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
Pedagogy and the educational sciences and their main authors of our twentieth century (Dewey, Gentile, De Bartolomeis, Laporta, Mialaret, Visalberghi, Margiotta)
The characters of ancient education and education in Greece and Roma Empire
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
Twentieth Century: The Century of Educational and Training Sciences (from Marxist Pedagogy to Cognitivist Pedagogy)
Twentieth Century: Active Pedagogy, Dewey, the Agazzi Sisters, Montessori

Cambi F. (2010) Manuale di storia della Pedagogia, Editori Laterza
Margiotta, U. (2015). Teoria della formazione. Roma: Carocci
Liverta Sempi (1997) Vygotskij, Piaget, Bruner, Cortina Editore
La Porta G. (1999), Assoluto Pedagogico, Laterza
De Bartolomeis, (1985) Pedagogia come scienza, Laterza
Umberto Margiotta, Rita Minello (2011)Poiein La pedagogia e le scienze della formazione, Pensa Multimedia

The written test consists of 5/6 open response questions. The test verifies the following knowledge and skills:
The exam will be a written or oral test consisting of 6-8 open-ended questions. To pass the exam, students must sufficiently answer ALL the questions addressed during the course and present in the proposed texts.

Regarding the grading scale, the following model will be applied:
A. Scores in the range of 18-22 will be awarded in the presence of:
- Sufficient knowledge and applied understanding in relation to the program;
- Limited ability to collect and/or interpret data, formulating autonomous judgments referable to specific contexts of professional practice;
- Sufficient communication skills, particularly in relation to the use of specific language pertinent to training practices in adult or organizational contexts.
B. Scores in the range of 23-26 will be awarded in the presence of:
- Fair knowledge and applied understanding in relation to the program;
- Fair ability to collect and/or interpret data, formulating autonomous judgments referable to theories and specific contexts of professional practice;
- Fair communication skills, particularly in relation to the use of specific language pertinent to professional practice contexts and the main theoretical models analyzed.
C. Scores in the range of 27-30 will be awarded in the presence of:
- Good or excellent knowledge and applied understanding in relation to the program and real cases;
- Good or excellent ability to collect and/or interpret data, formulating autonomous judgments referable to specific contexts of professional practice;
- Fully appropriate communication skills, particularly in relation to the use of specific language pertinent to training practices in adult or organizational contexts.
D. Honors will be awarded in the presence of excellent knowledge and applied understanding in relation to the program, judgment skills, and communication abilities, also excelling in the analysis and application in professional practices.

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.

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