05760 - General Pedagogy

Course Unit Page

Academic Year 2019/2020

Learning outcomes

At the end of the course the student acquires skills on contents, theories, historical dimensions and specific languages related to the themes of education, training and teaching. He is able to self-analyze and rationalize personal representations and implicit theories on these issues.

Course contents

The program of this General Pedagogy Course II (Exam Code 12872) refers to 6 cfu. For students whose curriculum is attended by an annual course (Exam Code 5760) of 12 cfu, this program represents only the second module to be integrated with the General Pedagogy I (Exam Code 12871)

General Pedagogy Course (2) (from 11 November 2019 to 11 December 2019):
The course deals with the theme The school between myth and reality, divided into a general section and a monographic part.

The general section deals with the following topics: the phenomenology of the educational process; The school as an educational site; Intentional teaching; Characteristics of evolutive age: cognitive processes and adolescence; Italian school and citizenship.

The monographic part deepens the following argument: Figures and metaphors of teaching: the school of "Hogwarts" and the "Welton" college.

Note: Lessons take place Monday, Tuesday and Wednesday, from 9 to 11, Classroom at via Zamboni 38. The frequency is attained with 22 hours of presence verified by the signatures.


General part

  1. M.T. MOSCATO, Preadolescenti a scuola. Insegnare nella scuola secondaria di primo grado, Mondadori, Milano, 2013, pp. 1 – 163. (Non attending students will bring the entire volume, including Section anthological).
  2. M. CAPUTO, La “paideia incompiuta”: formare l’uomo e il cittadino nella scuola della Repubblica, in M. T. MOSCATO (a cura di), Progetti di cittadinanza. Esperienze di educazione stradale e convivenza civile nella scuola secondaria, Milano, Franco Angeli, 2011, pp. 75-90. (on the site)

Monographic part

The theme of the monographic section requires, as a precondition, the independent reading of J. K. Rowling, Harry Potter and the Order of the Phoenix, trans. en., Bloomsbury, 2003 (and later ed.), and the personal vision of the homonymous movie (D. Yates, 2007) based on the aforementioned novel, and the movie Dead Poets Society (P. Weir, 1989).

  1. M. CAPUTO, La "pedagogia" della scuola nella saga di Harry Potter, in M. STRAMAGLIA (a cura di), Pop education. Chiaroscuri pedagogici nella cultura di massa, Lecce-Rovato, Pensa MultiMedia, 2016, pp. 149-167. (on the site)
  2. M. CAPUTO, La fiaba: pedagogia della paura?, in “Servitium”, n. 239, 2018, pp. 75-84. (on the site)

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 provides an written text, which lasts two hours, includes open-ended questions, "short essay", commentary on a passage taken from the exam texts, with the aim of verifying the specific knowledge gained, the degree of critical understanding of them, the possible personal re-elaboration, the expressive and arguing skills of the student.

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