The course aims to deepen the relationship between thought and language in the framework of a conception of teaching as an activity of metaphorization of reality, with a particular focus on the processes of signification and on the interpretation of language as a tool. The course also aims at analyzing the role of the different didactic mediators in the symbolization processes and at providing the theoretical and methodological tools to design didactic activities aimed at fostering the acquisition of symbolic-cultural systems that offer children the tools (ways of operating and representing, concepts, theories) necessary to develop their cognitive abilities.

The course will address the following thematic areas:

The symbolic mind

• Signs and signification
• The symbolic revolution in human development
• Symbolic capacity and human practices

From the naive (intuitive) mind to the disciplinary mind

• Informal learning and naive "theories" 
• Symbols as a tool of knowledge
• The three systems of representation and intellectual development
• From imagination to symbolic language
• Language as a factor in intellectual development
• Gardner's model of multifactorial intelligence

Teaching as mediation

• The theory of didactic transposition
• Educational mediators

None.

Knowledge and understanding: 

At the end of the course the student will have to demonstrate: to know the constructs of symbolic mind, naive mind, and disciplinary mind; to understand the function of the sign and the role of the intentional subject in the processes of signification and communication; to know the theory of language as a tool; to know Gardner's model of multifactorial intelligence; to know the theoretical concepts and operational criteria of the theory of didactic transposition; to know the different educational mediators and to understand their function within the teaching-learning processes.

Applying knowledge and understanding: 

At the end of the course the student will have to demonstrate the ability to: use knowledge about the symbolic capacity of the mind and about the function of educational mediators to design well-structured and logically organized learning experiences, identifying possibilities of inter-institutional cooperation between school and extra-school; use symbolic-cultural systems as contexts of exercise aimed at the development of a plurality of intelligences. 

Making judgements: 

At the end of the course the student will have to demonstrate the ability to: critically reflect on the contents addressed in the course; evaluate the epistemological and pedagogical adequacy of teaching choices related to the transposition of knowledge; identify the most appropriate educational mediators for the construction of specific learning environments; evaluate the quality of diversified learning units in relation to the development of multiple intelligences.

Communication skills:

At the end of the course the student must have acquired: the ability to clearly express the contents of the course and explain its meaning; the ability to communicate through the use of specific disciplinary language with school operators; the ability to argue on topics and problems in the educational field.

Learning skills: 

At the end of the course the student will have acquired a good autonomy in reading the materials related to the course; the ability to evaluate the effectiveness of certain didactic choices; the ability to formulate self-evaluation questions.

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

Additional materials provided by the teacher.

Teaching

• Theoretical and interactive lectures;
• In-depth seminars.

Attendance

The attendance of the course is not mandatory.

Course books

Mazzone, M. (2005). Segni. In Id., Menti simboliche: introduzione agli studi sul linguaggio (pp. 16-32). Carocci.

Cimatti, F. (2014). L'individuo è l'essere sociale: Marx e Vygotskij sul transindividuale (pp. 253-271).

Vygotskij, L. S. (1987). Strumento e simbolo nello sviluppo del bambino. In Id.  Il processo cognitivo, raccolta di scritti a cura di M. Cole, S. Scribner, VJ Steiner, E. Souberman (pp. 35-51) Torino, Boringhieri.

Gardner, H. (2005). Educazione e sviluppo della mente. Intelligenze multiple e apprendimento. Edizioni Erickson.

Bruner, J. S. (1999). Verso una teoria dell'istruzione. Armando editore (cap. 1, pp. 21-43).

Damiano, E. (2013). La mediazione didattica: Per una teoria dell'insegnamento. FrancoAngeli (pp. 107-209; pp. 310-316).

ANFIS, I mediatori didattici in una prospettiva didattica per competenze (pp. 1-3). (available online)

Further materials can be found inside the Moodle platform › blended.uniurb.it

Assessment

Learning objectives are verified through a written examination consisting of three open-ended questions. The duration of the test is 45 minutes.

The evaluation criteria are the following:

• coherence of the answer to the question
• correctness and completeness of the answers to the questions
• mastery of the disciplinary language

Equal weight is assigned to each criterion. 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

Those unable to attend class lectures will study on their own according to the program outlined in this vademecum and taking into account the files available on the platform Moodle › https://blended.uniurb.it.

Attendance

The attendance of the course is not mandatory.

Course books

Mazzone, M. (2005). Segni. In Id., Menti simboliche: introduzione agli studi sul linguaggio (pp. 16-32). Carocci.

Cimatti, F. (2014). L'individuo è l'essere sociale: Marx e Vygotskij sul transindividuale (pp. 253-271).

Vygotskij, L. S. (1987). Strumento e simbolo nello sviluppo del bambino. In Id.  Il processo cognitivo, raccolta di scritti a cura di M. Cole, S. Scribner, VJ Steiner, E. Souberman (pp. 35-51) Torino, Boringhieri.

Gardner, H. (2005). Educazione e sviluppo della mente. Intelligenze multiple e apprendimento. Edizioni Erickson.

Bruner, J. S. (1999). Verso una teoria dell'istruzione. Armando editore (cap. 1, pp. 21-43).

Damiano, E. (2013). La mediazione didattica: Per una teoria dell'insegnamento. FrancoAngeli (pp. 107-209; pp. 310-316).

ANFIS, I mediatori didattici in una prospettiva didattica per competenze (pp. 1-3). (available online)

Further materials can be found inside the Moodle platform › blended.uniurb.it

Assessment

Learning objectives are verified through a written examination consisting of three open-ended questions. The duration of the test is 45 minutes.

The evaluation criteria are the following:

• coherence of the answer to the question
• correctness and completeness of the answers to the questions
• mastery of the disciplinary language

Equal weight is assigned to each criterion. 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.

Students are warmly invited to consult the materials available on the platform Moodle › https://blended.uniurb.it.