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 understand the main historical-educational transformations (both legislative and pedagogical) of the Italian school system from the post-unification era to the present day. This includes investigating the regulatory changes in school life, as well as the pedagogical movements that have influenced and reshaped the concept of school, its social functions, and its teaching methodologies.
2. To understand the history of teacher training, with a specific focus on primary school teachers, from the post-unification era to the present day.
3. To understand the establishment of the democratic school following World War II through the work of those male and female teachers who left a legacy of their professional contributions within school life. To this end, "school memories" will be utilized—bottom-up life testimonies that provide clues and traces of everyday life within the school system.
4. To understand the history of women's education between the 19th and 20th centuries and the forms of cultural discrimination conveyed within Western culture.
2. S. Di Biasio, L. Silvestri (Eds.), Maestre e maestri della ricostruzione. Una nuova scuola nell'Italia tra dopoguerra e boom economico, Mondadori, 20243.
3. F. Borruso, R. Gallelli, G. Seveso (Eds.), Dai saperi negati alle avventure della conoscenza. Esclusione ed emancipazione delle donne nei percorsi educativi fra storia e attualità, Unicopli, Milano, 2022 (essays: Morandini, Baldini, Bosna, Di Giacinto, Borruso, Forni)
Programme
The course aims to achieve the following educational objectives:1. To understand the main historical-educational transformations (both legislative and pedagogical) of the Italian school system from the post-unification era to the present day. This includes investigating the regulatory changes in school life, as well as the pedagogical movements that have influenced and reshaped the concept of school, its social functions, and its teaching methodologies.
2. To understand the history of teacher training, with a specific focus on primary school teachers, from the post-unification era to the present day.
3. To understand the establishment of the democratic school following World War II through the work of those male and female teachers who left a legacy of their professional contributions within school life. To this end, "school memories" will be utilized—bottom-up life testimonies that provide clues and traces of everyday life within the school system.
4. To understand the history of women's education between the 19th and 20th centuries and the forms of cultural discrimination conveyed within Western culture.
Core Documentation
1. Saverio Santamaita, Storia della scuola. Dalla scuola al sistema formativo, Pearson, Mylab, 2019.2. S. Di Biasio, L. Silvestri (Eds.), Maestre e maestri della ricostruzione. Una nuova scuola nell'Italia tra dopoguerra e boom economico, Mondadori, 20243.
3. F. Borruso, R. Gallelli, G. Seveso (Eds.), Dai saperi negati alle avventure della conoscenza. Esclusione ed emancipazione delle donne nei percorsi educativi fra storia e attualità, Unicopli, Milano, 2022 (essays: Morandini, Baldini, Bosna, Di Giacinto, Borruso, Forni)
Attendance
Attendance is optional.Type of evaluation
An oral, discursive and dialogic test is planned, aimed at verifying the acquisition of knowledge and the ability to use historical-educational interpretative categories to decode the present. There are 4 questions, each in relation to the different exam texts being adopted: 2 questions on the general part, 2 on the monographic part. The evaluation will evaluate: 1. the acquisition of notions and the interdisciplinary interweaving of the different knowledge involved in teaching; 2. knowledge of the Italian language and the regionality of scientific discourse 3. critically reasoning on the knowledge .