dialogical relationship.A portion of the program will be devoted to the contexts of adult education.
Prof.ssa Caggiano will carry out 3 CFU of Laboratory
Core Documentation
Platone, Apologia di Socrate, Laterza, Roma-Bari 2005 (edizione consigliata);A. Broccoli, Dialogare, Morcelliana, Brescia 2021;
+
Laboratorio (3 CFU) - Prof.ssa Valeria Caggiano:
V. Caggiano, Christine de Pizan, e la città delle dame, Anicia, Roma, 2022.
Those wishing to take the exam with a different program than the standard one, are requested to agree with the teacher, at least 30 days before the date of appeal.
Type of delivery of the course
The course (9 CFU, 6 + 3 of Laboratory) includes 36 hours of conventional didactics and 18 hours of LABORATORY work, in total carried out in the form of frontal lessons and students' participation even on Form on line and Microsoft Teams platforms. In the case of a new health emergency by COVID-19 all the provisions that regulate the way in which teaching activities and student evaluation are carried out will be implemented. In particular, the following arrangements will apply: - use of the Form on Line platform for audio files related to the lessons and any activation of an interactive Forum in which the participation of students is required; - use of the Microsoft Teams platform for interviews, receptions and live lectures.Type of evaluation
Examination consists of an interview on the subjects of the course, aimed at ensuring the possession of specific knowledge of some themes of general Pedagogy. The exam grade (a single grade for 6 CFU + 3 CFU of Laboratory), expressed in thirty-eight, takes into account: the ability to easily navigate among the topics addressed in the lesson, starting with the texts proposed; the ability to re-elaborate the acquired knowledge critically; the ownership of proper expressive property and specialized terminology. In the event of a new health emergency by COVID-19,any "in itinere" evaluation tests will also be carried out.
teacher profile
teaching materials
Intermediate tests are scheduled on the EDUFORM platform:
Programme
The program includes a historical and pedagogical study that revolves around the character of Christine De Pizan.Intermediate tests are scheduled on the EDUFORM platform:
Core Documentation
V. Caggiano, 2022, Christine De Pizan, Educazione tra cuore e libri, Anicia, Roma.Reference Bibliography
Bornay, E. (2021). Las hijas de Lilith. Madrid, Cátedra. Caggiano, V., Lopez, I., “Christine de Pizan: annotazioni pedagogiche su La città delle dame”, EDUCAZIONE. Giornale di pedagogia critica, XI, 1 (2022), pag. 90-106. Chance, J. (Ed.). (2019). Gender and text in the later Middle Ages. Wipf and Stock Publishers. Costa, M. R. N., & Costa, R. F. (2021). “Escrita e Gênero na Pensadora Medieval Cristina de Pisano”. Ágora Filosófica, 21(2), 05-27. Ketzer, P., & Scheffer, A. P. (2021). “Socialização feminina, protagonismo humano e educação: uma análise a partir de Christine de Pizan”. Espaço Pedagógico, 28(1), 258-275. Leal, Ivone. (1999). “Cristina de Pisano e todo o universo de mulheres.” Cadernos condição feminina. Lisboa. Leite, L. (2012). “Pontos comuns entre os textos de Christine de Pizan” (" La Cité des dames e Les Trois vertus") e" Le Mesnagier de Paris". SIGNUM-Revista da ABREM,12(2), 163-187. Ferraro, A. R. (2021). The Woman Question, Equality, and the Right to Education: France, 1399 to 1793. Educação & Realidade, 46. Pérez, M. B. H. (2001). Lemarchand, Marie-Jose, Ed. & Trad. 2000: Cristina de Pizan: la ciudad de las damas. ELIM. Journal of the Spanish Society for Medieval English Language and Literature., 11, 194-199. Pintar, K. C. (2021). Narrativa poética em Christine de Pizan: A inserção da poesia na prosa de autoria feminina do século XV. Plebani, T. (2022).El canon ignorado: La escritura de las mujeres en Europa (s. XIII-XX) (Vol. 22). Ampersand. Rodríguez, J. E. (2016). “La prhonesis real en la teoría política de Christine de Pizan”. Cuadernos Medievales, (21), 121-135. Segura Graíno, C. (2001). Feminismo y misoginia en la literatura española. Fuentes literarias para la historia de las mujeres. Madrid, Narcea. Sutil, S. S. (2020). “Das virtudes ou infortúnios femininos”. Cadernos de História,21(34), 122-122. Zimmermann, M. (2017). “La scrittrice della memoria”, in P. Caraffi (a cura di), Christine de Pizan: una città per sé, Roma, Carocci.Type of delivery of the course
There will be workshops and group tests. Report on the EDUFORM platformAttendance
Riportate sulla piattaforma EDUFORMType of evaluation
The intermediate tests will have an evaluation of (60-100). The media will allow access to the oral exam.
teacher profile
teaching materials
The students will be introduced in the main educational questions and antinomies, forms and structures of educating, institutional and widespread, intentional and non-intentional. These forms and structure will be analysed to explain their genealogy, their evolution and the contemporary phenomenology.
Through these pathways and by means of the concepts analysed the students will examine the main forms of professional educational work, from a general and critical point of view: the articulation of activity (design, execution, evaluation), the relational and institutional forms, their characteristics in terms of system, policy, law and regulations, the main devices and techniques.
Nietzsche, Genealogia della morale
one book chosen between:
Foucault M., Del governo dei viventi. Corso al Collège de France (1979-1980), Milano, Feltrinelli, 2014.
Foucault M., Sorvegliare e punire. Nascita della prigione, Milano, Feltrinelli, 2005.
Foucault M., Il potere psichiatrico, Milano, Feltrinelli
Foucault M., Gli anormali. Corso al Collège de France (1974-1975), Milano, Feltrinelli, 2000.
Goffman E., Asylums, Torino, Einaudi, 2010.
Canguilhem G., Il normale e il patologico, Torino, Einaudi, 1998.
one book chosen between:
Sacks O., Risvegli, Milano, Adelphi, 1995.
Sacks O., Molly Sweeney. Vedere e non vedere, Milano, Adelphi, 2006.
Sacks O., L' uomo che scambiò sua moglie per un cappello, Milano, Adelphi, 2001.
Sacks O., Vedere voci. Un viaggio nel mondo dei sordi, Milano, Adelphi, 1990.
Sacks O., Un antropologo su Marte, Milano, Adelphi, 1998.
one book chosen between:
Rogers, C. R.; Stevens, B. (1987) Da persona a persona. Il problema di essere umani, Roma, Astrolabio-Ubaldini
Ducci E., Approdi dell'umano. Il dialogare minore, Roma, Anicia, 2002.
Ducci E., L'uomo umano, Roma, Anicia, 2008.
Ducci E., Essere e comunicare, Roma, Anicia, 2003.
Buber M., Il principio dialogico, Roma, edizioni Paoline
Programme
Studying the Plato's thought, and reading some excerpts, the students will deal with the main educational questions, which from ancient age to nowadays stimulate educators and educational scholars. The platonic dialogues dealt with the several problems discussed in the Greek culture in these period and constitute the basis of the philosophical and scientific discourse, from Aristotle to Nowadays.The students will be introduced in the main educational questions and antinomies, forms and structures of educating, institutional and widespread, intentional and non-intentional. These forms and structure will be analysed to explain their genealogy, their evolution and the contemporary phenomenology.
Through these pathways and by means of the concepts analysed the students will examine the main forms of professional educational work, from a general and critical point of view: the articulation of activity (design, execution, evaluation), the relational and institutional forms, their characteristics in terms of system, policy, law and regulations, the main devices and techniques.
Core Documentation
Plato, all works.Nietzsche, Genealogia della morale
one book chosen between:
Foucault M., Del governo dei viventi. Corso al Collège de France (1979-1980), Milano, Feltrinelli, 2014.
Foucault M., Sorvegliare e punire. Nascita della prigione, Milano, Feltrinelli, 2005.
Foucault M., Il potere psichiatrico, Milano, Feltrinelli
Foucault M., Gli anormali. Corso al Collège de France (1974-1975), Milano, Feltrinelli, 2000.
Goffman E., Asylums, Torino, Einaudi, 2010.
Canguilhem G., Il normale e il patologico, Torino, Einaudi, 1998.
one book chosen between:
Sacks O., Risvegli, Milano, Adelphi, 1995.
Sacks O., Molly Sweeney. Vedere e non vedere, Milano, Adelphi, 2006.
Sacks O., L' uomo che scambiò sua moglie per un cappello, Milano, Adelphi, 2001.
Sacks O., Vedere voci. Un viaggio nel mondo dei sordi, Milano, Adelphi, 1990.
Sacks O., Un antropologo su Marte, Milano, Adelphi, 1998.
one book chosen between:
Rogers, C. R.; Stevens, B. (1987) Da persona a persona. Il problema di essere umani, Roma, Astrolabio-Ubaldini
Ducci E., Approdi dell'umano. Il dialogare minore, Roma, Anicia, 2002.
Ducci E., L'uomo umano, Roma, Anicia, 2008.
Ducci E., Essere e comunicare, Roma, Anicia, 2003.
Buber M., Il principio dialogico, Roma, edizioni Paoline
Reference Bibliography
-- • De Angelis B., L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti, F. Angeli, Milano, 2017. • Bocci F., De Angelis B., et al., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016 (chpts. 1 pp.15-63 e pp.67-77; chpts. 5 pp.215-261; chpts. 7 pp.333-370; chpts. 10 pp.459-482). • Bruner J., La fabbrica delle storie, Laterza, Bari, 2002. • Teaching materials and pages that are required to be read, analyzed and studied, will be inserted into the online e-learning platform of the Department (http://formonline.uniroma3.it).Type of delivery of the course
There will be lectures and online workshop learning groups. Some organisational change will be introduced to deal with the Covid-19 emergency: in this case, the lectures will be held online too.Attendance
- not compulsoryType of evaluation
Group workshops and participate discussions will be evaluated. The examination has two parts: a test and a short oral examination. Examination forms and times can be changed bexause of the Covid-19 emergency.