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 various models of reflexivity and meta-reflexivity in the field of pedagogy, their possible meanings, and their main objectives. It also proposes a hypothesis for defining and exploring professional ethics in various areas of educational practice in terms of ethical-social commitment, promotion of existential planning, and peaceful conflict management.

The theoretical framework of reference is Pedagogical Problematism, in which the fundamental categories will be investigated, explicating their heuristic and interpretative function in relation to the current cultural context. Specific themes will be further explored, drawing on the work of influential authors such as Gregory Bateson, Hannah Arendt, and others.

The course is divided into two modules:

Module 1: 36 hours, taught by Silvia Demozzi.

Module 2: 12 hours, taught by Marta Ilardo.

The exam will consist of 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. 

· 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.

. E. Morin, I sette saperi necessari all'educazione del futuro, Raffaello Cortina, 2000.

Teaching methods

The foundational texts will be presented and analyzed through lectures, incorporating moments and activities aimed at deepening and discussing with the students. In-class practice sessions will also be conducted.

Assessment methods

The exam consists of an oral test in Italian, lasting approximately 20 minutes. Questions will be on the entire program (main texts + chosen text).

Criteria for evaluating the test and determining the final grade:

1. Understanding of the texts considered (knowledge of content, ability to grasp relevant information and deeper meaning): up to 10/30.

2. Clarity, relevance of themes, scope, and coherence of the presentation (articulation of answers, ability to communicate information in a complete and clear manner without digressing); logical coherence, quality, and rigor of argumentation: up to 10/30.

3. Language correctness and formal aspects: up to 5/30.

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

Students who achieve a score of 31 or higher will receive honours.

  

Teaching tools

Texts, video, slides

Office hours

See the website of Silvia Demozzi

See the website of Marta Ilardo