13220 - General and Social Pedagogy

Course Unit Page

Academic Year 2017/2018

Learning outcomes

At the end of the course, the student: - knows and is able to confront the main trends associated with the evolution of educational styles and the diffusion of different representations on childhood and educational roles; - possesses a complex set of knowledge and references that will enable him to justify his own evaluations and educational choices also from certain precise directions of contemporary scientific research; - is able to design paths of self-education; - can experiment with empathic listening paths and relativization of their views; - can recognize the differences in role and position that network work involves in managing educational services and its multiple institutional branches; - is able to keep in mind the problems that characterize working in groups and symmetrical relationships; - is able to evaluate the risks associated with rigid management of leadership in complementary relationships.

Course contents

In its first part, the General Education course aims to draw the focus on the elements of complexityof the educational experience and its main problems. Through the dialogue with the studies of neuroscience research and some moments of reflection on the ethical problem, you go on to address issues crucial to future educators, such as the difficulties inherent the process of growth and evolution, the problems related to the reconstruction of their bodily and emotional memory, the possibility of restructuring of conditionings, educational styles.

Readings/Bibliography


M. Contini, La comunicazione intersoggettiva fra solitudini e globalizzazione, La Nuova Italia, Firenze, 2002 (solo capitoli I e IV)

M. Fabbri, Nel cuore della scelta, Unicopli, Milano, 2015 (II edizione)

M. Contini, M. Fabbri, P. Manuzzi, Non di solo cervello. Educare alle connessioni mente-corpo-significati-contesti, Raffaello Cortina, Milano, 2006 (solo capitoli I e III)

M. Fabbri, Il transfert, il dono, la cura, Franco Angeli, Milano, 2012

M. Contini, S.Demozzi (a cura di), Corpi bambini. Sprechi di infanzie, Franco Angeli, Milano, 2016.

Teaching methods

Frontal lessons, role games, classroom discussions in a small and large group.

Assessment methods

The exam will be written; for the students who attended the lessons the exam will consist in multiple choice questions, while for the students who did not attend the lessons the exam will consist in open questions. Moreover, for both attending and not-attending students, there will be the possibility to have an oral examination, to verify the degree of knowledge of the texts and the corresponding critical processing skills.

The criteria used for the evaluation refer to the following indicators: 1. ability to analyze a text, linking the various parts; 2. to connect the parts and connect the contents to synthetic professional experiences 3. to elaborate individual parts in a synthetic and exhaustive manner 4. to argue with conceptual clarity by safeguarding theoretical references 5. to re-elaborate critically and implement personal reflections 6. to use , in relation to the professional profile of reference, the knowledge presented in the texts 7. to support and enrich the discussion also with suggestions that emerged in the classroom. Since all the topics discussed are considered significant for the purpose of evaluation, there are some parts of the course that exercise a greater weight and refer to the following topics: 1. pedagogy of emotions and its relationship with neuroscience studies and with cognitivist psychology ; 2. ways of observing contexts and managing roles in the educational relationship; 3. Empathy and tension in the dialectic between opacity and transparency.

Exams will be graded from 1 to 30. The minimum required vote is 18/30

If rejected at the exam, it is possible to have a second chance on the next call date.

Inscription to the exam on Almaesami website.

 


Office hours

See the website of Maurizio Fabbri