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 course aims to offer an opportunity for critical reflection on a crucial category of the pedagogical-educational dimension: self-care, in its intertwining with the processes of personal development. This course of study, analysis, and reflection will focus on several key areas:
A) A philosophical-educational analysis of the notion of care, following the ethical-moral orientations of twentieth-century philosophies of dialogue and the person: Lévinas, Buber, Scheler, and Ricoeur in particular; then, drawing on insights and themes relating to the philosophies of existence, in their various expressions (Heidegger, Marcel, Jaspers) and the phenomenological psychiatry of the early twentieth century (Jaspers, Binswanger, Minkowski), with a constant reference to the anthropological dimension of the subject/person.
B) The course will also focus on analyzing care within socio-healthcare pedagogical contexts, in terms of the pedagogy of care, through a critical reading of categories such as health, illness, pain, body, empathy, and vulnerability, which are integral to the act of caring. This approach will be based on a pedagogical perspective geared toward the humanization of care and the use of an approach inspired by the paradigm of narrative as a principle of self-construction.
C) The pedagogical reflections developed in Italy by Franco Cambi and Duccio Demetrio will be analyzed, particularly in the area of "self-care" and the autobiographical method as a fruitful and valuable practice for personal development. Autobiographical writing and self-narration appear rich in formative, emancipatory, and reflective-critical implications.
D) Through handouts prepared by the instructor and distributed to students, the course will address the ever-timely and crucial topic of the construction and elaboration of emotions, feelings, intimacy, eroticism, and corporeality within the adolescent experience. In today's historical, social, cultural, and political climate, emotions and their expressions and transformations appear increasingly intertwined with social, public, and communicative contexts, mediated by social media platforms. As highlighted by authors such as Eva Illouz, Richard Sennett, and Zygmunt Bauman, intimate life itself, self-representation/image, sexuality, and the entire sphere of personal emotions/feelings appear increasingly projected, elaborated, and expressed within a public space. This is due to the progressive blurring of the separation between the intimate sphere of the self and the dominant tendency toward the externalization of intimacy, according to a logic of "forced exposure," the commodification of emotional experiences, which is linked to a dominance of the principle of "visibility" and the "spectacularization of emotions." All of this, from a pedagogical perspective, is linked to a radical need for self-expression, a "giving form," a making oneself recognizable, to oneself and to others, thus making "recognition" a key category of identity development, which calls into question the intimately social, relational (and, as we will see, political) nature of every "private," individual, intimate narrative. At the same time, the adolescent condition itself appears increasingly exposed to multiple critical issues: forms of drug and technology addiction; youthful depression; eating disorders; social withdrawal; and difficulties related to the "struggle to be oneself." This adolescent condition, which is linked to building bonds, intimacy, experiences, the mentalization of the corporeal self, and social emergence, will be analyzed and discussed primarily through the handouts provided by the instructor.
E) Workshop Part: Self-narration, education, and cinema
Our experience of cinema, of watching a film, is set within a space characterized by profound and crucial formative values. It is a space in which individuals can recreate, experiment, and rework reality, free from risks and constraints, within a dialectic characterized by a creative tension between identification and estrangement, illusion and truth, appearance and reality. The performative pressure of the film induces in the viewer the possibility of experiencing emotions, meditating, and thinking. Cinema, therefore, carries a unique formative value to the extent that it works to bring to the surface the subject's experiences, the complex emotional dynamics, which are stimulated by the potential for cathartic fascination that filmic language carries, both on a narrative and an iconic-imaginative level, thus making its contents analyzable and conscious. Cinema shows the "course of things" while inscribing them within the constant transformation that animates them. Cinema, therefore, Cinema, therefore, possesses a unique educational value to the extent that it fosters the surfacing of the subject's experiences and complex emotional dynamics, which are stimulated by the potential for cathartic fascination inherent in filmic language, both narratively and iconically, thus making its contents analyzable and consciously accessible. Cinema shows the "course of things" while inscribing them within the constant transformation that animates them. Cinema, therefore, is an example of significant pedagogical-educational practice in terms of self-care and self-reflection through "life stories."
1) M. Giosi, Le radici pedagogiche della cura: empatìa, vulnerabilità, dolore, Anicia, Roma, 2022.
2) Dispense fornite dal docente (il sottoscritto) Si tratta di brevi estratti (circa 8-10 pagine per ogni testo) tratti dai seguenti testi:
A. Giddens, La trasformazione dell’intimità. Sessualità, amore, erotismo nelle società moderne, Il Mulino, Bologna, 2013
E. Illouz, Intimità fredde, Feltrinelli, Milano, 2006
J.J. Rousseau, Le fantasticherie di un passeggiatore solitario, Rizzoli, Milano, 1979
G. Simmel, Sull’intimità, Armando, Roma, 2009
J. Bruner, La fabbrica delle storie, Laterza, Roma- Bari, 2015
Z. Bauman, Consumo, dunque sono, Laterza, Roma-Bari, 2020.
A. Honneth, Riconoscimento, Feltrinelli, Milano, 2019
D. Demetrio, Raccontarsi. L’autobiografia come cura di sé, R. Cortina, Milano, 2018
3) Parte laboratoriale: ogni studente sceglierà, liberamente, un film. Il film scelto sarà oggetto di un elaborato (circa due pagine) attraverso il quale gli studenti/studentesse forniranno una libera interpretazione di esso, applicando alcune delle categorie pedagogiche esperite durate il Corso. Il docente vi fornirà una rosa di film “in tema” da scegliere ma, come già detto, ogni studente potrà, comunque, scegliere liberamente al di fuori della rosa indicata qui a seguire. Gli studenti consegneranno l’elaborato (inviandolo “via mail” al docente) nella settimana precedente alla data del sostenimento dell’esame, quale che sia la sessione scelta.
Il posto delle fragole di Ingmar Bergman
Ragazze interrotte di Jane Mangold
Nel mio nome di Nicolò Bassetti
Gente comune di Robert Redford
Noi siamo infinito di Stephen Chbosky
The Truman Show di Peter Weir
L'attimo fuggente di Peter Weir
Farenheit 451 di François Truffaut
American beauty di Sam Mendes
Favolacce di D e F. D’ Innocenzo
Un angelo alla mia tavola di Jane Campion
Bellissima di Luchino Visconti
Sweet Sixteen di Ken Loach
Christiane F. Noi, i ragazzi dello zoo di Berlino di Uli Edel
Programme
Philosophy of Self-Care and the Social Construction of Emotions.This course aims to offer an opportunity for critical reflection on a crucial category of the pedagogical-educational dimension: self-care, in its intertwining with the processes of personal development. This course of study, analysis, and reflection will focus on several key areas:
A) A philosophical-educational analysis of the notion of care, following the ethical-moral orientations of twentieth-century philosophies of dialogue and the person: Lévinas, Buber, Scheler, and Ricoeur in particular; then, drawing on insights and themes relating to the philosophies of existence, in their various expressions (Heidegger, Marcel, Jaspers) and the phenomenological psychiatry of the early twentieth century (Jaspers, Binswanger, Minkowski), with a constant reference to the anthropological dimension of the subject/person.
B) The course will also focus on analyzing care within socio-healthcare pedagogical contexts, in terms of the pedagogy of care, through a critical reading of categories such as health, illness, pain, body, empathy, and vulnerability, which are integral to the act of caring. This approach will be based on a pedagogical perspective geared toward the humanization of care and the use of an approach inspired by the paradigm of narrative as a principle of self-construction.
C) The pedagogical reflections developed in Italy by Franco Cambi and Duccio Demetrio will be analyzed, particularly in the area of "self-care" and the autobiographical method as a fruitful and valuable practice for personal development. Autobiographical writing and self-narration appear rich in formative, emancipatory, and reflective-critical implications.
D) Through handouts prepared by the instructor and distributed to students, the course will address the ever-timely and crucial topic of the construction and elaboration of emotions, feelings, intimacy, eroticism, and corporeality within the adolescent experience. In today's historical, social, cultural, and political climate, emotions and their expressions and transformations appear increasingly intertwined with social, public, and communicative contexts, mediated by social media platforms. As highlighted by authors such as Eva Illouz, Richard Sennett, and Zygmunt Bauman, intimate life itself, self-representation/image, sexuality, and the entire sphere of personal emotions/feelings appear increasingly projected, elaborated, and expressed within a public space. This is due to the progressive blurring of the separation between the intimate sphere of the self and the dominant tendency toward the externalization of intimacy, according to a logic of "forced exposure," the commodification of emotional experiences, which is linked to a dominance of the principle of "visibility" and the "spectacularization of emotions." All of this, from a pedagogical perspective, is linked to a radical need for self-expression, a "giving form," a making oneself recognizable, to oneself and to others, thus making "recognition" a key category of identity development, which calls into question the intimately social, relational (and, as we will see, political) nature of every "private," individual, intimate narrative. At the same time, the adolescent condition itself appears increasingly exposed to multiple critical issues: forms of drug and technology addiction; youthful depression; eating disorders; social withdrawal; and difficulties related to the "struggle to be oneself." This adolescent condition, which is linked to building bonds, intimacy, experiences, the mentalization of the corporeal self, and social emergence, will be analyzed and discussed primarily through the handouts provided by the instructor.
E) Workshop Part: Self-narration, education, and cinema
Our experience of cinema, of watching a film, is set within a space characterized by profound and crucial formative values. It is a space in which individuals can recreate, experiment, and rework reality, free from risks and constraints, within a dialectic characterized by a creative tension between identification and estrangement, illusion and truth, appearance and reality. The performative pressure of the film induces in the viewer the possibility of experiencing emotions, meditating, and thinking. Cinema, therefore, carries a unique formative value to the extent that it works to bring to the surface the subject's experiences, the complex emotional dynamics, which are stimulated by the potential for cathartic fascination that filmic language carries, both on a narrative and an iconic-imaginative level, thus making its contents analyzable and conscious. Cinema shows the "course of things" while inscribing them within the constant transformation that animates them. Cinema, therefore, Cinema, therefore, possesses a unique educational value to the extent that it fosters the surfacing of the subject's experiences and complex emotional dynamics, which are stimulated by the potential for cathartic fascination inherent in filmic language, both narratively and iconically, thus making its contents analyzable and consciously accessible. Cinema shows the "course of things" while inscribing them within the constant transformation that animates them. Cinema, therefore, is an example of significant pedagogical-educational practice in terms of self-care and self-reflection through "life stories."
Core Documentation
Testi da portare all’esame:1) M. Giosi, Le radici pedagogiche della cura: empatìa, vulnerabilità, dolore, Anicia, Roma, 2022.
2) Dispense fornite dal docente (il sottoscritto) Si tratta di brevi estratti (circa 8-10 pagine per ogni testo) tratti dai seguenti testi:
A. Giddens, La trasformazione dell’intimità. Sessualità, amore, erotismo nelle società moderne, Il Mulino, Bologna, 2013
E. Illouz, Intimità fredde, Feltrinelli, Milano, 2006
J.J. Rousseau, Le fantasticherie di un passeggiatore solitario, Rizzoli, Milano, 1979
G. Simmel, Sull’intimità, Armando, Roma, 2009
J. Bruner, La fabbrica delle storie, Laterza, Roma- Bari, 2015
Z. Bauman, Consumo, dunque sono, Laterza, Roma-Bari, 2020.
A. Honneth, Riconoscimento, Feltrinelli, Milano, 2019
D. Demetrio, Raccontarsi. L’autobiografia come cura di sé, R. Cortina, Milano, 2018
3) Parte laboratoriale: ogni studente sceglierà, liberamente, un film. Il film scelto sarà oggetto di un elaborato (circa due pagine) attraverso il quale gli studenti/studentesse forniranno una libera interpretazione di esso, applicando alcune delle categorie pedagogiche esperite durate il Corso. Il docente vi fornirà una rosa di film “in tema” da scegliere ma, come già detto, ogni studente potrà, comunque, scegliere liberamente al di fuori della rosa indicata qui a seguire. Gli studenti consegneranno l’elaborato (inviandolo “via mail” al docente) nella settimana precedente alla data del sostenimento dell’esame, quale che sia la sessione scelta.
Il posto delle fragole di Ingmar Bergman
Ragazze interrotte di Jane Mangold
Nel mio nome di Nicolò Bassetti
Gente comune di Robert Redford
Noi siamo infinito di Stephen Chbosky
The Truman Show di Peter Weir
L'attimo fuggente di Peter Weir
Farenheit 451 di François Truffaut
American beauty di Sam Mendes
Favolacce di D e F. D’ Innocenzo
Un angelo alla mia tavola di Jane Campion
Bellissima di Luchino Visconti
Sweet Sixteen di Ken Loach
Christiane F. Noi, i ragazzi dello zoo di Berlino di Uli Edel
Reference Bibliography
J. Locke, On identity (Sull’identità), Saggio sull’intelligenza umana, Bompiani, 2004 J.J. Rousseau, Le fantasticherie di un passeggiatore solitario, Rizzoli, Milano, 1999 A. Smith, Teoria dei sentimenti morali, Rizzoli, Milano, 2001 G.F. W. Hegel, Figura Padrone-Servo da, Id., Fenomenologia dello spirito, La Nuova Italia, Firenze, 1973, 2 voll. M. Buber, Il principio dialogico e altri saggi, San Paolo, Milano, 1993. E. Lévinas, Umanesimo dell’altro uomo, Il Melangolo, Genova, 2005 P. Ricoeur, Percorsi del riconoscimento, Raffaello Cortina, Milano, 2005P. P. Ricoeur, Sé come un altro, Jaca Book,Attendance
Modes of teaching and learning in personType of evaluation
oral test