16764 - History of Education

Academic Year 2020/2021

  • Docente: Dorena Caroli
  • Credits: 8
  • SSD: M-PED/02
  • Language: Italian

Learning outcomes

At the end of the course students will: know the main objects and methods of the history of education; the main directions of development of the history of pedagogy (authors, cultural tendencies, and educational categories); the main perspectives of the development of the history of Italian educational services, both scholastic and extra-scholastic linked to the area of disadvantage and exclusion; the main directions of development of production, distribution and usage processes of cultural products; the direction of development related to contemporary debates about environmental education and sustainable development; will understand the synchronic dimension of the educational issues within the historical, social and cultural contexts where they have arisen in order to project educational meausures; will be able to collect, interpret and reflect on historical and educational data in a scientific and critical method; to research material and documentation about current educational issues in a historical and educational perspective; to realise an essential bibliography about contents related to the historical and educational research; to enter  to social, educational and cultural work owning the competence about the historical and educational frameworks.

Course contents

The course aims to highlight the historical dimension of the educational problem, intended as an essential element for the construction of the identity of the social and cultural educator working in the present and future societies. Therefore, some salient topics in the history of pedagogy and education will be addressed in order to offer elements for thought and in-depth study for the social and cultural educator, also with a view to the history of the circulation of educational ideas between past and present.

The course is divided into four main parts that deal with the classics, the salient phases of the history of literacy and school in Italy, services and extracurricular education and, finally, some aspects in a comparative perspective of the history of schooling in Russia.

The first part deals with some 'classics' in the history of pedagogy and education, from which to draw elements/ideas for thought regarding the construction of the professional identity of the social and cultural educator. Starting from the educational revolution of the sixteenth century, it will focus onthe conceptions elaborated by Comenio, Rousseau, Pestalozzi, Owen, Aporti, Fröbel, L. Tolstoj, le Agazzi, Montessori, Baden Powell, Dewey, Freinet, Don Milani and Freire.

The second and third part include the main aspects of the history of schooling- the processes of literacy and schooling between the nineteenth and twentieth centuries, with particular reference to the history of the Italian school from the Casati law (Casati law, Coppino, Orlando, Daneo-Credaro, Gentile Reform) until the post-war period;- some educational and cultural and extracurricular institutions (the movement of the scouts and Balillas);

- of children and minors, in relation to the development of educational institutions (brefotrofi/orphanages) between modern and contemporary age, between assistance and education;

The third part deals with the comparative history of the Russian school in comparison with Italy, as an example of a model for the circulation of educational ideas and of the Italian elementary school model implemented abroad.

N. B. This program is 8 credits for the a. to. 2020-2021. Students in exam debt with a 5 CFU Program must contact the teacher. Attendance is not mandatory but particularly recommended.

Readings/Bibliography

Students should prepare four texts in all.

Mandatory and common to all:

U. Avalle, E. Cassola, M. Maranzana, Cultura pedagogica. La storia, Torino, Paravia, 2000. If the volume is not available, on can use the following edition U. Avalle, M. Maranzana, Pensare ed educare, Torino, Paravia, 2000, vol. 2° e vol. 3° (the parts related to Humanism/Renaissance and the classics of educations; or another textbook of pedagogy adpted in the high school.

It is mandatory to study the following authors:

Comenio, Rousseau, Pestalozzi, Owen, Aporti, Fröbel, le sorelle Agazzi, L. Tolstoj, Montessori, Baden Powell, Dewey, Freinet, Don Milani and Freire (between the following).

The following two books:

S. Santamaita, Storia della scuola. Dalla scuola al sistema formativo, Mondadori, Milano, 2010, pp. 227.

D. Caroli, De Amicis in Russia. La ricezione tra sistema scolastico zarista e sovietico, in corso di stampa, pp. 222.

A further text chosen by the student as a personal study on a "classic" or on one of the topics presented during the course:

V. P. Babini, Liberi tutti. Manicomi e psichiatri in Italia: una storia del Novecento, Bologna, Il Mulino, 2009.

R. Baden-Powell, Scautismo per ragazzi, Roma, Nuova Fiordaliso, 1996.

F. Basaglia, L’istituzione negata. Rapporto di un ospedale psichiatrico, Torino, Einaudi, 1968.

L. Caimi, Cattolici per l'educazione. Studi su oratori e associazioni giovanili nell'Italia unita, Brescia, La Scuola, 2006.

D. Caroli, Cittadini e patrioti. Educazione, letteratura per l’infanzia e costruzione dell’identità nazionale nella Russia sovietica, Macerata, Eum, 2011.

D. Caroli, Ideali, ideologie e modelli formativi. Il movimento dei Pionieri in URSS, Milano, Unicopli, 2015 (2 ed.).

D. Caroli, E. Patrizi (a cura di), “Educare alla bellezza la gioventù della nuova Italia”. Scuola, beni culturali e costruzione dell’identità nazionale dall’Unità al secondo dopoguerra, Milano, FrancAngeli, 2017.

M. Castoldi, Insegnare libertà. Storie di maestri antifascisti, Roma, Donzelli editore, 2018.

H. Cunningham, Storia dell'infanzia, Bologna, Il Mulino, 1997.

E. De Amicis, Cuore. Libro per ragazzi (qualsiasi edizione integrale).

M. D’Ascenzo, Per una storia delle scuole all'aperto in Italia, Pisa, ETS, 2018.

M. D’Ascenzo, R. Vignoli, Scuola, didattica e musei. Il Museo didattico 'Luigi Bombicci' di Bologna, Bologna, Clueb, 2008.

A. Debè, Crescere in un Villaggio. L’OSEA di Reggio Emilia: genesi e sviluppo di un servizio educativo (1951-2012), Lecce, Pensa Multimedia, 2013.

C. De Maria, , Viella (Collana I Libri di Viella), 2015. [https://cris.unibo.it/handle/11585/720010]

E. Demolins, L'educazione nuova: la scuola Des Roches, Firenze, La Nuova Italia, 1952.

J. Dewey, Il mio credo pedagogico. Antologia di scritti sull'educazione (a cura di L. Borghi), Firenze, La Nuova Italia, 1954.

C. ed E. Freinet, Nascita di una pedagogia popolare, Firenze, La Nuova Italia, 1976.

P. Freire, La pedagogia degli oppressi, Torino, Gruppo Abele, 2018 (o qualunque altra edizione).

A. Gaudio, Scuola, Chiesa e fascismo, Brescia, La Scuola, 1995.

C. Ghizzoni, S. Polenghi (a cura di), L'altra metà della scuola. Educazione e lavoro delle donne tra Otto e Novecento, Torino, SEI, 2008 (da p. 215 a p. 248 ed altri due saggi a scelta).

A. Gibelli, Il popolo bambino. Infanzia e nazione dalla Grande Guerra a Salò, Torino, Einaudi, 2005.

E. Key, Il secolo del bambino. Nuova edizione italiana. A cura di Tiziana Pironi e Luisa Ceccarelli, Junior, 2019.

S. Lentini, L’educazione in carcere. Profili storico-pedagogici della pena, Palermo, Edizioni della Fondazione Nazionale ‘Vito Fazio Allmayer', 2012.

E. Macinai, L'infanzia e i suoi diritti. Sentieri storici, scenari globali e emergenze educative, Pisa, ETS, 2009.

L. Magazzeni, Operaie della penna, Donne, docenti e libri scolastici fra Ottocento e Novecento. Pref. di Tiziana Pironi, Roma, Aracne, 2019.

J. Maritain, L’educazione al bivio, Brescia, La Scuola, 1987.

M. Montessori, La scoperta del bambino, Milano, Garzanti, 1999.

I due numeri monografici di “Infanzia” dedicati a Maria Montessori e a Giuseppina Pizzigoni: n. 7/8, luglio-agosto 2007, n. 6, novembre-dicembre 2008 (si possono reperire presso la libreria Martina o presso la segreteria di “Infanzia” vedere il sito web: www.rivistainfanzia.it).

R. Owen, L’armonia sociale. Saggi sull'educazione (a cura di C. Pancera), Scandicci, La Nuova Italia, 1994.

J. H. Pestalozzi, Sull'infanticidio (a cura di G. Di Bello), Firenze, La Nuova Italia, 1996.

T. Pironi, Percorsi di pedagogia al femminile. Dall’Unità d’Italia al secondo dopoguerra, Roma, Carocci, 2014.

S. Polenghi, Fanciulli soldati. La militarizzazione dell'infanzia abbandonata nell'Europa moderna, Roma, Carocci, 2003.

R. Raimondo, La pedagogia sociale di Alessandrina Ravizza fra Otto e Novecento (con il testo integrale di I miei ladruncoli e altre pagine di vita vera), in corso di stampa.

V. Roghi, La lettera sovversiva. Da don Milani a De Mauro, il potere delle parole, Bari, Laterza, 2017.

M. Rossi Doria, Di mestiere faccio il maestro, Napoli, L'ancora del Mediterraneo, 1999.

J. J. Rousseau, Emilio o dell’educazione (a cura di E. Nardi), Firenze, La Nuova Italia, 1995 (oppure altra versione integrale).

Scuola di Barbiana, Lettera ad una professoressa, Firenze, Libreria editrice fiorentina, 1997.

H. Spencer, Educazione Intellettuale Morale e Fisica, a cura di Letterio Todaro, Roma, Anicia, 2017.

R. Raimondo, Discoli incorreggibili. Indagine storico-educativa sulle origini delle case di correzione in Italia e in Inghilterra, Milano, FrancoAngeli, 2014.

R. Sani, D. Simeone (a cura di), Don Lorenzo Milani e la Scuola della Parola. Analisi storica e prospettive pedagogiche, Macerata, EUM, 2011.

A. Serrai, Breve storia delle biblioteche in Italia, Milano, Silvestre Bonnard, 2006.

L. Tolstoj, Quale scuola?. La nascita della pedagogia antiautoritaria nell’esperimento di Jasnaja Poljana. Trad. dal russo di Raffaella Setti Bevilacqua, Milano, Il Punto Emme/Emme Edizioni, 1975.

D. Vincent, Leggere e scrivere nell'Europa contemporanea, Bologna, Il Mulino, 2006.

Any changes in the texts will be communicated during the course. Erasmus' students and students from other study programs are invited to contact the teacher directly via email or during the student hours.

 

Teaching methods

Frontal lectures and, in addition to the lectures, in which students' participation is stimulated, the viewing of videos and seminar meetings aimed at informing and involving students in the various researches carried out in the teaching field are added. Also the redaction of short exercice-paper (individual or in groupe) concerning the history of education will be foressen. The possibility of activities in the manner indicated on the EOL platform is provided.

Assessment methods

Evaluation of learning and knowledge acquisition will take place through a written exam (on the first part of the course, on the authors) lasting 60 minutes and a final oral test. The first part will be structured on two questions to be answered in the short essay-answer formula. To pass the exam, you must answer the two questions. Every single answer will be evaluated in 30s; the oral exam, which will focus on the other parts of the course, will be held during the dates of the course exam. The final mark will be given by the arithmetic mean of the two partial mark tests. If the measures related to phase 3 COVID-19, with mixed teaching, persist, the exam will be carried out orally on the TEAMS platform.The criteria used for the evaluation of the test will refer to the following indicators: 1. ability to analyze a topic pertinently to the questions, well organized, concise and exhaustive; 2. ability to express oneself with conceptual clarity and linguistic correctness, also using the specific language of the discipline; 3. ability to critically rework and to argue personal reflections, also with reference to classroom meetings.

Teaching tools

The lectures use visual aids such as Power points and / or videos, which will be partially uploaded to the site. The course includes activities that directly involve students, in the manner indicated also on the EOL platform.

Office hours

See the website of Dorena Caroli