The aim of the course is to make students competent and responsible for the important role they will play in the socio-educational context of their professional field. Education is fundamental to answer the great problems of contemporary society. With this course you start a reflection on the importance of educate to the environment, to interculture, to motor activity

the course aims to provide students with the epistemological foundations of general pedagogy

there are no propaedeuticity

In relation to General Pedagogy the student will have to show:
- to master the basic knowledge;
- to understand and know how to transmit the fundamental concepts of the discipline;
- the ability to use knowledge and concepts to reason according to the logic of the discipline and in the areas of professional responsibility to which they will be called.

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 texts will be accompanied by in-depth seminars, critical vision of 'excerpts' of films and application exercises of theoretical formulations.

For all the details, students are invited to consult the moodle blended platform and to use the institutional email '@campus'.

Teaching

The lessons will take place in presence and also in telematic form. During the course there will be in-depth seminars and theoretical-practical exercises 

Students are invited to consult the blended  

Attendance

there are no frequency obligations

Course books

Course books

book for the examination of general pedagogy prof.ssa Persi

 The examination consists of six (6) texts. Four (4) equal for all and two (2) to be chosen by the student among those proposed in point B.

 A) study:

1.     Persi R. (a cura di) Contesti pedagogici. Intercultura Ambiente Teattro Sport, Aracne, 2019

2.     Minoia V., Per una pedagogia del teatro., Aracne, 2018

3.     Travaglini R., Per una pedagogia dell'Aikido, Aracne, 2018

4.     Oetly K., Breve storia delle emozioni, Il Mulino, 2015

 B) two of these:

1.  Nardone G., Bartoli S., Oltre sé stessi. Scienza e arte della performance, Ponte alle Grazie, 2019

2.  Nardone G., Emozioni, Ponte alle Grazie, 2019

3.  Montano A., Nardone G., Sirovich G., Risorgere e Vincere, Ponte alle Grazie, 2012

4.  Calì R., Palla al centro! Il valore pedagogico dello sport, Edizioni paoline, Milano, 2013

5.  Bellantonio S., Sport e adolescnza. L’educazione come promozione delle risorse, FrancoAngeli, 2015

6.  Virgilio G., Lolli S., Donne e Sport, Emil, Bologna, 2017

7.  Gabrielli S., Superhero. radiosimo-wordpress, 2019

8.  Berruto M., Capolavori, Add editore, Torino, 2019

9.  Pennac D, Diario di Scuola, Feltrinelli, 2012

10.     Persi R., Ambiente: suggestioni pedagogiche, Pearson,  2015.

11.     Borgogni A., Geri M., Lenzerini F., Sport e ambiente. Una relazione sostenibile, edizioni la meridiana 2004

12.     Safari M.C. (a cura di) Scatti di Memoria 1994/2014, Palombi ed., Roma, 2015  

13.     Ruggeri C., Dall’inferno si ritorna, Giunti,

It is possible to submit further texts not included in the list to the teacher.

Assessment

The exam will be oral, but given the high number of the course the teacher reserves the right, if necessary, to take the exam also through a first written test followed by the oral.

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

there are no differences in the program between attending and non-attending students
see above