The Workshop of General Education aims to raise awareness, to know and compare pedagogy of different school searching for innovation, according to three basic articulations: prevention as action to contrast social exclusion, training as formation of human person, work culture for person, community and society. The methodology is called M.I.T.E. acronym which means Multiple Interaction Team Education and it is based upon the active participation of the students who have the task to build a new pedagogic knowledge.
Within the programme, at the end of the Workshop of General Pedagogy the student will be capable of performing abilities in the context of:
Knowledge and understanding
- identifying the epistemological status and the methodology of the laboratory;
- identifying the concepts and the problems of the theory of education with national European and international references.
Applying knowledge and understanding
- analyzing the best practices of the school methods;
- identifying and generalizing educational phenomenon and human process of learning;
Making judgements
- connecting the theory of education and pedagogy with school life
- evaluating the innovation in pedagogy
Communication skills
- interacting using multiple strategies and original tools
- communicating projects and organizing the pedagogical thought in the educational action
Learning skills
- carrying on scientific research in school education
- managing the educational challenge with creativity and imagination in the perspective of lifelong learning.
Within the programme, at the end of the Workshop of General Pedagogy the student will be capable of performing abilities in the context of:
Knowledge and understanding
- identifying the epistemological status and the methodology of the laboratory;
- identifying the concepts and the problems of the theory of education with national European and international references.
Applying knowledge and understanding
- analyzing the best practices of the school methods;
- identifying and generalizing educational phenomenon and human process of learning;
Making judgements
- connecting the theory of education and pedagogy with school life
- evaluating the innovation in pedagogy
Communication skills
- interacting using multiple strategies and original tools
- communicating projects and organizing the pedagogical thought in the educational action
Learning skills
- carrying on scientific research in school education
- managing the educational challenge with creativity and imagination in the perspective of lifelong learning.
Canali
teacher profile teaching materials
After a brief explanatory introduction on the subject, students will be invited to experience the actual writing.
Programme
Autobiographical writing, especially in diary form, is an effective means not only for existential self-analysis, but also for professional ones, especially in educational activities. Writing can promote the activation of processes of distancing from oneself, which allow the writer to observe himself, to become aware of his own experiences, to re-elaborate them and to attribute meanings to them: writing allows the storyteller to reflect on his own behaviors in certain circumstances, to arrive at a recursive awareness of himself.After a brief explanatory introduction on the subject, students will be invited to experience the actual writing.
Core Documentation
All materials will be provided by the teacherReference Bibliography
All materials will be provided by the teacherType of delivery of the course
.Attendance
In-person course with mandatory attendanceType of evaluation
Delivery of a text teacher profile teaching materials
Regarding the pedagogical and educational value of reading and writing, we will focus on the narrative principle, understood as a constitutive device for the development of the child's mind, emotional literacy, and creative imagination, according to the hypotheses formulated by Jerome Bruner in particular, but also by other authors. The relationship between orality and writing, image education, and the entire construction of the self and reality will be explored in light of the fundamental nature of the narrative paradigm and the playful-aesthetic experience, including in an autobiographical context. The exercises will focus on an analysis of short excerpts from literary classics: fairy tales, short stories, novels, essays, etc.
D. Demetrio, Raccontarsi. L'autobiografia come cura di sé, Raffaello Cortina Editore, Milano, 2022 (i primi 8 capitoli).
J. Bruner, La fabbrica delle storie, Roma-Bari, Laterza, 2010
F. Cambi, L'autobiografia come metodo formativo, Roma-Bari, Laterza, 2002
D. Sarsini, Percorsi dell'autobiografia tra memoria e narrazione, Unicopli, Milano, 2005.
A. Smorti, Raccontarsi per capire, Il Mulino, Bologna, 2018
Programme
WORKSHOP PROGRAM AND TOPICSRegarding the pedagogical and educational value of reading and writing, we will focus on the narrative principle, understood as a constitutive device for the development of the child's mind, emotional literacy, and creative imagination, according to the hypotheses formulated by Jerome Bruner in particular, but also by other authors. The relationship between orality and writing, image education, and the entire construction of the self and reality will be explored in light of the fundamental nature of the narrative paradigm and the playful-aesthetic experience, including in an autobiographical context. The exercises will focus on an analysis of short excerpts from literary classics: fairy tales, short stories, novels, essays, etc.
Core Documentation
M. Giosi, Alfabeti della polis. L'educazione come spazio narrativo, Roma, Anicia, 2022.D. Demetrio, Raccontarsi. L'autobiografia come cura di sé, Raffaello Cortina Editore, Milano, 2022 (i primi 8 capitoli).
J. Bruner, La fabbrica delle storie, Roma-Bari, Laterza, 2010
F. Cambi, L'autobiografia come metodo formativo, Roma-Bari, Laterza, 2002
D. Sarsini, Percorsi dell'autobiografia tra memoria e narrazione, Unicopli, Milano, 2005.
A. Smorti, Raccontarsi per capire, Il Mulino, Bologna, 2018
Attendance
In presenceType of evaluation
written paper teacher profile teaching materials
Regarding the pedagogical and educational value of reading and writing, we will focus on the narrative principle, understood as a constitutive device for the development of the child's mind, emotional literacy, and creative imagination, according to the hypotheses formulated by Jerome Bruner in particular, but also by other authors. The relationship between orality and writing, image education, and the entire construction of the self and reality will be explored in light of the fundamental nature of the narrative paradigm and the playful-aesthetic experience, including in an autobiographical context. The exercises will focus on an analysis of short excerpts from literary classics: fairy tales, short stories, novels, essays, etc.
D. Demetrio, Raccontarsi. L'autobiografia come cura di sé, Raffaello Cortina Editore, Milano, 2022 (i primi 8 capitoli).
J. Bruner, La fabbrica delle storie, Roma-Bari, Laterza, 2010
F. Cambi, L'autobiografia come metodo formativo, Roma-Bari, Laterza, 2002
D. Sarsini, Percorsi dell'autobiografia tra memoria e narrazione, Unicopli, Milano, 2005.
A. Smorti, Raccontarsi per capire, Il Mulino, Bologna, 2018
Programme
WORKSHOP PROGRAM AND TOPICSRegarding the pedagogical and educational value of reading and writing, we will focus on the narrative principle, understood as a constitutive device for the development of the child's mind, emotional literacy, and creative imagination, according to the hypotheses formulated by Jerome Bruner in particular, but also by other authors. The relationship between orality and writing, image education, and the entire construction of the self and reality will be explored in light of the fundamental nature of the narrative paradigm and the playful-aesthetic experience, including in an autobiographical context. The exercises will focus on an analysis of short excerpts from literary classics: fairy tales, short stories, novels, essays, etc.
Core Documentation
M. Giosi, Alfabeti della polis. L'educazione come spazio narrativo, Roma, Anicia, 2022.D. Demetrio, Raccontarsi. L'autobiografia come cura di sé, Raffaello Cortina Editore, Milano, 2022 (i primi 8 capitoli).
J. Bruner, La fabbrica delle storie, Roma-Bari, Laterza, 2010
F. Cambi, L'autobiografia come metodo formativo, Roma-Bari, Laterza, 2002
D. Sarsini, Percorsi dell'autobiografia tra memoria e narrazione, Unicopli, Milano, 2005.
A. Smorti, Raccontarsi per capire, Il Mulino, Bologna, 2018
Reference Bibliography
M. Giosi, Alfabeti della polis. L'educazione come spazio narrativo, Roma, Anicia, 2022. D. Demetrio, Raccontarsi. L'autobiografia come cura di sé, Raffaello Cortina Editore, Milano, 2022 (i primi 8 capitoli). J. Bruner, La fabbrica delle storie, Roma-Bari, Laterza, 2010 F. Cambi, L'autobiografia come metodo formativo, Roma-Bari, Laterza, 2002 D. Sarsini, Percorsi dell'autobiografia tra memoria e narrazione, Unicopli, Milano, 2005. A. Smorti, Raccontarsi per capire, Il Mulino, Bologna, 2018Attendance
attendance mode in personType of evaluation
written text