The course intends to address the main constructs of the history of pedagogical thought in order to foster a critical awareness capable of promoting knowledge of the plurality of its manifestations over time, and an awareness of their relativity, their meanings and their links with historical-social contexts.
In particular, the development of pedagogical conceptions and educational practices that have contributed to the elaboration of a systematic early childhood pedagogy that has accompanied the birth and development of childhood education services will be addressed from a historical-critical perspective.
The topics will be analysed through a course that will focus on the fundamental junctures in the history of pedagogical thought, concentrating in particular on the historical dialectic between the philosophy of education and educational common sense and on the hegemonic conflicts between social groups. 

The course therefore envisages the achievement of specific educational objectives:
- Knowledge of the main educational and welfare models that characterise different historical periods
- Understanding of the main pedagogical ideas declined in various historical contexts
- Understanding of the relationship between historical social contexts and the transformation of educational practices in relation to changing historical moments and with particular reference to the establishment of services for children.
 

The course will address the following points in particular: 
- The idea of the child in history
- Problems of the epistemology of history 
- Culture, education and pedagogy in the Greek world
- The Roman world and the advent of Christianity
- Mentality, ethical-political dimension and pedagogical thought in the Middle Ages
- The advent of the modern age 
- The contemporary age
 

Not planned

In relation to the history of pedagogy and in particular the history of childhood education services, at the end of the course the student must show possession:
Knowledge and understanding
Knowledge of the main pedagogical theories;
knowledge of the development in history of the conception of the child;
understanding of the critical historical method applied to the key concepts in the history of pedagogy included in the course;
knowledge of the theoretical contribution of the main authors on the topics addressed;
Applying knowledge and understanding:
Show the ability to understand and contextualise the main pedagogical theories and the consequent idea of educational institutions within their historical context;
Demonstrate the ability to use knowledge and concepts of the critical historical method in the direct reading of sources;
be able to identify the main pedagogical theories from texts.
Autonomy of judgements (making judgements):
recognise themes and problems in the history of pedagogy;
critically evaluate pedagogical theories from a historical-critical perspective;
be able to interpret the texts of authors from the perspective of the constructs studied;
critically evaluate acquired knowledge and concepts also in relation to particular contexts and situations.
Communication skills
clearly express the course content, explaining its meaning;
communicate through the use of discipline-specific language;
to argue about issues and problems using the vocabulary of the historical pedagogical approach.

Learning skills
use knowledge and concepts to reason according to the specific logic of the historical pedagogical discipline;  
use acquired knowledge and concepts to foster connections within the pedagogical discourse;
to move independently in the study of the texts and teaching materials provided;
rework acquired concepts in a personal and critical manner.
 

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

For both attending and non-attending students, formative assessment tests are provided as a support activity and a tool for in-progress self-assessment.

Teaching

Teaching will be structured on two days per week.
The lectures, depending on the topics covered, may be face-to-face, dialogued, so as to encourage reflection with the lecturer on the part of the students, group work, exercises and simulations, individual and non-individual, seminars.
 

Innovative teaching methods

The type of innovative didactics (Interactive/flipped/Peer/Project/Inquiry-based learning) will be determined once the class group is known and according to the needs that arise during the course of the lessons.

Attendance

Not compulsory

Course books

Baldacci M. (2022), Storia del pensiero pedagogico, Carocci, Roma. 

Assessment

The learning outcomes are tested by means of a written test comprising twenty closed questions and one open question. The time available for the test is 30 minutes.
The assessment criteria are as follows 
for the closed questions: one point for each correct question, zero points for each skipped/wrong answer.
For the open question:
- zero to two points for the appropriateness of the disciplinary language used
- from zero to six marks for the relevance and effectiveness of the answers in relation to the syllabus content
- zero to two marks for the ability to critically discuss the topics covered. 
The final assessment 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

Teaching will be structured on two days per week.
The lectures, depending on the topics covered, may be face-to-face, dialogued, so as to encourage reflection with the lecturer on the part of the students, group work, exercises and simulations, individual and non-individual, seminars.
 

Attendance

Not compulsory

Course books

Baldacci M. (2022), Storia del pensiero pedagogico, Carocci, Roma. (in print)

Assessment

The learning outcomes are tested by means of a written test comprising twenty closed questions and one open question. The time available for the test is 30 minutes.
The assessment criteria are as follows 
for the closed questions: one point for each correct question, zero points for each skipped/wrong answer.
For the open question:
- zero to two points for the appropriateness of the disciplinary language used
- from zero to six marks for the relevance and effectiveness of the answers in relation to the syllabus content
- zero to two marks for the ability to critically discuss the topics covered. 
The final assessment 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.