16764 - History of Education

Course Unit Page

SDGs

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Good health and well-being Quality education Gender equality Sustainable cities

Academic Year 2021/2022

Learning outcomes

Learning outcomes

At the end of the course students will:

  • know the main objects and methods of the history of education;

  • know the main directions of development of the history of pedagogy (authors, cultural tendencies, and educational categories);

  • know the main directions of development of the history of Italian educational services, both scholastic and extra-scholastic linked to the area of disadvantage and exclusion;

  • know the main directions of development of production, distribution and usage processes of cultural products;

  • know the direction of development related to contemporary debates about environmental education and sustainable development;

  • understand the synchronic dimension of the educational issues within the historical, social and cultural contexts where they have arisen in order to project educational meausures;

  • be able to collect, interpret and reflect on historical and educational data in a scientific and critical method;

  • be able to research material and documentation about current educational issues in a historical and educational perspective;

  • be able to realise an essential bibliography about contents related to the historical and educational research;

  • be able to access to social, educational and cultural work owning the competence about the historical and educational frameworks.

Course contents

The course aims to highlight the historical dimension of the educational matter which is an essential element in the construction of the social and cultural educator identity, both in the present and the future. Consequently, we will approach some of the main themes of the history of education, proceeding between the a recent past and a complex present in order to offer causes for reflection and in-depth analysis.

In particular we will discuss the following contents:

  • some emblematic and classic authors belonged to the history of western education (especially we will focus on Locke, Rousseau, Pestalozzi, Owen, Aporti, Fröbel, the Agazzi, Montessori, Baden Powell, Dewey, Freinet, Don Milani, Freire);

  • the history of childhood, between the imaginary, the legislation and the institutions that have promoted its care and control, between assistance and education;

  • the history of special education through some of its historical, theoretical and istitutional points;

  • the issue of gender equality and gender education in the history of education;

  • the history of literacy and schooling processes between the nineteenth and the twentieth century, particularly about school and other educational and cultural institutions as museums, library, open-air schools, summer camp, etc., within welfare, with an in-depth analysis about the Italy's fascist period.

  • the history of asylums and orphanages and de-institutionalisation processes

PLEASE NOTE

- This coursework is a 8 CFU program and it's valid for academic year 2021-2022. Students from past years must refer to the coursework of their year of attending in the drop-down list.

- The attendance is not compulsory, however it is highly recommended.

Readings/Bibliography

Students must study four books. All the following three:

R. Baden-Powell, Scautismo per ragazzi, Roma, Nuova Fiordaliso, 1996.

F. Basaglia, L’istituzione negata. Rapporto di un ospedale psichiatrico, Torino, Einaudi, 1968.

P. Bertolini, Per una pedagogia del ragazzo difficile, Bologna, Malipiero, 1965.

E. Demolins, L'educazione nuova: la scuola Des Roches, Firenze, La Nuova Italia, 1952.

J. Dewey, Il mio credo pedagogico. Antologia di scritti sull'educazione (a cura di L. Borghi), Firenze, La Nuova Italia, 1954.

C. ed E. Freinet, Nascita di una pedagogia popolare, Firenze, La Nuova Italia, 1976.

P. Freire, La pedagogia degli oppressi, Torino, Gruppo Abele, 2018 (o qualunque altra edizione).

J. Maritain, L'educazione al bivio, Brescia, La Scuola, 1987.

M. Montessori, La scoperta del bambino, Milano, Garzanti, 1999.

I due numeri monografici di 'Infanzia' dedicati a Maria Montessori e a Giuseppina Pizzigoni: n. 7/8, luglio-agosto 2007, n. 6, novembre-dicembre 2008 (si possono reperire presso la libreria Martina o presso la segreteria di 'Infanzia' vedere il sito web: www.rivistainfanzia.it )

R. Owen, L'armonia sociale. Saggi sull'educazione (a cura di C. Pancera), Scandicci, La Nuova Italia, 1994.

C. Benelli, Danilo Dolci tra maieutica ed emancipazione. Memoria a più voci, Pisa, Edizioni ETS, 2015.

J. H. Pestalozzi, Sull'infanticidio (a cura di G. Di Bello), Firenze, La Nuova Italia, 1996.

M. Rossi Doria, Di mestiere faccio il maestro, Napoli, L'ancora del Mediterraneo, 1999.

J. J. Rousseau, Emilio o dell'educazione (a cura di E. Nardi), Firenze, La Nuova Italia, 1995 (oppure altra versione integrale).

Scuola di Barbiana, Lettera ad una professoressa, Firenze, Libreria editrice fiorentina,1997.

V. P. Babini, Liberi tutti. Manicomi e psichiatri in Italia: una storia del Novecento, Bologna, Il Mulino, 2009.

L. Caimi, Cattolici per l'educazione. Studi su oratori e associazioni giovanili nell'Italia unita, Brescia, La Scuola, 2006.

A. Canevaro, J. Gaudreau, L'educazione degli handicappati. Dai primi tentativi alla pedagogia moderna, Roma, Carocci, 2002.

M. Castoldi, Insegnare libertà. Storie di maestri antifascisti, Roma, Donzelli editore, 2018.

H. Cunningham, Storia dell'infanzia, Bologna, Il Mulino, 1997.

M. D'Ascenzo, R. Vignoli, Scuola, didattica e musei. Il Museo didattico 'Luigi Bombicci' di Bologna, Bologna, Clueb, 2008.

M. D'Ascenzo (a cura di), Tutti a scuola? L'istruzione elementare nella pianura bolognese tra Otto e Novecento, Bologna, Clueb, 2013.

M. D’Ascenzo, G. Ventura (a cura di), Dalla parte delle maestre. La stagione pedagogica di Virginia Predieri, Lecce, Pensa Multimedia, 2016.

A. Debè, Crescere in un Villaggio. L'OSEA di Reggio Emilia: genesi e sviluppo di un servizio educativo (1951-2012), Lecce, Pensa Multimedia, 2013.

G. Di Bello, V. Nuti, Soli per il mondo. Bambini e bambine emigranti tra Otto e Novecento, Milano, Unicopli, 2001.

M. Fioranelli, Il decimo cerchio. Appunti per una storia della disabilità, Bari, Laterza, 2011.

M. Gecchele, P. Dal Toso (a cura di), Educare alla diversità. Una prospettiva storica, Pisa, Edizioni ETS, 2019.

C. Ghizzoni, S. Polenghi (a cura di), L'altra metà della scuola. Educazione e lavoro delle donne tra Otto e Novecento, Torino, SEI, 2008 (da p. 215 a p. 248 ed altri due saggi a scelta).

A. Gibelli, Il popolo bambino. Infanzia e nazione dalla Grande Guerra a Salò, Torino, Einaudi, 2005.

S. Lentini, L'educazione in carcere. Profili storico-pedagogici della pena, Palermo, Edizioni della Fondazione Nazionale ‘Vito Fazio Allmayer', 2012.

E. Macinai, L'infanzia e i suoi diritti. Sentieri storici, scenari globali e emergenze educative, Pisa, ETS, 2009.

M. Minesso, Stato e infanzia nell'Italia contemporanea: origini, sviluppo e fine dell'Onmi, 1925-1975, Bologna, Il Mulino, 2007.

S. Polenghi, Fanciulli soldati. La militarizzazione dell'infanzia abbandonata nell'Europa moderna, Roma, Carocci, 2003.

R. Raimondo, Discoli incorreggibili. Indagine storico-educativa sulle origini delle case di correzione in Italia e in Inghilterra, Milano, FrancoAngeli, 2014.

R. Sani (a cura di), L'educazione dei sordomuti nell'Italia dell'800: istruzioni, metodi, proposte formative, Torino, SEI, 2008 (solo l'introduzione e due saggi a scelta)

R. Sani, D. Simeone (a cura di), Don Lorenzo Milani e la Scuola della Parola. Analisi storica e prospettive pedagogiche, Macerata, EUM, 2011.

A. Serrai, Breve storia delle biblioteche in Italia, Milano, Silvestre Bonnard, 2006.

M. P. Smith, Educare per la libertà, Avellino, Elèuthera, 2019 (or. 1983).

D. Vincent, Leggere e scrivere nell'Europa contemporanea, Bologna, Il Mulino, 2006.

PLEASE NOTE Possible changes in the texts could be ommunicate during the course.

Erasmus students and students who are coming from different courses of study are invited to contact the professor directly by mail or during the weekly teacher's office hours to define ad hoc coursework and exam methods.

Teaching methods

Frontal lessons about the general framework and in-depth analysis with an invite to discussion.

View of videos and seminar lessons directed to involve students in the different researches developed in the course.

Assessment methods

The exam will consist in a written test of four questions and will last 120 minutes.

It will be organised on four questions that have to be answered with a short essay. To pass the exam it is necessary to answer to all the four questions. Each answer will be valued with a scale of 30 and the final grade will be resulted from the avarage grade.

The grade point avarage is express with a scale of 30.

The result of the exam will be communicated on the platform "Almaesami".

The evaluation criteria will follow these indicators:

  • ability to analyse a topic properly, synthetically and exhaustively;

  • theoretical clarity, linguistic accuracy and the use of the specific discipline language;

  • ability to re-elaborate critically and personally, also with references to the lessons.

PLEASE NOTE:

To attend the exam it is necessary to enroll through the platform "Almaesami" respecting the deadlines. Those who failed to enroll for technical problems by the deadline, must communicate promptly the problem to the teaching secretariat before the official closure of the enrolling list. It will be faculty of the professor admit them to attend the exam.

Teaching methods

Power point, videos, and other materials will be used during the lessons. They will not be uploaded on the web site.

Participation in events within the program of the International Festival of History is planned.

Assessment methods

if the measures related to phase 3 COVID-19, with mixed teaching, persist, the exam will be carried out orally on the TEAMS platform.

If you can return to normal in the presence, the exam will take place by conducting a written test lasting 120 minutes. It will be organised on four questions that have to be answered with a short essay. To pass the exam it is necessary to answer to all the four questions. Each answer will be valued with a scale of 30 and the final grade will be resulted from the avarage grade.

The grade point avarage is express with a scale of 30.

The result of the exam will be communicated on the platform "Almaesami".

The evaluation criteria will follow these indicators:

  • ability to analyse a topic properly, synthetically and exhaustively;

  • theoretical clarity, linguistic accuracy and the use of the specific discipline language;

  • ability to re-elaborate critically and personally, also with references to the lessons.

PLEASE NOTE:

To attend the exam it is necessary to enroll through the platform "Almaesami" respecting the deadlines. Those who failed to enroll for technical problems by the deadline, must communicate promptly the problem to the teaching secretariat before the official closure of the enrolling list. It will be faculty of the professor admit them to attend the exam.

Teaching tools

Power point, videos, and other materials will be used during the lessons. They will not be uploaded on the web site.

Participation in events within the program of the International Festival of History is planned.

Office hours

See the website of Mirella D'Ascenzo