The course aims to provide the main conceptual elements to observe - from both critical-dialectic and constructivist theory of communication systems perspectives - the socio-historical genesis of some of the most important processes and cultural phenomena of the modern age, with a main focus on the consequences and impact of these processes and phenomena in different educational settings. In particular, students will have to develop (in the first three weeks of lessons) the necessary skills for an interdisciplinary and comparative analysis of a significant part of the classical tradition of theoretical sociology - with regard to its contribution to education studies - and (in the fourth and fifth week of lessons) the structural and semantic changes highlighted since the XVII century. The goal is to acquire (in the last two weeks of lessons and beyond), both at a cognitive and professional level, the sociological tools in order to encourage, during the education and training, and despite the growing structural pressure for generalization, the evolutionary potential characterizing every single human life.

1) The relationship individual/society in classical sociological theory; 2) The Hobbesian problem of order and the social contract; 3) The organic relationship individual/community; 4) The capitalist social order and the declining of the guild system; 5) Structures of society and semantics of education; 6) Knowledge vs. information; 7) Education and communication systems theory; 8) The metacode inclusion/exclusion in unfolded modernity; 9) The cultural roots of social distress in contemporary society; 10) Education, identity and socialization; 11) Processes of reflection: Reform, ability to learn (deutero-learning) and evaluation culture; 12) The educational relationship and organizational solutions to the problem of selection; 13) Expressive spaces enliven by creative desiring; 14) The problem of coordination between emotional structure and cognitive processing; 15) Neuroscience and theory of society; 16) Psychoanalysis and socio-cultural processes: body as memory.

None

Students have to acquire the following specialized skills:

1. Knowledge and understanding, developing capabilities of critical thinking about cultural changes in education, emerged in the transition from traditional societies to modern society.

1.1. They could achieve this basic knowledge by participating to lectures and through the study of texts suggested by the teacher and discussed in classroom.

2. Ability to apply knowledge and understanding, defining research topics and insights and analyzing sources, both in theoretical and empirical fields.

2.1. Classroom discussions, confrontation with the teacher, study of texts.

3. Judgment capability: critical thinking about changing cultural forms and their impact in educational settings; ability of comparison between different scientific perspectives (e.g. comparative reading of essays, articles, etc.).

3.1. This capability reveals itself during lessons, through the interaction with the teacher and the colleagues, as well as in the final exam.

4. Communication skills: students have to interact actively in class, asking questions, reacting to inputs coming from the teacher.

4.1. They could develop these abilities during the discussions in the classroom.

5. Learning skills: students have to develop ability in theoretical thinking, methods of problem analysis, capability of independent judgment, especially discussing with other students and the teacher about themes of the course.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

Lectures with strong interaction between the professor and the students. 

Attendance

Study of the indicated texts.

Please note that during the examination the students (attending and not) should bring their own textbooks. In this regard please remember that the reproduction (even partial, realized by any means, including photocopying) is not allowed, with the only exception of texts available in electronic format, as indicated in the program.

Course books

Émile Durkheim, La sociologia e l'educazione, Ledizioni, Milano, 2009. N.B.: from p. 29 to p. 110 (Education and Sociology, Free Press, 1956).

Giorgio Manfré, Costruttivismo e teoria della società, I libri di Emil, Bologna, 2016. N.B: from p. 7 to p. 208.

Giancarlo Corsi, Sistemi che apprendono. Studio sull'idea di riforma nel sistema dell'educazione, Pensa Multimedia, Lecce, 1998. N.B.: from p.5 to p.30; from p.47 to p.119; from p.177 to p.252.

Giorgio Manfré, Eros e società-mondo, QuattroVenti, Urbino, 2004. N.B.: from p. 5 to p. 37; from p. 85 to p. 137.

Giorgio Manfré, Per la critica della cultura della valutazione, I libri di Emil, Bologna, 2014. N.B.: from p. 5 to p. 73.

Giorgio Manfré, Le radici culturali del disagio contemporaneo, I libri di Emil, Bologna, 2014. N.B.: from p. 7 to p. 74.

Giorgio Manfré, Ideazioni del corpo. Neuroscienze e teoria della società, I libri di Emil, Bologna, 2012. N.B.: from p. 7 to p. 164 (english translation by I libri di Emil).

Assessment

The exam will be held through an individual interview based on textbooks suggested. The aim is to evaluate both student's comprehension of the content and his ability in reworking concepts and in argumenting.
Excellent grades will be given in presence of: a good critical perspective and in depth study; knowing how to link among them the main subjects addressed during the course; the use of an appropriate language.
Good grades will be given in presence of:  good mnemonic knowledge of the contents; a relatively good critical perspective and connection skills related to the treated topics; the use of appropriate language.
Sufficient grades will be given in presence of: the achievement of a minimal knowledge on the treated themes, even in presence of some gaps; the use of a not appropriate language.
Negative grades will be given in presence of: a difficult orientation related to the the treated topics; knowledge gaps; the use of a not appropriate language.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Study of the indicated texts.

Attendance

Please note that during the examination the students (attending and not) should bring their own textbooks. In this regard please remember that the reproduction (even partial, realized by any means, including photocopying) is not allowed, with the only exception of texts available in electronic format, as indicated in the program.

Course books

Émile Durkheim, La sociologia e l'educazione, Ledizioni, Milano, 2009. N.B.: from p. 29 to p. 110 (Education and Sociology, Free Press, 1956).

Giorgio Manfré, Costruttivismo e teoria della società, I libri di Emil, Bologna, 2016. N.B: from p. 7 to p. 208.

Giancarlo Corsi, Sistemi che apprendono. Studio sull'idea di riforma nel sistema dell'educazione, Pensa Multimedia, Lecce, 1998. N.B.: from p.5 to p.30; from p.47 to p.119; from p.177 to p.252.

Giorgio Manfré, Eros e società-mondo, QuattroVenti, Urbino, 2004. N.B.: from p. 5 to p. 37; from p. 85 to p. 137.

Giorgio Manfré, Per la critica della cultura della valutazione, I libri di Emil, Bologna, 2014. N.B.: from p. 5 to p. 73.

Giorgio Manfré, Le radici culturali del disagio contemporaneo, I libri di Emil, Bologna, 2014. N.B.: from p. 7 to p. 74.

Giorgio Manfré, Ideazioni del corpo. Neuroscienze e teoria della società, I libri di Emil, Bologna, 2012. N.B.: from p. 7 to p. 164 (english translation by I libri di Emil).

Assessment

The exam will be held through an individual interview based on textbooks suggested. The aim is to evaluate both student's comprehension of the content and his ability in reworking concepts and in argumenting.
Excellent grades will be given in presence of: a good critical perspective and in depth study; knowing how to link among them the main subjects addressed during the course; the use of an appropriate language.
Good grades will be given in presence of:  good mnemonic knowledge of the contents; a relatively good critical perspective and connection skills related to the treated topics; the use of appropriate language.
Sufficient grades will be given in presence of: the achievement of a minimal knowledge on the treated themes, even in presence of some gaps; the use of a not appropriate language.
Negative grades will be given in presence of: a difficult orientation related to the the treated topics; knowledge gaps; the use of a not appropriate language.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Course mainly in the presence.