The course aims to achieve the following objectives: 

-  to know the theoretical foundations of pedagogical reflection on knowledge through an epistemological analysis and of the educational sphere;

-  to deepen knowledge and analysis of educational dynamics related to the transmission of knowledge;

-  to analyse the educational contexts in which knowledge is transmitted and the changes affecting it, mainly focusing on practices and places;

-  to acquire tools to deepen the concept of mediation in educational contexts, meant as a method of pedagogical management of the learning/teaching relationship;

-  to learn about the potential of mediation pedagogy by observing its history and principles that characterize Feuerstein’s thought;

-  to develop an attitude of openness and respect for differences which deconstructs the common view and finds in pedagogy a formative approach capable of managing complexity and heterogeneous contexts;

- to know and analyse pedagogical paths which exploit differences as interdisciplinary objects for the construction of knowledge;

-  to translate the acquired theoretical knowledge into educational practice and develop critical analysis skills on issues related to  pedagogy of knowledge, mediation and differences.

The course program aims to provide elements of knowledge and reflection, developing a path within the pedagogy of knowledge, through pedagogical reflections, case analysis, practices, contexts and locations.

The course will address the following topics:

- pedagogy of knowledge objects and problems;

- public epistemologies (knowledge to form) and personal epistemologies (the images of knowledge);

- knowledge and educational practice

- the places of knowledge formation

- pedagogical mediation and the relationship between teaching and learning

- analysis and historical sight on mediation in pedagogy and teaching through a path from Socrates to Reuven Feurstein;

- educational theories and practices aimed at exploiting differences through interdisciplinary perspectives. These should facilitate the analysis of cultural reasons, pedagogical meanings and educational paths and ethical education to differences;

- research, experiences and operational possibilities to educate to differences through media-based methodologies;

In relation to what has been said here above, paths will be analyzed to create contexts of openness, listening, dialogue, valorization of diversity in reciprocal training activities, so that an active construction of knowledge can be achieved according to intercultural purposes.

No.

In relation to Pedagogy of knowledge, students must show that they have achieved:

- knowledge and understanding

mastery of the proposed contents through the study texts being adopted;

- knowledge and understanding applied 

the aptitude/competence to support arguments and to address theoretical problems relating to educational issues;

-  the autonomy of judgment

ability to acquire information in the field of  Pedagogy of knowledge, useful for reflection, formulation of hypotheses and determination of independent judgments;

-  communication skills

ability to clearly communicate knowledge, ideas, problems concerning education to specialist and non-specialist interlocutors;

- the ability to learn

ability to use knowledge and concepts to reason independently on the issues of the discipline and transversal

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

Not provided for.

Teaching

• Frontal lessons and dialogue
• Workshop support activities and exercises
• Use of audiovisual media

Innovative teaching methods

Some topics of the course will be treated following  "learning by doing" and "Problem based learning".

Attendance

Not compulsory.

Course books

B. Martini, Pedagogia dei saperi. Problemi, luoghi e pratiche per l'educazione, FrancoAngeli, Milano, 2011.

M. Martinelli, La mediazione pedagogica. Un percorso da Socrate a Reuven Feuerstein, Studium edizioni, Roma, 2018.

D. Felini, C. Di Bari (a cura di), Il valore delle differenze. Tra teorie e pratiche educative, Edizioni Junior, Parma, 2019.

Assessment

The intended objectives are verified through a written test lasting 45 minutes.

The evaluation criteria are as follows:

- relevance and effectiveness of responses to the content of the programme;

- the level of articulation of the response;

- adequacy of the disciplinary language used.

Each of the criteria is assessed on the basis of a scale of values/judgments at four levels, with equal weight assigned to each criterion. The final assessment is expressed in thirtieth.

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

Non-attending students are invited to consult the Moodle platform where they can find all the didactic material in the -text books- section.

Attendance

Not compulsory.

Course books

To give students and non-attending students the opportunity to compensate all themes tackled during the lessons with independent study, here are the materials related to the same contents of the programme to promote its full understanding.

B. Martini, Pedagogia dei saperi. Problemi, luoghi e pratiche per l'educazione, FrancoAngeli, Milano, 2011.

M. Martinelli, La mediazione pedagogica. Un percorso da Socrate a Reuven Feuerstein, Studium edizioni, Roma, 2018.

D. Felini, C. Di Bari (a cura di), Il valore delle differenze. Tra teorie e pratiche educative, Edizioni Junior, Parma, 2019.

Assessment

The intended objectives are verified through a written test lasting 45 minutes.

The evaluation criteria are as follows:

- relevance and effectiveness of responses to the content of the programme;

- the level of articulation of the response;

- adequacy of the disciplinary language used.

Each of the criteria is assessed on the basis of a scale of values/judgments at four levels, with equal weight assigned to each criterion. The final assessment is expressed in thirtieth.

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.