The course aims to give the student an overall knowledge of the history of pedagogical thought in its relations with the various historical and social contexts, and to promote the critical understanding of some paradigmatic moments of its development, with particular reference to the twentieth century.

Therefore, the course provides for the achievement of the following specific training objectives:

- know the educational models characterizing the different historical periods;

- understand the main pedagogical ideas of the different historical periods;

- critically understand the relationship between historical-social contexts, educational practices and pedagogical ideas;

- critically understand the transformations of pedagogical thinking in relation to historical and social changes;

- know how to identify theoretical problems inherent in educational models and pedagogical ideas of a given historical period;

The contents of the course are related to:

(a) the historical development lines of educational models and pedagogical ideas through the great historical-social periods: the ancient age, the medieval age, the modern age, the contemporary age (with particular reference to the twentieth century). In particular, the following historical-pedagogical contexts will be discussed: the educational models of archaic Greece; the paideia of the classical Greek; Hellenistic-Roman pedagogy; Christian pedagogy in the Middle Ages; pedagogy in Humanism and the Renaissance; the pedagogy of the Reformation and the Counter-Reformation; bourgeois pedagogy between the seventeenth and eighteenth centuries; Romanticism, Positivism, Socialism and Irrationalism in the pedagogy of the nineteenth century; twentieth-century pedagogy: active schools, totalitarian pedagogies, pedagogy in the cold war, pedagogy of contestation, pedagogy of neoliberalism.

(b) some paradigmatic moments of pedagogical thought in the various historical-social periods: Plato, Aristotle and the Greek paideia; Seneca, Marcus Aurelius and Hellenistic-Roman pedagogy; Saint Augustine, Saint Thomas and Christian pedagogy; Erasmus, Montaigne and Renaissance pedagogy; Comenius, Locke, Rousseau, Kant and bourgeois pedagogy; Pestalozzi, Froebel, Herbart, and the pedagogy of the first half of the nineteenth century; Spencer, Marx, Nietzsche and pedagogy of the second half of the nineteenth century; Dewey, Montessori, Gentile, Gramsci, Maritain and twentieth century pedagogy.

Basic knowledge of general history.

Knowledge and understanding of educational models, educational practices and pedagogical ideas related to the different historical and social periods;

Knowledge and comprehension skills applied to historical reasoning concerning educational models, educational practices and pedagogical ideas related to the different historical-social periods;

Autonomy of judgment as the ability to critically grasp relationships between pedagogical ideas, educational practices and historical-social contexts;

Communication skills as an exhibition capacity for the contents of the history of pedagogy characterized by relevance, clarity, coherence and order; Ability to learn demonstrated through the ability to self-evaluate and self-correct one's cognitive performance related to the formulation of historical descriptions and interpretations.

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

Support material for the study, of optional use, will be available on the Moodle platform - blended.uniurb.it

Teaching

The course includes lectures, moments of discussion or written exercises.

Attendance

Optional.

Course books

Cambi F., Manuale di storia della pedagogia, Laterza, Roma-Bari, 2003 (pp. 378).

Baldacci M., La scuola al bivio, FrancoAngeli, Milano 2019 (fino a p. 156).

Assessment

The expected learning outcomes will be assessed through a written test which includes four open questions.

The time available to answer the questions is 45 minutes.

The evaluation criteria are: the level of mastery of the historical-pedagogical knowledge; the degree of understanding of the historical-pedagogical problems; the level of personal critical reworking of the issues; the degree of mastery in the use of historical-pedagogical reasoning.

Each of the criteria is assessed on the basis of a five-level scale of values ??/ judgments.

The mark of the written test 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

In addition to studying the exam texts, non-attended students are advised to consult the online teaching material on the Moodle platform - blended.uniurb.it.

Attendance

Optional.

Course books

Cambi F., Manuale di storia della pedagogia, Laterza, Roma-Bari, 2003 (pp. 378).

Baldacci M., La scuola al bivio, FrancoAngeli, Milano 2019 (fino a p. 156).

Assessment

The expected learning outcomes will be assessed through a written test which includes four open questions.

The time available to answer the questions is 45 minutes.

The evaluation criteria are: the level of mastery of the historical-pedagogical knowledge; the degree of understanding of the historical-pedagogical problems; the level of personal critical reworking of the issues; the degree of mastery in the use of historical-pedagogical reasoning.

Each of the criteria is assessed on the basis of a five-level scale of values ??/ judgments.

The mark of the written test 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.

In the study of the Change Manual, it should be borne in mind that the mastery of the contents must concern:

(a) the characteristics of the historical-pedagogical contexts indicated in the program;

(b) the thought of the authors indicated in the program as paradigmatic moments.