70519 - RIFLESSIVITÀ E DEONTOLOGIA PEDAGOGICA

Course Unit Page

Academic Year 2019/2020

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.

Readings/Bibliography

FIRST PART (FABBRI):

  • 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)

SECOND PART (DEMOZZI):

- 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 consists of an oral test consisting of two sessions (module 1 and module 2). The two sessions can be taken on the same date (in succession) or on different dates.

Type of test:

- module 1: 3 questions on the exam texts.

- module 2: 3 questions on the exam texts

The evaluation will take into account:

- knowledge of the study texts;

- reflective and critical skills on the contents covered in the respective modules;

- the correct use of the Italian language in oral expression and lexical punctuality.

Criteria for awarding votes:

The mark will be given by the average of the marks obtained in the two modules. To pass the test, the grade (average result) must be at least 18. It is possible to achieve a 30 if the answers to the questions have been punctual and relevant (in content and form); it is possible to achieve a 30 cum laude if the answers (as well as not containing errors of content and form) demonstrate reflexive ability and particularly in-depth knowledge of the subject.

Attending and non-attending students: The course program and exam methods are the same for attending and non-attending students.

Duration: The interview of each module will last between 15 and 25 minutes.

Enrollment: To take the exam, registration through the Alma exam portal is required within the deadlines. Off-list enrollments are not admitted: students are therefore invited to organize study times in relation to the exam dates.

N.B. In the case of very crowded appeals, the teachers will be able to extend the appeal in further days, dividing the members according to the enrollment order.

 

 

Teaching tools

Books, videos, slides.

Office hours

See the website of Maurizio Fabbri

See the website of Silvia Demozzi