THEORIES AND EPISTEMOLOGY OF EDUCATION SP.

The course introduces the necessity of an idea of education that goes beyond the principle of educability and the emphasis on learning, to affirm itself as an intersubjective practice aimed at generating value. Finally emancipated from a marginal position when compared to other key structures of pedagogical investigation and once recognized, its strategic function in reference to the "destination" of the human species, formation becomes, in this way, a central, unitary and generative object of a pedagogical science, reworked thanks to an analysis of the evidence and using the methodology of the research programs of I. Lakatos.

Knowledge and understanding
- Know and understand the evidences of Pedagogy
- Know and understand the methodology of the research programs
- Know and understand the principles of Pedagogy
- Know and understand the heuristics of Pedagogy
- Know and understand complex, plural, transcultural systems
- Know and understand the problems of education in the perspective of new humanism

Applied knowledge and understanding
- Know how to analyse concrete training situations using the theoretical references acquired
- Know how to identify training needs

Making judgments
- Know how to analyse reflect, discuss, deepen and re-elaborate emerging themes in a personal way
- Know how to decentralize one's point of view and understand different points of view
- Know how to analyse one’s own training experience critically
- Know how to select the most reliable and relevant sources
- Know how to analyse proposed texts and work materials critically and argumentatively
- Know how to develop course readings independently

Communication skills
- Know how to communicate in groups and how to support their ideas
- Know how to listen actively, and how to carry out tasks to develop the task and relational dynamics
- Know how to communicate and analyse problems in team

Learning skills
- Know how to use the pedagogical terminology appropriately in the discussion of cases, in the formulation of problems, in the exposition of topics
- Know how to describe, analyse, and interpret training situations;
- Know how to reflect on one's own training and on the relative self-assessment of the concepts and skills learned
- Know how to integrate the frameworks of prior knowledge with the new ones

Knowledge in the pedagogical field

Training, educating, instructing
Paradigmatic assumptions in the representations of Pedagogy.
The method of Lakatos research programs.
Pedagogy as the first science of education.
Pedagogical ontologies.
Logical problems of pedagogical explanation.
The problems of our time and complex thinking.

U. Margiotta (2015). Teoria della formazione: ricostruire la pedagogia. Roma: Carocci.
M. Ceruti (2018). Il tempo della complessità. Milano: Raffaello Cortina.
M. Edgar (2001). I sette saperi necessari all’educazione del futuro. Milano: Raffaello Cortina.

For attending students: oral discussion of the reference texts.
For non-attending students: oral discussion of the reference texts and delivery of the mandatory activities indicated by the teacher on the Moodle platform.
Fundamental components which constitute elements of evaluation that will be taken into consideration for the final exam, and which also contribute to a profitable learning experience are; classroom involvement, the relevance of contributions and commitment during the exercises on the proposed content, as well as enthusiasm towards active participation in discussion, and during intermediate collegial review.

The course will adopt the "Partially Flipped Learning" approach and will be delivered in web-enhanced mode with the support of the University Moodle platform. Attendance is strongly recommended.

Italian

oral

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development