12871 - General Pedagogy (1)

Academic Year 2021/2022

Learning outcomes

The teaching pursues the objectives of content knowledge, theories, historical dimensions, and specific languages, relating to education and formation theme, and teaching. It also aims to stimulate self-analysis and rationalization of personal representations and implicit theories on these issues.

Course contents

The program of this General Pedagogy course 1 (Exam Code 12871) refers to 6 CFU. Therefore, for those students who have in their study plan the 12CFU annual course (Exam Code 5760), this program constitutes only the first module of their course..

General Pedagogy Course (1) (from 31 january 2022 to 9  march 2022):
The course deals with the theme Phenomenology of the educational process in the intercultural perspective, divided into a general section and a monographic part.

The general section deals with the following topics: the phenomenology of the educational process; archetypes and archetypal figures; the religious dimension in the educational process; the metaphor of the journey; migrant families and cultural identities; the intercultural perspective.

The monographic part provides three options:

a) Religion and human sciences: interpretative paradigms and educational processes.

b) The family as an educational place between marital conflict and generativity

C) Educating in love: pedagogical issues

Note: Lessons take place on monday, tuesday and wednesday, from 09 to 11. The frequency is attained with 22 hours of presence verified by the signatures.


General part

  1. Caputo M., Introduzione al sapere pedagogico, recommended reading (sito Unibo).
  2. Moscato M.T., Il viaggio come metafora pedagogica, Brescia, Scholè, 2019 (ristampa).

Monographic part:

Option a)

  1. Caputo M. (a cura di), Oltre i "paradigmi del sospetto"? Religiosità e scienze umane, Milano, Franco Angeli, 2018.
  2. Caputo M., Pinelli G., La religiosità come “risorsa interculturale”: narrazioni di giovani migranti, , in Arici F., Gabbiadini R., Moscato M.T., (a cura di), La risorsa religione e i suoi dinamismi. Studi multidisciplinari in dialogo, Milano, F. Angeli, 2014, pp. 191-222 (sito Unibo).

Option b)

  1. Moscato M.T., Pedagogia del conflitto coniugale. Percorsi di genitori e figli tra crisi e risorse, Venezia, Marcianum Press, 2020.
  2. Caputo M., Famiglie e minori migranti: per un paradigma pedagogico, in Polenghi S., Cappuccio G., Compagno G. (a cura di), 30 anni dopo la Convenzione ONU sui diritti dell’infanzia. Quale pedagogia per i minori?, Lecce-Rovato, Pensa MultiMedia, 2020, pp. 1287-1298 (sito Unibo).

Option c)

  1. Pinelli G., "Nulla più arduo che amarsi". Eros, affetti, educazione al tempo dei social, Venezia, Marcianum Press, 2021.

Additional text for non-attending students:

  1. Caputo M., Pinelli G., Rompianesi T., Identità e conflitti religiosi: piste di formazione interculturale per gli educatori, in “Giornale Italiano della Ricerca Educativa – Italian Journal of Educational Research”, n. 20, giugno 2018, pp. 17-31 (sito Unibo).

  2. Moscato M.T., L’Io e l’altrove, in Chiosso G. (a cura di), Luoghi e pratiche dell'educazione, Milano, Mondadori, 2009, pp. 61-85 (sito Unibo).

Teaching methods

In relation to the training objectives of the course, which aims to achieve the active participation of students, will be used, alternating between them, frontal lessons, participative lessons, classroom work, conducted by the teacher.

Assessment methods

The exam is written and lasts one hour. It can consist of open questions, and/or a short essay, and/or it may ask to comment on a quote taken from one of the texts of the bibliography. The aim is to verify the student's specific knowledge, the degree of critical understanding, his/her possible personal re-elaboration, and the expressive and argumentative skills.

This examination method may undergo changes in relation to health emergency conditions or overcrowding at the exams, so it is advisable to consult the notices page.

Rating Descriptors:

  • The student demonstrates a thorough knowledge and a comprehensive view of the issues proposed in the course, an expressive capacity of the content required for the autonomous and appropriate use of both the specific language and the methodological tools of the discipline, knows provide an original reflection on problems and Pedagogical themes (27 - 30 e lode).

  • The student demonstrates that he possesses an appropriate but incomplete knowledge of the topics proposed in the course, with a relevant but not always specific language, uses the methodological tools of the discipline independently and correctly guides the problems and pedagogical themes (22-26).

  • The student demonstrates that he possesses a relevant but inappropriate knowledge (or appropriate with linguistic-formal errors) of the topics proposed in the course, uses, if guided, the methodological tools of the discipline and he focuses on problems and pedagogical issues (18 - 21).

  • The student demonstrates numerous gaps in the preparation, expresses non-relevant knowledge and / or conceptual errors, or with serious linguistic errors, can not use the conceptual and methodological tools, and does not know how to navigate among the themes and issues of the discipline (examinations not passed).

Office hours

See the website of Michele Caputo


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This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.