GENERAL PEDAGOGY I

This course is aimed at those who believe that education is a fundamental lever to imagine a future designed starting from the value of culture and the talent of the new generations.

The general objective of the course is to provide the main theoretical contents of pedagogy and educational sciences and to develop skills in critical analysis of education and educational processes.

The course will address the main authors of pedagogy in the different phases of history, underlining their contribution to the qualification of training and the choices at the basis of current education systems.

The general objective of the course is to provide the main theoretical contents of pedagogy and education sciences and to develop competences and skills of analysis of educational dimensions.

Knowledge: the knowledge of the most important aspects of the history of pedagogy of antiquity to the last century; Knowledge of the main psychological theories for learning
Practical Skills: Be able to provide models of analysis of educational and training practices by applying the acquired knowledge by providing relevant examples, also built autonomously.
Communicative skills: know how to take notes, know how to formulate and explain the contents of the course clearly and arguing.
Skills: The student knows how to use the current terminology in generative syntax; To expose arguments in support of the principal theoretical hypotheses studied; How to build appropriate examples to support or refute a simple hypothesis of analysis.
Verifiable learning outcomes with on-site testing in the virtual classroom, and in the final exam:
The student is able, after completing the course successfully, to know the main topics of the history of pedagogy; To motivate with examples the processes of qualification of learning; To analyze the main pedagogical theories in a comparative key; To interact on topics of discussion in the field of education and training

No prerequisite is a basic course.

Pedagogical Epistemology and the Meaning of Education, Education and Training
The characters of ancient education and education in Greece
Education in the Middle Ages
The characteristics of modern education
The fifteenth and sixteenth centuries: the pedagogical renewal
Seventeenth century: educational secularization and pedagogical rationalism
Characteristics of contemporary education
Nineteenth century: the century of the pedagogies of training models and the knowledge of education
Twentieth century: the century of educational sciences

Cambi F. (2010) Manuale di storia della Pedagogia, Editori Laterza
Margiotta, U. (2015). Teoria della formazione. Roma: Carocci (cap. 1 e 2)


For non-attending students in addition
Liverta Sempi (1997) Vygotskij, Piaget, Bruner, Cortina Editore

The written test consists of 5/6 open response questions. The test verifies the following knowledge and skills:
Knowledge of the main pedagogical theories
The ability to formulate comparative analyzes of the different theories of education
Inductive and deductive ability

The method will be based on the Traditional Lesson, in-depth texts, a vision of educational films specifically chosen for the topics of the course

Italian

Accessibility, Disability and Inclusion

Ca' Foscari abides by Italian Law (Law 17/1999; Law 170/2010) regarding support services and accommodation available to students with disabilities. This includes students with mobility, visual, hearing and other disabilities (Law 17/1999), and specific learning impairments (Law 170/2010). If you have a disability or impairment that requires accommodations (i.e., alternate testing, readers, note takers or interpreters) please contact the Disability and Accessibility Offices in Student Services: disabilita@unive.it.

written

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