05760 - General Pedagogy

Learning outcomes

By the end of the course students will have acquired skills regarding contents, theories, historical dimensions and specific languages relating to education, training and teaching. They will be able to self-analyse and rationalize the personal representations and theories implicit in these issues.

Course contents

The program of this General Pedagogy course 2 (Exam Code 12872) refers to 6 CFU. Therefore, for those students who have in their study plan the 12CFU annual course (Exam Code 5760), this program constitutes only the second module of their course, and it has to be integrated with General Pedagogy course 1 (Exam Code 12871).

General Pedagogy Course (2) (from 13 november to 13 december 2022):

The course deals with the theme of school, migration, multicultural societies and citizenship, divided into a general part and a monographic part. The general part deals with the following topics: intentional teaching; the school as an educational place, adolescence and cognitive processes; the skills of the teacher, the narratives of the school and implicit models.

The monographic part explores the following topic: Education for citizenship: an unfinished paideia?

The frequency is attained with 22 hours of presence verified by the signatures.

Readings/Bibliography

Read the information about the program.

General part:

1. Caputo M., La "pedagogia" della scuola nella saga di Harry Potter, in Stramaglia M. (a cura di), Pop education. Chiaroscuri pedagogici nella cultura di massa, Lecce-Rovato, Pensa MultiMedia, 2016, pp. 149-167. (sito Unibo)
2. Moscato M.T., 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).

Monographic part:

1. Caputo M., La “paideia incompiuta”: formare l’uomo e il cittadino nella scuola della Repubblica, in Moscato M.T. (a cura di), Progetti di cittadinanza. Esperienze di educazione stradale e convivenza civile nella scuola secondaria, Milano, FrancoAngeli, 2011, pp. 75-90. (sito Unibo)
2. Caputo M., Educare alla “giustizia”: fondamenti pedagogici dell’educazione alla legalità, in Tomarchio M., Ulivieri S., (a cura di), Pedagogie militanti. Diritti, culture, territori, Pisa, Edizioni ETS, 2015, 437-441. (sito Unibo)
3. Costituzione della Repubblica Italiana (sito Unibo)

Additional texts for non-attending students

1. Caputo M., L’orizzonte educativo tra “scontro delle Civiltà” e “viaggio dei Magi”: prolegomeni per una pedagogia interculturale, (sito Unibo)

Teaching methods

In relation to the training purpose of the course, which aims to achieve the active participation of the students, frontal lessons, participative lessons, and teacher-conducted classroom works will be alternately used.

Assessment methods

The exam aims to verify the specific knowledge acquired, the degree of critical understanding of them, any personal re-elaboration, the expressive and argumentative skills of the student. The face-to-face exam, in relation to the number of students booked, can take place entirely as a written exam. Normally it consists of two parts: the first part, lasting one hour at the beginning of the exam, takes place in written form (open-ended questions, "short essay", commentary on a passage taken from the exam texts, referring to the part general program); the oral part (referring to the monographic part) will follow the written part, on the same date. The final evaluation will result from the average of the two tests. In the event of a remote appeal, check the alerts page for any changes.

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