29424 - Seminars (1) (LM) (G.E)

Learning outcomes

The Philosophy Seminars have as their educational objectives those specific to seminar teaching: (1) to train students in philosophical argumentation by soliciting discussions on the topics and texts, including in the original language, presented in meetings with Italian and foreign scholars; (2) to broaden and deepen philosophical knowledge through participation in lectures given by specialists in the various fields of philosophical knowledge; (3) to compare the different methodological approaches to philosophy as a complement to curricular teaching.

Course contents

This seminar introduces students to current debates on citizenship and Global Citizenship Education (GCE) within contemporary research and policy analysis from theoretical, social, and pedagogical perspectives. The course provides participants with the opportunity to critically engage with the scholarly literature and to reflect on how their own learning in these areas can inform their professional practice and foster a global citizenship perspective.

The theoretical framework will be applied to concrete case studies and translated into teaching methodologies suitable for upper secondary education. Particular attention will be devoted to citizenship and civic education within school curricula, exploring pedagogical approaches and practical strategies for classroom implementation.

By the end of the course, students will have developed a comprehensive understanding of the opportunities, challenges, and implications of globalization, particularly in relation to the teaching of the humanities and social sciences, within the framework of the United Nations Sustainable Development Goals (SDGs).

Following a general introduction, the course is structured into three main modules:

1. Globalization and Its Critics

• Globalization as an elusive concept
• Dimensions of globalization: economic, social, political, and cultural
• The impact of globalization on educational policies and practices
• Is globalization coming to an end?

2. Global Citizenship Education (GCE) and the Sustainable Development Goals

• The global turn in education
• Critical perspectives on Global Citizenship Education
• GCE and the Sustainable Development Goals within the framework of the 2030 Agenda

3. Teaching Global Civic Education

• Citizenship and civic education in schools
• Teaching strategies and pedagogical approaches for upper secondary education
• Micro-teaching workshop

Readings/Bibliography

Required reading

Tarozzi, M. (2025). Coltivare la speranza. Percorsi di educazione alla cittadinanza globale. Bologna: Il Mulino.

Recommended readings

• Beck, U. What Is Globalization? The Global Age: From the World Economy to Global Civil Society. Carocci (Italian edition: Cos'è la globalizzazione. Rischi e prospettive della società planetaria).
• Catarci, M., Loiodice, I., & Tarozzi, M. (Eds.). (2026). Global Civic Education: The Global Dimension in the Civic Education Curriculum of Upper Secondary Schools. Special Issue, Metis (Quaderni 2026).
• Rizvi, F., Lingard, B., & Rinne, R. (2022). "Reimagining Globalization and Education: An Introduction." In Reimagining Globalization and Education. Routledge, Chapter 1.
• Rizvi, F. (2022). "Education and the Politics of Anti-Globalization." In Rizvi, F., Lingard, B., & Rinne, R. (Eds.), Reimagining Globalization and Education. Routledge, Chapter 15.

Additional readings may be assigned during the course.

Lecture slides will be made available to students; however, they are intended solely as supplementary learning materials and do not replace the required readings. A dedicated Virtuale course page will be available before the beginning of the seminar, providing further information, additional resources, and selected readings for examination preparation.

Teaching methods

The course adopts a highly interactive and participatory approach. Teaching methods include critical discussion of academic texts, individual and group activities, and practical workshops. Students will participate in micro-teaching sessions designed to observe, develop, and reflect upon teaching practice. Guest lecturers with expertise in the field will also contribute to the course.

Regular attendance and active participation are strongly recommended.

Assessment methods

Students will deliver a simulated lesson designed for upper secondary school students on one of the topics covered during the course.

The final presentation is intended to assess students' ability to apply the knowledge acquired during the course, establish logical and conceptual connections across topics, and demonstrate pedagogical competence.

Assessment will be based on the following criteria (listed in increasing order of importance):

1. Breadth and accuracy of knowledge of the course topics and required readings.
2. Ability to apply theoretical concepts to practical educational contexts.
3. Capacity for critical and independent thinking based on a sound understanding of the course content.
4. Appropriate use of academic and professional language.
5. Ability to engage in interdisciplinary reflection.

Teaching tools

Teaching Resources

Course materials, supplementary readings, and lecture slides will be available on the University's Virtuale learning platform.

The platform will also provide additional resources and guidance for preparing the final assessment.

Office Hours

Wednesday, 10:00–11:00 (in person) or by appointment via Microsoft Teams.

Students are requested to arrange appointments by email.

The instructor responds by email only to urgent enquiries that cannot be answered through information available on the University website. Questions concerning lecture topics or examination content should be discussed during office hours.

Students with Disabilities and Specific Learning Disorders (SLD)

Students with disabilities or specific learning disorders (SLD) are entitled to reasonable accommodations, subject to assessment by the University's Disability and SLD Support Service. Students are asked not to contact the course instructor directly regarding accommodations, but instead to arrange an appointment with the University's support service, which will determine the appropriate measures.

Further information is available at:
http://site.unibo.it/studenti-con-disabilita-e-dsa/it/per-studenti

Students are encouraged to contact the service well in advance. Any approved accommodations must be submitted to the course instructor at least 15 days before the assessment, to allow consideration of their appropriateness in relation to the course learning outcomes.

Office hours

See the website of Massimiliano Tarozzi