The course examines the main developments in education that have taken place throughout European history, with a particular emphasis on the emotional  regimes and imaginaries designed to shape the social gender relations. The reading list will include the works of key scholars in the field.
The past will be studied with a view to enhancing students’ understanding of contemporary scenarios and providing them with critical and reflective tools for their everyday professional practice.
Knowledge and understanding
By the end of this course, students will be able to use what they have learned about historiography and methods of historical analysis to:
• Develop a synthetic perspective on the evolution of western informal education, from antiquity to the present;
• Demonstrate in-depth knowledge of key trends in the contemporary  historical research;
• Develop proficiency in analyzing primary sources (visual and written) from an educational history perspective.
Independent judgement
By the end of the course, students will be able to:  
• critically interpret pedagogical texts;
• draw comparisons and links between different mentalities and educational practice;
• Discuss with nuance complex historical topics

The task is therefore to re-examine the public  behavior guidelines transmitted by innumerable tales in order to identify the foundations of the belief that the Medusa is possessed of destructive powers, all the while privileging the idea of diversity and the emotional dynamics underlying gender identity. Historians, and especially the female historians of recent generations, have mainly seen Medusa as representing otherness, by virtue of her absolute and terrifying difference, and as an allegory of conflictual relations between masculinity and femininity.

The subject of this course is history of the emotions and imaginaries in European pedagogical thought. With readings ranging from the work of Ancient Greece to those of post-modern researches, we will explore the following educational questions: Haw have new views of history of emotions and imaginaries changed traditional approach?  What can we learn from this kinds of explanations? Trough class discussion, seminars and research paper, students will investigate these issues in depth while sharpening their skills in historical educational research, analysis of primary sources (visual and written), and written and oral communications.
 

Lessons of 36 hour (6 CFU), with classroom activities into academic and social learning experiences. One lesson utilizes tiered texts and multiple modalities in order to meet the learning style needs of students. Some lessons will be dedicated to the analysis of sources about educational questions of gender, discussed  in advance by the students into groups.
 

Assessment will be via oral communication and  written examination designed to test students’ learning of course material, mastery of key concepts, ability to use discipline-appropriate language, and capacity to interpret and summarize course content. The exam will require students to write, in class room, essays on quotes and themes from 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

Lessons and classroom activities into academic and social learning experiences. One lesson utilizes tiered texts and multiple modalities in order to meet the learning style needs of students. Some lessons will be dedicated to the analysis of sources about educational questions of gender, discussed  in advance by the students into groups.
 

Teaching

Students must work in groups to complete tasks collectively toward academic goals.
Students will also use the books for the exam.

Attendance

Free attendance

Course books

K. Oatley,  Emotions.Brief History. Oxford, Blackwell, 2004.

A.Giallongo, The Historical Enigma of the Snake Woman from Antiquity to the 21st Century. Cambridge, Scholars Pubblications, 2018.

Assessment

Assessment will be via oral communication and  written examination designed to test students’ learning of course material, mastery of key concepts, ability to use discipline-appropriate language, and capacity to interpret and summarize course content. The exam will require students to write, in class room, essays on quotes and themes from the course.
 

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

Students will prepare the exam on two books.

Attendance

Free attendance

Course books

K. Oatley,  Emotions.Brief History. Oxford, Blackwell, 2004.

A.Giallongo, The Historical Enigma of the Snake Woman?from Antiquity to the 21st Century. Cambridge, Scholar Pubblications, 2018.

Assessment

Students will prepare the exam on two books. Assessment will be via oral examination designed to test students’ learning of course material, mastery of key concepts, ability to use discipline-appropriate language, and capacity to interpret and summarize course content.

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.

The two texts in English and Spanish are available for Erasmus students