70519 - RIFLESSIVITÀ E DEONTOLOGIA PEDAGOGICA

Learning outcomes

By the end of the course the student – KNOWS the grounding and formal aspects of Philosophy of education and of the main theoretical perspectives in Pedagogy; with particular attention to the different models of reflexivity and metareflexivity; CAN HYPOTHESIZE AND CONDUCT theoretical research, by formulating hypotheses and solutions to educational problems referring to the methodology of critical rationalism;-DEEPENS in particular, as theoretical framework of reference, the prospect of Problematicismo pedagogico and its fundamental categories in their connection with the theory of complexity of e. Morin; -CAN LOCATE the heuristic and interpretative function of the abovementioned categories, in relation to the cultural context; -CAN MANAGE educational consultancy paths with a systemical optics, for individual-groups-institutions-educational services;-CAN PROGRAM assistance in educational institutes and in various types of services in education and training; -CAN MONITOR AND VALUE the functioning of institutions and educational services through a critical, reflective and metareflective model; -CAN STRENGTHEN the interweaving of relational and communication skills. -DECLINES its professional figure in terms of ethical-social commitment, personal responsibility, promotion of existential planning, peaceful conflict management, empowerment and self-empowerment; -DEALS WITH a hypothesis of definition and deepening of professional ethics in various areas of education; -TAKES ADVANTAGE of the main categories learned for the analysis of situations involving institutions and services; -CAN DEEPEN, in terms of critical and thoughtful judgment those cognitive-emotional competences which are required to interact in and with the educational contexts.

Course contents

The course aims to promote a critical awareness of the various models of reflexivity and metareflexivity in pedagogy, their possible meanings and their main objectives. It also offers a hypothesis of defining and deepening of professional ethics, in various areas of the education act, in terms of ethical-social commitment, promotion of existential planning, peaceful conflict management.

The theoretical framework of reference is the Problematicismo pedagogico. We will investigate its fundamental categories defining the heuristic and interpretive function towards the current cultural context.

Specific topics will be explored in depth from some authors (Gregory Bateson, Matthew Lipman, Hannah Arendt and others).


The course is divided into two modules:

Module 1: 42 hours, held by Silvia Demozzi

Module 2: 6 hours, held by Marta Ilardo

The exam will be a single test.

Readings/Bibliography

Compulsory texts:

· M. Contini, S. Demozzi, M. Fabbri, A. Tolomelli, Deontologia pedagogica. Riflessività e pratiche di resistenza, FrancoAngeli, Milano, 2014 (Introduzione + cap. 1 e cap. 4)

· M. Contini, Elogio dello scarto e della resistenza, (Introduzione + cap. 1 + 2 + 3 + 4 + 5) Clueb, 2009.

· G. Carofiglio, Della gentilezza e del coraggio. Breviario di politica e altre cose, Feltrinelli, 2020.

+

A text of your choice between (some of the topics/authors will be explored in class):

· bell hooks, Insegnare a trasgredire. L’educazione come pratica della libertà, Meltemi, 2020.

· M. Ceruti, Il tempo della complessità, Cortina, 2018.

· S. Demozzi, La struttura che connette. Gregory Bateson in educazione, ETS, 2011.

· S. Demozzi (a cura di), Contesti per pensare. Riflessioni su pedagogia, indagine filosofica e comunità di ricerca, Franco Angeli, 2021.

· Ilardo, M., Dove costruiamo pensiero? Hannah Arendt e la cura degli ambienti educativi, Milano, Franco Angeli, 2021.

· M. Lipman, Educare al pensiero, Vita e Pensiero, 2004.

· E. Morin, La sfida della complessità, Le lettere, 2017.

Teaching methods

Traditional lecturers, discussion with students and cooperative learning will be mixed together.

Assessment methods

For attending students, the examination consists of a written argumentative essay between 15,000 and 25,000 characters in length, including spaces, to be handed in after the end of the course and by the date to be announced in class. A list of suggested essay topics will be provided during the course, but customised topics can be agreed upon. The (non-exclusive) use of examination texts for the essay is also suggested. The language difficulties of students whose first language is not Italian will be taken into account. Possible essays in English can be arranged. All essays will be checked using the anti-plagiarism software. Students will be allowed to decide whether to confirm the grade awarded to the essay or to try to improve it with an oral examination during one of the normal examination calls (this option is only available if the mark awarded is less than 26/30). In this case, the examination bibliography will consist of the main texts + choice text indicated above.


Non-attending students will take the oral examination in Italian. A presentation of a topic of their choice is required (approx. 10 minutes), followed by questions on the entire programme (main texts + text of their choice). Texts and notes may be kept for reference. The topic of choice is worth approximately two-thirds of the examination (careful preparation of the speech from the texts is therefore recommended).


Criteria for assessing the essay and composition of the final grade:

1. Comprehension of the texts (knowledge of the content, ability to grasp the most relevant information and deep meaning): up to 10/30.


2. Clarity, thematic relevance, breadth and organicity of the exposition (good articulation of the essay, ability to communicate the information completely and clearly, without digressing); logical coherence, quality and rigour of the argumentation: up to 10/30.


3. Correctness of writing and formal aspects (spelling, syntax, punctuation, command of vocabulary, correctness of notes, bibliography, etc.): up to 5/30.


4. Originality of ideas and personal reflection (grasping critical points in the texts, formulating objections, developing insights from the texts): up to 6/30.


Students who achieve a score of 31 take the honours.

One lesson will be devoted to providing instructions on essay writing.


Criteria for the assessment of the oral examination:

Also in the oral examination, clarity, correct grammatical expression and originality of thought as well as comprehension of the texts under consideration will be assessed (the criteria roughly follow the parameters indicated for the written essay). A mark of at least 18 is required to pass the test. The interview will last between 15 and 20 minutes.

Teaching tools

Texts, video, slides

Office hours

See the website of Silvia Demozzi

See the website of Marta Ilardo