The course deals with the pedagogical implications of  epistemological problems related to the development, transmission and representation of knowledge.

In particular, the course will focus on an in-depth examination of the following:

- acquisition of the fundamental theoretical concepts (epistemological and pedagogical) of the Pedagogy of knowledge;
- analysis of the educational and didactic problems related to the transmission of knowledge;
- knowledge transposition in extracurricular contexts  (with particular reference to museums).

Objects and problems of the pedagogy of knowledge:

• Knowledge as autopoietic systems
• Knowledge and technique
• Knowledge and mind
• The paradigm of the network 

  Public epistemologies

• Conservation and innovation
• The two cultures

Public epistemologies

• Conservation and innovation
• The two cultures

Personal epistemologies

• Implicit philosophies
• the notion of 'relationship to knowledge' 

The library

Preserving knowledge and its forms
The Library as a place of learning

The school

Criteria for identifying knowledge
Disciplinary analysis
Representing the epistemic organization of knowledge

The museum

The museum within the knowledge training system
The museum and the use of new technologies for user-object interaction.

None.

In relation to the student discipline you will have to show:

-  the mastery of basic knowledge related to the current epistemological structure of the discipline with particular reference to its constituent elements (objects, problems and methods of knowledge) and its pedagogical and didactic implications;

- an understanding of the epistemological concepts, educational and teaching provided by the course; provide examples of didactic transposition based both in the epistemological sense both in educational sense; be able to analyze a school curriculum or teaching plan, identifying any weaknesses and strengths, ideally integrated training system.

- the ability to use knowledge and concepts that allow to reason according to the specific logic of the discipline. In particular, studnets must be able to use knowledge and concepts for the curricular design, to identify design methodologies appropriate to the context, to simulate the design of curricular segments, envisage some design assumptions that include more training places.

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

Textbooks supported by the material discussed in class and material uploaded in blended learning.

Teaching

• Part of the contents will be carried out according to the methodology of the Flipped Classroom which pushes up student to think and study inside and outside the classroom.
• Frontal lessons;
• In-depth seminars.

Attendance

None.

Course books

B. Martini, Pedagogia dei saperi, FrancoAngeli, Milano 2011, pp. 200.

B. Martini (a cura di), Il museo sensibile, FrancoAngeli, Milano, 2015, (only the first part, from 1 to 83).

Assessment

The evaluation will be done through a written test composed of three open questions.The time available to answer the questions is 45 minutes. 

The evaluation criteria are as follows: 
- the relevance and effectiveness of the responses in relation to the contents of the program; 
- the degree of articulation of the answer, 
- the adequacy of the language used. 
The final evaluation is expressed in thirtieths.

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

Non-attending students are invited to consult the teaching material uploaded on Moodle (slides discussed in class, examples of didactic situations, etc.) through which it will be possible to deepen the study of the volumes indicated in the section "Study Texts".

Attendance

None.

Course books

B. Martini, Pedagogia dei saperi, FrancoAngeli, Milano 2011, pp. 200.

B. Martini (a cura di), Il museo sensibile, FrancoAngeli, Milano, 2015, (only the first part, from 1 to 83).

Assessment

The evaluation will be done through a written test composed of three open questions.The time available to answer the questions is 45 minutes.

The evaluation criteria are as follows: 
- the relevance and effectiveness of the responses in relation to the contents of the program; 
- the degree of articulation of the answer, 
- the adequacy of the language used. 
The final evaluation is expressed in thirtieths.

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.