- Docente: Maurizio Fabbri
- Credits: 8
- SSD: M-PED/01
- Language: Italian
- Moduli: Mariagrazia Contini (Modulo 1) Maurizio Fabbri (Modulo 2)
- Teaching Mode: Traditional lectures (Modulo 1) Traditional lectures (Modulo 2)
- Campus: Bologna
- Corso: Second cycle degree programme (LM) in Pedagogy- Science Of Education (cod. 8781)
Learning outcomes
At the end of the class the student is able: - to know the
fundamental and formal aspects of Philosophy of Education and the
main theoretical frameworks in Pedagogy, focusing on the different
models of reflexivity and meta-reflexivity; - to conjecture and
make theoretical research in education, making ipothesis and
solution to educational problems in connection to the
methodological approach of critical rationalism; - to deepen the
theoretical framework of pedagogical Problematicism perspective and
its fundamental categories, in connection to the theory of
complexity of E. Morin; - to identify the heuristic and
intepretative functions of that categories, related to the cultural
context; - to manage course of educational counselling in a
systemic perspective addressed to individual, groups, institutions,
educational services; - to plan actions in the schools and the
different services of education and training; - to monitor and
evaluate the functioning of institutions and educational services
using a critical, reflexive and meta-reflexive model; - to empower
the connection of communicative and relational skills; - to play
his/her professional role as an ethical-social engagement, linked
to the practice of personal responsibility, the promotion of
existential projects, the nonviolent conflict management, the
empowerment and self-empowerment; - to know how to empower his/her
professional profile, with aderence to the ethical model which has
been learnt; - to define and deepen the ipothesis of professional
ethics in the different educational fields; - to use these main
categories in the analysis of situations regarding institutions and
services; - to deepen in a critical and reflexive view the
emotional and cognitive skills that are required in the educational
contexts.
Course contents
The course aims to promote a critical conciousness of the different models of reflexivity and meta-reflexivity in pedagogy related to their possible meanings and main goals. In addition, it develops the hypothesis of a definition and deepening of the professional ethics in the different fields of education, as an ethical and social engagement, linked to the promotion of existential projects and nonviolent conflict management. The theoretical framweork is the pedagogical Problematicism, whose fundamental categories will be inquired in their heuristic and interpretative function of the current cultural context.
Readings/Bibliography
M. Contini, S. Demozzi, M. Fabbri, A.
Tolomelli, Deontologia pedagogica. Riflessività e pratiche di
resistenza, FrancoAngeli, Milano
2014.
M. Contini, Elogio dello scarto e della
resistenza, CLUEB, Bologna, 2009.
Z. Bauman, Le sfide dell'etica,
Feltrinelli, Milano, 2010.
M. Fabbri, Controtempo. Una duplice
narrazione fra crisi ed empatia, Junior, Parma,
2014.
Teaching methods
The course is divided in two: both parts take 24 hours and they are respectevely taught by Mariagrazia Contini and Maurizio Fabbri.
Assessment methods
The final exam is written, with different kind of questions (open and/or close questions).
Office hours
See the website of Maurizio Fabbri
See the website of Mariagrazia Contini