Il corso mira a fornire i principali elementi concettuali da osservare - sia dalla teoria critico-dialettica che costruttivista delle prospettive dei sistemi di comunicazione - la genesi socio-storica di alcuni dei processi e fenomeni culturali più importanti dell'età moderna, con un focus principale su le conseguenze e l'impatto di questi processi e fenomeni in diversi contesti educativi. In particolare, gli studenti dovranno sviluppare (nelle prime tre settimane di lezione) le competenze necessarie per un'analisi interdisciplinare e comparativa di una parte significativa della tradizione classica della sociologia teorica - per quanto riguarda il suo contributo agli studi sull'istruzione - e (in la quarta e la quinta settimana di lezioni) i cambiamenti strutturali e semantici evidenziati dal XVII secolo.

The topics will be addressed in the following order.1) La relazione individuo / società nella teoria sociologica classica; 2) Il problema hobbesiano dell'ordine e del contratto sociale; 3) La relazione organica individuo / comunità; 4) L'ordine sociale capitalista e il declino del sistema di corporazione; 5) Strutture della società e semantica dell'educazione; 6) Conoscenza vs. informazione; 7) Teoria dei sistemi di istruzione e comunicazione; 8) L'inclusione / esclusione del metacode nella modernità spiegata; 9) Le radici culturali del disagio sociale nella società contemporanea; 10) Istruzione, identità e socializzazione; 11) Processi di riflessione: riforma, capacità di apprendere (deutero-apprendimento) e cultura della valutazione; 12) La relazione educativa e le soluzioni organizzative al problema della selezione; 13) Spazi espressivi ravvivati ​​dal desiderio creativo; 14) Il problema del coordinamento tra struttura emotiva ed elaborazione cognitiva; 15) Neuroscienze e teoria della società; 16) Psicoanalisi e processi socio-culturali: il corpo come memoria.

None

Students have to acquire the following 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

The teaching material and specific communications from the lecturer can be found, together with other supporting activities, 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. 86 (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. 191.

- AA.VV., Diventare ciò che si è, I libri di Emil, Bologna, 2018. N.B.: from p. 5 to p. 278.

- 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, 2015).

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. 86 (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. 191.

- AA.VV., Diventare ciò che si è, I libri di Emil, Bologna, 2017. N.B.: from p. 5 to p. 278.

- 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, 2015).

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.

To request the thesis it is necessary to have first taken the exam.