13220 - General and Social Pedagogy

Learning outcomes

At the end of the course the student - knows and is able to confront the main trends connected with the evolution of educational styles and the spread of different representations of childhood and educational roles; - possesses a complex set of knowledge and references, which will enable him/her to justify his/her own evaluations and educational choices also starting from some precise directions of contemporary scientific research; - is able to plan self-training paths; - is able to experiment empathic listening paths and the relativisation of one's own points of view; - is aware of the differences of role and position that network work entails in the management of the service and its many institutional ramifications. - is aware of the problems that characterise working groups and symmetrical relationships; - is aware of the risks associated with rigid leadership management in complementary relationships - is oriented with respect to the ethical dimensions of the educational experience, to the problems of ambivalence and paradoxicality that develop within it, to the complexity of the choices that the educator is called upon to make.

Course contents

The General Pedagogy course aims to draw attention to the elements of complexity and the main problematic nodes of the educational experience. Through the dialogue with the psycho-pedagogy of communication, with the contributions of neuroscientific research and with some significant moments of reflection on the ethical problem, we will touch upon neuralgic themes for future nursery educators, such as the discomforts and rejects inherent in the process of growth and evolution, the problems connected to the reconstruction of one's own bodily and emotional memory, the possibilities of restructuring received conditioning and the transformation of educational styles. In the background, the analysis of a process of biological and socio-cultural evolution, which justifies the changes taking place and highlights their connections with the experiences of education, instruction and formation.

Readings/Bibliography

M. Fabbri, Essere insegnanti, essere genitori. La competenza comunicativa in educazione, FrancoAngeli, Milano, 2022

M. Fabbri, Evoluzione e pedagogia: il senso di educare, istruire, formare, Scholé, Brescia 2024

Teaching methods

Lectures, role plays, classroom discussions in small and large groups.

Assessment methods

Methods of assessment and evaluation of learning

The examination will take place in written form and, for those attending, it will include a test with closed-ended questions, while for those not attending, the written test will be with open-ended questions. For both, there is also the possibility of taking the examination in oral form, in order to verify the degree of knowledge of the texts and the corresponding capacity for critical reworking.

The criteria used to assess the test refer to the following indicators:

1. ability to analyse a text, relating its various parts ;

2. to connect the parts and link the contents to concise professional experiences

3. to elaborate individual parts concisely and comprehensively

4. to argue with conceptual clarity, safeguarding theoretical references

5. to critically rework and implement personal reflections

6. to use the knowledge presented in the texts with respect to the professional profile of reference

7. to support and enrich the treatment also with proposals and emphases that have emerged in the classroom meetings.

Given that all the topics covered are considered significant for the purposes of assessment, there are, however, some parts of the course that carry greater weight and refer to the following topics

1. psycho-pedagogy of communication, emotions and its relationship with neuroscientific studies and cognitivist psychology;

2. ways of observing contexts and role management in the educational relationship;

3. empathy and the tension of encounter, in the dialectic between opacity and transparency;

4. differences and connections between educational experiences and conditioning, education and learning, training and modelling.

The final grade will be in thirtieths; there is no roll-call jump.

In order to sit the exam, registration via the electronic notice board (AlmaEsami) is required, in strict compliance with the deadlines. Those who are unable to enrol due to technical problems by the scheduled date must notify the teaching secretariat of the problem as soon as possible (and in any case before the official closure of the enrolment lists). The teacher will be entitled to admit them to the test.

Teaching tools

Texts

Office hours

See the website of Maurizio Fabbri