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 9 November 2020 to 11 December 2020):

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; school and citizenship in the multicultural society.

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

Note: Lessons take place on monday, tuesday and wednesday, from 9 to 11. The frequency is attained with 22 hours of presence verified by the signatures.

Readings/Bibliography

General part

1. Caputo M., Al tempo delle comete: migrazioni, società multiculturali e scuola, (in corso di stampa, disponibile materiale sostitutivo temporaneo su virtuale).
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

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. 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. (on the site)
2. Caputo M., La fiaba: pedagogia della paura?, in “Servitium”, n. 239, 2018, pp. 75-84. (on the site)

Additional texts for non-attending students:

1. Caputo M., La scuola e i suoi miti, scelta antologica, (on the site).

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 gained, the critical understanding degree, and the expressive and argumentative skills of the student. The in-presence exam session consists of two parts. The first one (1) lasts one hour, it refers to the general part of the course program and it's written; it can consist of open questions, and/or of a short essay, and/or it may ask to comment on a quote taken from one of the texts of the bibliography. The second part of the exam (2) is an interview, which is related to the monographic part of the course program. It takes place just after the end of the written part, within the same exam day. In the event of a remote exam session, check the notices web page for updates and possible 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