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
Part of the program is dedicated to early childhood and applications to educational settings for children.
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.
THE PROGRAM IS VALID FOR THREE ACADEMIC YEARS
Programme
The course aims to initiate students to the study of themes and problems of general Pedagogy, with particular attention to the pedagogical and educational reflection that emerged during the twentieth century. Some significant constructs of the pedagogical discourse will be examined in depth, in comparison with the Socratic lesson: education and paideia, ethics and moral action, practice of care and self-care, communication and dialogic relationship.Part of the program is dedicated to early childhood and applications to educational settings for children.
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.
THE PROGRAM IS VALID FOR THREE ACADEMIC YEARS
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. In the case of an extension of the 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.Attendance
ATTENDANCE AT LESSON IS NOT MANDATORY.Type of evaluation
The examination consists of an interview on the topics of the course, which will ascertain the possession of specific knowledge of some topics in General Pedagogy. The final grade, expressed in thirtieths, will take into account: Of the ability to move easily through the topics covered during the lectures, from the proposed texts; Of the ability to critically rework the knowledge acquired; of the possession of adequate expressive property and specialized terminology. teacher profile teaching materials
The course is divided into four areas (3 of 10 hours and the fourth of 6 hours, for a total of 36 hours).
The first area introduces the main themes of the discipline with particular attention to the dimensions of the contemporary debate. In the first area, the topics will concern organizational models, human resource management and recruitment methodologies in the various organizational contexts, the relationship between learning and knowledge with particular regard to the topic of organizational cultures and sensemaking.
In the context of a reflection on the contemporary transformation of work induced by digitalization, the theme of Industry.4 and teamwork will be studied.
The second area focuses attention on the community of practice approach, as a tool for training and knowledge management in organizations.
In the third area, Work based learning is examined, contextualized in the European scenario and with reference to the VET and CVET frame works.
The last area, the fourth, addresses the issue of Human Development (the ISU issue, the theories of Sen and Nussbaum: the capability approach and social justice).
The areas studied will provide the methodological tools to interpret the complexity of organizational and training development in the world of work and in general in public and private organizations. The course provides for the alternation of lectures with moments of training planning and case studies. In each area there is an exercise laboratory on issues relating to the area itself. Collaborative design work will start in the laboratories with students who will be an integral part of the exam.
Area 1
• The socio-organizational scenarios for a pedagogy of human resources and organizations: theoretical frame work
• Laboratory on "Needs analysis"
• "Soft skills and Organizations" laboratory
Area 2
• The theoretical approach of communities of practice
• Workshop on "Bricks x Tips"
Area 3
• Work based learning, CVET and VET
• The skills model: construct analysis
• Validation and certification of skills: the European approach (ECVET, EQF)
Area 4
• The foundations of the Nussbaum approach: educational capabilities and welfare
• Educational dimensions of the approach to capability in social and school habitats
* Part of the program is dedicated to early childhood and applications to educational settings for children.
Alessandrini G. (2017), Atlante di Pedagogia del Lavoro (prima e terza parte)
Alessandrini G. (2016), Nuovo Manuale per l’esperto dei processi formativi. Canoni teorico-metodologici, Carocci, Roma
Caggiano V. (2019), Hard work on Soft Skills
Caggiano V., (2022),Christine de Pizan, Anicia
Articoli
1. Entrepreneurship Education: A Global Evaluation of Entrepreneurial Attitudes and Values (a Transcultural Study)
https://www.ledonline.it/index.php/ECPS-Journal/article/view/1070/844
2. EDUCATION TO LEADERSHIP: SHAKESPEARE’S EXEMPLA AND SOFT SKILLS
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/153/154
3. Soft Skills and European Labour Market: Interviews with Finnish and Italian Managers
https://www.ledonline.it/index.php/ECPS-Journal/article/view/1575/1183
4. Towards Identifying the Soft Skills Needed in Curricula: Finnish and Italian Students’ Self-Evaluations Indicate Differences between Groups
5. Entrepreneurial university as innovation driver: the Salamanca Summer School case
6. Soft Skills degli insegnanti: verso un nuovo ambito di ricerca e formazione nella scuola secondaria italiana
7. INITIAL TRAINING OF TEACHERS: COMPARATIVE STUDY OF MEXICAN AND CHINESE EDUCATION SYSTEMS
8. EDUCACIÓN EMPRENDEDORA Y EL USO DE LA METÁFORA: UN CAMINO HASTA LA FELICIDAD (spanish)http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/80
Programme
Program Module I - Pedagogy of human resources and organizationsThe course is divided into four areas (3 of 10 hours and the fourth of 6 hours, for a total of 36 hours).
The first area introduces the main themes of the discipline with particular attention to the dimensions of the contemporary debate. In the first area, the topics will concern organizational models, human resource management and recruitment methodologies in the various organizational contexts, the relationship between learning and knowledge with particular regard to the topic of organizational cultures and sensemaking.
In the context of a reflection on the contemporary transformation of work induced by digitalization, the theme of Industry.4 and teamwork will be studied.
The second area focuses attention on the community of practice approach, as a tool for training and knowledge management in organizations.
In the third area, Work based learning is examined, contextualized in the European scenario and with reference to the VET and CVET frame works.
The last area, the fourth, addresses the issue of Human Development (the ISU issue, the theories of Sen and Nussbaum: the capability approach and social justice).
The areas studied will provide the methodological tools to interpret the complexity of organizational and training development in the world of work and in general in public and private organizations. The course provides for the alternation of lectures with moments of training planning and case studies. In each area there is an exercise laboratory on issues relating to the area itself. Collaborative design work will start in the laboratories with students who will be an integral part of the exam.
Area 1
• The socio-organizational scenarios for a pedagogy of human resources and organizations: theoretical frame work
• Laboratory on "Needs analysis"
• "Soft skills and Organizations" laboratory
Area 2
• The theoretical approach of communities of practice
• Workshop on "Bricks x Tips"
Area 3
• Work based learning, CVET and VET
• The skills model: construct analysis
• Validation and certification of skills: the European approach (ECVET, EQF)
Area 4
• The foundations of the Nussbaum approach: educational capabilities and welfare
• Educational dimensions of the approach to capability in social and school habitats
* Part of the program is dedicated to early childhood and applications to educational settings for children.
Core Documentation
Testi di riferimentoAlessandrini G. (2017), Atlante di Pedagogia del Lavoro (prima e terza parte)
Alessandrini G. (2016), Nuovo Manuale per l’esperto dei processi formativi. Canoni teorico-metodologici, Carocci, Roma
Caggiano V. (2019), Hard work on Soft Skills
Caggiano V., (2022),Christine de Pizan, Anicia
Articoli
1. Entrepreneurship Education: A Global Evaluation of Entrepreneurial Attitudes and Values (a Transcultural Study)
https://www.ledonline.it/index.php/ECPS-Journal/article/view/1070/844
2. EDUCATION TO LEADERSHIP: SHAKESPEARE’S EXEMPLA AND SOFT SKILLS
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/153/154
3. Soft Skills and European Labour Market: Interviews with Finnish and Italian Managers
https://www.ledonline.it/index.php/ECPS-Journal/article/view/1575/1183
4. Towards Identifying the Soft Skills Needed in Curricula: Finnish and Italian Students’ Self-Evaluations Indicate Differences between Groups
5. Entrepreneurial university as innovation driver: the Salamanca Summer School case
6. Soft Skills degli insegnanti: verso un nuovo ambito di ricerca e formazione nella scuola secondaria italiana
7. INITIAL TRAINING OF TEACHERS: COMPARATIVE STUDY OF MEXICAN AND CHINESE EDUCATION SYSTEMS
8. EDUCACIÓN EMPRENDEDORA Y EL USO DE LA METÁFORA: UN CAMINO HASTA LA FELICIDAD (spanish)http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/80
Reference Bibliography
Testi di riferimento Alessandrini G. (2017), Atlante di Pedagogia del Lavoro (prima e terza parte) Alessandrini G. (2016), Nuovo Manuale per l’esperto dei processi formativi. Canoni teorico-metodologici, Carocci, Roma Caggiano V. (2019), Hard work on Soft Skills Caggiano V., (2022),Christine de Pizan, Anicia Articoli 1. Entrepreneurship Education: A Global Evaluation of Entrepreneurial Attitudes and Values (a Transcultural Study) https://www.ledonline.it/index.php/ECPS-Journal/article/view/1070/844 2. EDUCATION TO LEADERSHIP: SHAKESPEARE’S EXEMPLA AND SOFT SKILLS http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/153/154 3. Soft Skills and European Labour Market: Interviews with Finnish and Italian Managers https://www.ledonline.it/index.php/ECPS-Journal/article/view/1575/1183 4. Towards Identifying the Soft Skills Needed in Curricula: Finnish and Italian Students’ Self-Evaluations Indicate Differences between Groups 5. Entrepreneurial university as innovation driver: the Salamanca Summer School case 6. Soft Skills degli insegnanti: verso un nuovo ambito di ricerca e formazione nella scuola secondaria italiana 7. INITIAL TRAINING OF TEACHERS: COMPARATIVE STUDY OF MEXICAN AND CHINESE EDUCATION SYSTEMS 8. EDUCACIÓN EMPRENDEDORA Y EL USO DE LA METÁFORA: UN CAMINO HASTA LA FELICIDAD (spanish)http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/80Type of delivery of the course
Three tests are scheduled during the program, to be carried out on the dedicated remote platform, as well as dedicated Forum and blog activities. passing the intermediate tests, with a minimum of 60/100 for each test, will give access to the final oral test.Attendance
In presence, the in itinere tests offered on the platform are compulsoryType of evaluation
Three tests are scheduled during the program, to be carried out on the dedicated remote platform (EDUFORM); the positive evaluation (minumum 60/100) relative to the intermediate tests will give access to the final oral test. In the event of an extension of the health emergency from COVID-19, all the provisions that regulate the methods of carrying out the teaching activities and student assessment will be implemented. 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
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
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.