00978 - History of Pedagogy

Learning outcomes

At the end of the course the student: - knows the historical development of the major pedagogical theories and teaching models, starting from the eighteenth century to today; -has tools of interpretation on the main theories and methodologies of pedagogy of century, in order to build educational projects in primary and secondary schools ; - is able to use the skills acquired in the field of history-teaching,to manage and organize the progression of learning, adapting to different times and modes of individual pupils; - is able to choose and use in different situations the tools most appropriate (individualized, mutual aid, group work, etc..); - has interpersonal skills and managerial procedures to facilitate the democratic coexistence of individuals from different cultural contexts,using the knowledge and tools to analyze the main classic in the pedagogical literature,  independently promoting the continuos updating of their knowledge.

Course contents

The program includes the study of the major pedagogical theories that have developed between the eighteenth and twentieth centuries, even considering the impact, which occurred over time, teaching kindergarten and primary. In particular, although not exclusively, we will focus on teaching the history of the twentieth century, which has opened many directions and perspectives in today's world due to its complexity and versatility. The course also aims to read some "classics", which represented a "turning point" not only with respect to their frame of reference, but also with regard to schools today.

Readings/Bibliography

For a general historical background, the following authors should be read in depth: J. Locke; J. Rousseau; Froebel; Pestalozzi; Herbart; Aporti; Owen; Spencer; Gabelli; Ardigò; R. e C. Agazzi; M. Montessori; Decroly; Dewey; Freinet; Bruner ( recommended text: Avalle; Cassola; Maranzana, Cultura Pedagogica. La storia, Paravia; 2001; another text may be adopted to study the authors listed). For the study of the monographic part of the twentieth century: F. Cambi, Le pedagogie del Novecento; Laterza 2010. In-depth examination of a classic from the following texts: Rousseau, L'Emilio. M. Motessori, Il metodo della pedagogia scientifica or L'autoeducazione or La scoperta del bambino. J. Dewey, Scuola e società or Democrazia ed educazione. J.Bruner, Verso una teoria dell'istruzione. C. Freinet, Nascita di una pedagogia popolare. M. Lodi, Il paese sbagliato.
 The monographic number on Giuseppina Pizzigoni (novembre and december 2008), available to Library Copy sistem (Bologna) or at the secretariat of "Infanzia", website: rivistainfanzia.it 
And the following volumes:
- T. Pironi, Percorsi di pedagogia al femminile,  Carocci, 2014.

And one of the following volumes: J.J. Rousseau, L'Emilio (any edition). M. Montessori, Il metodo della pedagogia scientifica, or, L'autoeducazione, or La scoperta del bambino (any edition). J. Dewey, Scuola e società, oppure Democrazia ed educazione (any edition). J. Bruner, Verso una teoria dell'istruzione (any edition). C. Freinet, Nascita di una pedagogia popolare (any edition). M. Lodi, Il paese sbagliato (any edition). Don Lorenzo Milani, Lettera ad una professoressa (any edition).

 

Teaching methods

Lectures with discussion; individual or group work on the issues discussed in class.

Assessment methods

In order to take the exam, students have to enrol on the AlmaEsami platform, with due regard for the deadlines provided. For all the technical issues student have to contact the administrative office before the official closing of the lists). The Professor will decide to admit or not to admit students to do the test.

Written exam by way of short essay, with four questions. Time available 90 minutes.

Mark in 30ths.

Students who fail an exam will be permitted to retake it on any of the subsequent exam dates

Teaching tools

Videos related, power point, photos to course content.

Office hours

See the website of Tiziana Pironi