teacher profile teaching materials
– What education and pedagogy are: object, methods and vocabulary of the discipline; its relations with the other educational sciences and with the human and social sciences.
– Paideutic phenomena (education, training, instruction) and their classification: intentional and unintentional, institutional and informal.
– The reality of Homo sapiens: distinctive features of the human being and the main phylogenetic, ontogenetic and historical stages of development.
– Tool and sign: techniques, discourses and means; the stimulus-means and the history of signs; human cooperation (L. S. Vygotsky).
– The ontogenesis of meaning and poetry: Vygotsky's theory of meaning and concepts.
– Aesthetic behaviour and its educational function.
– The paideutic situation and its matrix: number of participants, direction and symmetry of communication.
The e-tivities of the module ask students to apply these categories: finding examples for each cell of the matrix of paideutic situations (intentional/unintentional, institutional/informal); reconstructing the operational chains and programmes of an everyday object and the situations that make learning it possible; classifying communicative and paideutic situations by number, direction and symmetry.
– L. S. Vygotskij, La mente umana. Cinque saggi, ed. by L. Mecacci, Feltrinelli, Milan 2022 («Universale Economica. I classici»; ISBN 978-88-07-90414-1).
– Video lectures, slides and module materials on the EduNext platform.
Programme
The module covers the following topics:– What education and pedagogy are: object, methods and vocabulary of the discipline; its relations with the other educational sciences and with the human and social sciences.
– Paideutic phenomena (education, training, instruction) and their classification: intentional and unintentional, institutional and informal.
– The reality of Homo sapiens: distinctive features of the human being and the main phylogenetic, ontogenetic and historical stages of development.
– Tool and sign: techniques, discourses and means; the stimulus-means and the history of signs; human cooperation (L. S. Vygotsky).
– The ontogenesis of meaning and poetry: Vygotsky's theory of meaning and concepts.
– Aesthetic behaviour and its educational function.
– The paideutic situation and its matrix: number of participants, direction and symmetry of communication.
The e-tivities of the module ask students to apply these categories: finding examples for each cell of the matrix of paideutic situations (intentional/unintentional, institutional/informal); reconstructing the operational chains and programmes of an everyday object and the situations that make learning it possible; classifying communicative and paideutic situations by number, direction and symmetry.
Prerequisiti
Good knowledge of general history. Full knowledge and awareness of the linguistic norms of the standard language of instruction in its formal register and of its logical, syntactic and argumentative structures. Adequate knowledge, at least at lower secondary school level, of the physical, chemical and biological sciences and of the history of the species Homo sapiens.Core Documentation
– R. M. Postiglione, Pedagogia e situazione paidetica. Strutture elementari, istituzioni e sistemi, Anicia, Rome 2025 («Uomini e pensiero», 18; ISBN 978-88-6709-909-2).– L. S. Vygotskij, La mente umana. Cinque saggi, ed. by L. Mecacci, Feltrinelli, Milan 2022 («Universale Economica. I classici»; ISBN 978-88-07-90414-1).
– Video lectures, slides and module materials on the EduNext platform.
Attendance
Attendance at in-person activities is not compulsory but strongly recommended. The e-tivities are compulsory and take place entirely online, on the platform. They are designed to prepare students for a full understanding of the study materials and for the ability to use and apply the concepts studied. They serve a formative assessment function: completing them is compulsory, but their outcome is not recorded for assessment or inspection purposes (it is clearly in students' interest to complete them with the utmost commitment). They will be explicitly referred to in the exam, and carrying them out collaboratively certainly improves the effectiveness of study. It is therefore highly desirable that they be carried out in groups, though this is in no way compulsory.Type of evaluation
The exam is a computer-based written test on the EduNext platform, held at the Department's Piazza Telematica. It consists of a closed-ended test of 60 to 80 multiple-choice questions, each with only one correct answer, covering the modules of the course. There are no open-ended questions and no penalty for wrong answers. The mark is expressed out of 30. Registration for the exam is compulsory and must be completed online in the Student Portal by the deadline set for each exam session. When attendance is high, students are divided into shifts, announced via GOMP to their institutional e-mail address. Results are communicated by e-mail; students may reject the mark within one week of notification, otherwise the mark is recorded. Students who fail may retake the exam in the same session. Compensatory tools: requests must be submitted to the lecturers and tutors at least 15 days before the exam, agreed with the Tutoring Service for students with disabilities and SLD (tutoratodisabili.sdf@uniroma3.it) and sent with the Service and the Department contact person, Prof. Amalia Lavinia Rizzo (amalia.rizzo@uniroma3.it), in copy. Any concept maps must be submitted to the lecturers at least 15 days before the exam.