The course program is focused on history of Italian school since the unification of Italy to present days. Not only the main changes concerning school programmes through various historical periods but, first and foremost, the very idea of school underlining the juridical-institutional changes occurred between the XIX and the XX centuries will be analysed. Indeed, one of the main objectives of this course is understanding the close relationship between school and society or, in other words, between educational institutions and the society as a whole. Furthermore, beside analysing institutional transformations affecting the school, certain innovative pedagogical experiments realized within the school during the XX century will be studied. Finally, by reading a classical text by John Dewey, some of the most important and innovative topics of the history of pedagogical thinking will be reflected.
Knowledge and understanding:
- the epistemolgical and metodological dimension of the subject matter;
- history of Italian school since 1860 to the latest reforms;
- the most innovative pedagogical thinking, both as a history of ideas and as experiments, realized through the XX century.
Applying knowledge and understanding:
- the close relationship between school and cultural and economic transformations of the Italian society;
- the relationship between the current Italian school and its history.
Making judgements:
- on current events in the light of historiographical interpretations;
- on the educational-institutional setting of the school in the context of the society a whole.
Communication skills:
- Cooperative learning within the classroom;
- How to use communicational and relational skills in other learning and educational contexts.
Learning skills:
- ability to perform critical-historical analyses of educational phenomena;
- developing the aptitude to making research in history of education.
Knowledge and understanding:
- the epistemolgical and metodological dimension of the subject matter;
- history of Italian school since 1860 to the latest reforms;
- the most innovative pedagogical thinking, both as a history of ideas and as experiments, realized through the XX century.
Applying knowledge and understanding:
- the close relationship between school and cultural and economic transformations of the Italian society;
- the relationship between the current Italian school and its history.
Making judgements:
- on current events in the light of historiographical interpretations;
- on the educational-institutional setting of the school in the context of the society a whole.
Communication skills:
- Cooperative learning within the classroom;
- How to use communicational and relational skills in other learning and educational contexts.
Learning skills:
- ability to perform critical-historical analyses of educational phenomena;
- developing the aptitude to making research in history of education.
teacher profile teaching materials
1) to get knowledge of the main historical-educational transformations (form both a legislative and pedagogical viewpoint) of the Italian School since the post-unitary age to present;
2) to get knowledge of the history of teacher training, with particular consideration to primary school teachers, from post-unitary age to present;
3) to get knowledge of some aspects of the most innovative pedagogical thought between the Nineteenth and Twentieth centuries, by reading some classics authors in History of Pedagogical Thought;
4) to understand the difference between History of the institutions and the Annalistic school of History, through the use of literary and autobiographical sources of history of school and educational institutions.
2. F. Borruso (Eds.), Memoria, infanzia, educazione. Modelli educativi e vita quotidiana fra Otto e Novecento, Roma Tre Press, 2021 (essays: Covato, Borruso, Palombo, Cantatore, Silvestri, Zizioli).
3. John Dewey, Scuola e società, Preface by F. Borruso, Edizioni Conoscenza, Roma, 2018.
4. Giuseppe Lombardo Radice, Lezioni di didattica, Preface by L. Cantatore, Edizioni Conoscenza, Roma, 2022
Programme
The course teaching objectives are the following:1) to get knowledge of the main historical-educational transformations (form both a legislative and pedagogical viewpoint) of the Italian School since the post-unitary age to present;
2) to get knowledge of the history of teacher training, with particular consideration to primary school teachers, from post-unitary age to present;
3) to get knowledge of some aspects of the most innovative pedagogical thought between the Nineteenth and Twentieth centuries, by reading some classics authors in History of Pedagogical Thought;
4) to understand the difference between History of the institutions and the Annalistic school of History, through the use of literary and autobiographical sources of history of school and educational institutions.
Core Documentation
1. Saverio Santamaita, Storia della scuola. Dalla scuola al sistema formativo, Pearson, Mylab, 2019.2. F. Borruso (Eds.), Memoria, infanzia, educazione. Modelli educativi e vita quotidiana fra Otto e Novecento, Roma Tre Press, 2021 (essays: Covato, Borruso, Palombo, Cantatore, Silvestri, Zizioli).
3. John Dewey, Scuola e società, Preface by F. Borruso, Edizioni Conoscenza, Roma, 2018.
4. Giuseppe Lombardo Radice, Lezioni di didattica, Preface by L. Cantatore, Edizioni Conoscenza, Roma, 2022
Type of delivery of the course
The course will be delivered through taught classes, audiovisual material will be adopted: films and documentaries will be used.Type of evaluation
An oral test is scheduled.