62742 - STORIA DELLE ISTITUZIONI SCOLASTICHE

Learning outcomes

The course introduces students to the history of scholastic education in the Western world from ancient times to today. At the end of the course, the student has acquired knowledge in relation to the places of education, the documentation produced, the protagonists, the pedagogical relationship between teachers and pupils, the teaching programs, the educational objectives in force in the different ages. He can apply the acquired knowledge in order to critically read, in the original language or in translation, the main written texts and the iconographic sources relating to school and education. He can distinguish typologies, genesis and functions of book and archival documentation in the school environment. He is able to recognize the theoretical presuppositions of doctrines and educational models, their specificities and their evolution in the different eras. He is able to formulate critical judgments on the historical issues of education and will be able to contribute to a more conscious planning in the school and in the educational contexts in which he will be involved.

Course contents

The course will present the characteristics of educational institutions in the West from the Roman age to the end of the Middle Ages, in particular:
- The school in Roman antiquity
- The patristic age: building a Christian culture
- School in the Early Middle Ages and the Carolingian Reform
- Places and protagonists of education in the 11th century
- The "Renaissance" of the 12th century
- Universities and the specialization of knowledge
- The literary representation of school life
- The daily problems of student life in the Middle Ages
For each epoch will be taken into account the historical contexts, the cultural and philosophical characters, the masters, the works and the testimonies (with reading of documents and texts in Italian translation), the material instruments and the manuscripts, the iconographic representations, literary representations (epistolary, poetic, satirical).

Readings/Bibliography

Monographs (that of Riché - Verger for all, attending and non-attending students, plus another for non-attendants):

- Pierre Riché – Jacques Verger, Nani sulle spalle dei giganti. Maestri e allievi nel Medioevo, Milano, Jaca Book, 2019

- Jacques Le Goff, Gli intellettuali nel Medioevo, Milano, Oscar Mondadori, 2017 (also previous editions)

- Henri-Irénée Marrou, Storia dell’educazione nell’antichità, Roma, Edizioni Studium, 1994, pp. 293-457 (Conclusione: l’umanesimo classico; parte Terza. Roma e l’educazione classica; Epilogo)

- Léo Moulin, La vita degli studenti nel Medioevo, Milano, Jaca Book, 1992

- Paolo Rosso, La scuola nel Medioevo. Secoli VI-XV, Roma, Carocci, 2018

Essays (two to be chosen for attending students, three to be chosen for non attending students):

- Girolamo Arnaldi, L’università di Bologna, and Jacques Verger, L'università di Parigi, in Le università dell’Europa. La nascita delle università, edd. G. P. Brizzi – J. Verger, Milano, Silvana editoriale, 1990, pp. 85-115 e 117-149

- Peter Denley, Trasgressioni e disordini studenteschi, e Franco Alberto Gallo, Poesia e canto studentesco, in Le Università dell’Europa. Gli uomini e i luoghi. Secoli XII-XVIII, edd. G. P. Brizzi – J. Verger, Milano 1993, pp. 81-103 e 257-275

- Alfonso Maierù, L’insegnamento nelle scuole e nelle università. Commenti biblici e teologia, in Storia dell’Italia religiosa. 1. L’antichità e il medioevo, edd. G. De Rosa – T. Gregory – A. Vauchez, Roma – Bari, Laterza, 1993, pp. 375-396

- Francesco Del Punta – Concetta Luna, La teologia scolastica, in Lo spazio letterario del Medioevo, 1. Il medioevo latino. Volume I. La produzione del testo, tomo II, Roma, Salerno Editrice, 1993, pp. 323-354

- Guy Lobrichon, L’esegesi biblica. Storia di un genere letterario (VII-XIII secolo), in Lo spazio letterario del Medioevo cit., pp. 355-382

- Maria Teresa Fumagalli Beonio Brocchieri, Le enciclopedie, in Lo spazio letterario del Medioevo cit., pp. 635-660

Teaching methods

The course includes 30 hours of frontal teaching, alternating explanation with reading and analysis of texts. It will be kept in mind, as reference texts, that of Riché - Verger indicated in Bibliography. Students are recommended to participate constantly in the lessons, which will be an opportunity for in-depth study and dialogue.

Assessment methods

The final exam will take place in oral form and includes a 30-minute test of the student’s ability to:
- to understand and explain the characteristics of educational institutions at various times, from the Roman age to the end of the Middle Ages;
- summarise and comment on the texts presented in the lecture, placing them in the general issues of educational history;
- to present and discuss the contents of the studies (Monographs and Essays) indicated in the Bibliography.
The final assessment will take all these aspects into account. Serious gaps in the understanding and exposition of the characters of the epochs, inability to adequately summarize and comment on the texts and the bibliography, lack of adequate language will lead to insufficient evaluation.

Program for non-attending studentsNon-attending students, who have not been able to follow the lessons or have not been able to find the notes of the lessons, will have to prepare two Monographs (that of Riché - Verger, plus another one chosen from those in Bibliography) and three Essays chosen from those in Bibliography.

In the weeks before the beginning of the lessons, an online meeting will be held to explain the exam program to interested students and answer their questions (check the teacher’s personal pages, in the Notices section). For specific needs, please contact the teacher at least one month in advance.

NOTE. For all students, attending and non-attending, part of the exam program can be replaced with a written paper of about ten pages, on a theme to be agreed in advance with the teacher.

Students with disabilities and DSA

Students who for reasons dependent on disability or specific learning disorders (DSA) need compensatory tools can communicate to the teacher their needs in order to be addressed to the contacts and agree on the adoption of the most appropriate measures.

https://site.unibo.it/studenti-con-disabilita-e-dsa/it/per-studenti

Teaching tools

Digital tools available online will be indicated and used during the lectures. The texts discussed in class and, if necessary, essays that are more difficult to find, will be uploaded onto Virtual by the teacher.

Office hours

See the website of Pierluigi Licciardello