Course Unit Page

Academic Year 2018/2019

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 the various models of reflexivity and metareflexivity in pedagogy, their possible meanings and their main objectives. It also offers a hypothesis of defining and deepening of professional ethics, in various areas of the education act, in terms of ethical-social commitment, promotion of existential planning, peaceful conflict management.

The theoretical framework of reference is the Problematicismo pedagogico. We will investigate its fundamental categories defining the heuristic and interpretive function towards the current cultural context.



  • M. Contini, S. Demozzi, M. Fabbri, A. Tolomelli, Deontologia pedagogica. Riflessività e pratiche di resistenza, FrancoAngeli, Milano, 2014 (capp. 4, 5, 6)

  • M. Fabbri, Controtempo, Junior, Bergamo, 2014

  • M. Baldacci, E. Colicchi, Teoria e prassi in pedagogia, Carocci, Roma, 2017. (capp. 1, 2, 3)


- M.CONTINI, Elogio dello scarto e della resistenza, Clueb, 2009.

- S.DEMOZZI, La struttura che connette. Gregory Bateson in educazione, ETS, 2011 (capitoli 2 e 3).


Teaching methods

Traditional lecturers, discussion with students and cooperative learning will be mixed together.

Assessment methods

The exam will be written; for the students who attended the lessons the exam will consist in multiple choice questions, while for the students who did not attend the lessons the exam will consist in open questions. Moreover, for both attending and not-attending students, there will be the possibility to have an oral examination, to verify the degree of knowledge of the texts and the corresponding critical processing skills.

Exams will be graded from 1 to 30. The minimum required vote is 18/30

If rejected at the exam, it is possible to have a second chance on the next call date.

Inscription to the exam on Almaesami website.



Office hours

See the website of Maurizio Fabbri

See the website of Silvia Demozzi