Starting from the empirical approach that characterises research in education, the course will teach students to:
- learn and understand lifelong learning procedures through the study of research on adult education;
- apply qualitative and quantitative research projects aiming at studying adult education;
- make autonomous judgements on the interpretation of the research results;
- be able to explain the results of research to specialists and non-specialists;
- study and learn in an autonomous way models and procedures for adult education.
- learn and understand lifelong learning procedures through the study of research on adult education;
- apply qualitative and quantitative research projects aiming at studying adult education;
- make autonomous judgements on the interpretation of the research results;
- be able to explain the results of research to specialists and non-specialists;
- study and learn in an autonomous way models and procedures for adult education.
teacher profile teaching materials
The seminar aims at exploring the role of experience in Adult Education through the analytical reading of John Dewey’s “Experience and education”, which was published in 1938 and is considered as synthesis of his education theories.
After examining the progress education theories and the debate around the “new” schools implementation, upheld by Dewey in this publication, the seminar intends to analyse the contribution of the experience in education by identifying general principles that could fit Adult Education theories and practices. In “Education and experience” Dewey promotes the idea of a new philosophy of education of-through-for the experience that should guide the practices of those involved in formative processes.
As reported by the Dewey’s quotation selected as seminar title, the chance to base education processes on the experience, following the principle of continuity and interaction, is considered of primary importance in lifelong learning. To confirm this principle, the experience role has been included in the fundamental principles list of Malcom Knowles’ andragogy theory. The seminar offers the opportunity to critically analyse the Dewey’s theories, mainly developed for formal educational contexts, taking into account their possible influences on Adult Education theoretical approaches. In order to enhance the achievement of this task, students will be also asked to analyse possible application of Dewey’s theories in museum education practice.
Educational goals of the seminar:
Knowledge and understanding
getting to know the debate about education in which Dewey’s theories were developed;
contextualizing the contents in the broader Dewey’s progressive education theory;
identifying the publication key topics;
Applying knowledge and understanding
identifying the main criticisms raised about the “new” schools implementation in the text;
understanding the relationship between democracy development and experience-based education;
Learning skills
identifying the experience role in education processes dealing with the principles of continuity and interaction;
identifying similarities or differences between Dewey’s principles and Knowles’ andragogic theories about the experience in education;
Making judgements
analysing the possible application of Dewey’s theories in museum education practice.
Other references will be provided during the course.
Programme
“The process goes on as long as life and learning continue”The seminar aims at exploring the role of experience in Adult Education through the analytical reading of John Dewey’s “Experience and education”, which was published in 1938 and is considered as synthesis of his education theories.
After examining the progress education theories and the debate around the “new” schools implementation, upheld by Dewey in this publication, the seminar intends to analyse the contribution of the experience in education by identifying general principles that could fit Adult Education theories and practices. In “Education and experience” Dewey promotes the idea of a new philosophy of education of-through-for the experience that should guide the practices of those involved in formative processes.
As reported by the Dewey’s quotation selected as seminar title, the chance to base education processes on the experience, following the principle of continuity and interaction, is considered of primary importance in lifelong learning. To confirm this principle, the experience role has been included in the fundamental principles list of Malcom Knowles’ andragogy theory. The seminar offers the opportunity to critically analyse the Dewey’s theories, mainly developed for formal educational contexts, taking into account their possible influences on Adult Education theoretical approaches. In order to enhance the achievement of this task, students will be also asked to analyse possible application of Dewey’s theories in museum education practice.
Educational goals of the seminar:
Knowledge and understanding
getting to know the debate about education in which Dewey’s theories were developed;
contextualizing the contents in the broader Dewey’s progressive education theory;
identifying the publication key topics;
Applying knowledge and understanding
identifying the main criticisms raised about the “new” schools implementation in the text;
understanding the relationship between democracy development and experience-based education;
Learning skills
identifying the experience role in education processes dealing with the principles of continuity and interaction;
identifying similarities or differences between Dewey’s principles and Knowles’ andragogic theories about the experience in education;
Making judgements
analysing the possible application of Dewey’s theories in museum education practice.
Core Documentation
Dewey (2014), Esperienza e educazione, a cura di F. Cappa, Milano: Raffaello Cortina Editore.Other references will be provided during the course.
Type of delivery of the course
Seminar structure During the face-to-face lessons, students will read John Dewey’s text and will be guided to reflect on the author’s educational principles. Students who cannot attend the lessons will be provided with solutions for their individual study, through the integration of the study materials with online documents. The possibility to offer additional e-learning activities will be taken into account.Type of evaluation
Test within the main course exam. Students will have 90 minutes to answer 90 multiple-choice about the programme of the entire course: - 30 items on C. Angelini, "Apprendere ad apprendere e capacità di comprensione della lettura. Il caso degli studenti adulti della Facoltà di Scienze della formazione dell'Università Roma Tre, Roma, Nuova Cultura, 2010"; - 30 items on B. Vertecchi "Manuale della valutazione. Analisi degli apprendimenti e dei contesti, Milano, FrancoAngeli" (just the last chapter); - 15 items on e-learning activities; - 15 items on Laboratory activities; - 15 items on Seminar activities.