The course aims to address the main constructs of the history of pedagogical thought in order to foster knowledge of their meanings and their links with socio-historical contexts.
The analysis of the topics will be carried out through a focus on the fundamental junctures in the history of pedagogical thought, concentrating in particular on the historical dialectic between philosophy of education and educational common sense and on the hegemonic conflicts between social groups. 
The course provides specific educational objectives:
- Knowledge of the main educational models characterising 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
 

The course will address the following points in particular : 

- Modernity, science and pedagogy between the 19th and 20th centuries

- The movement for new education

- European pedagogies in the early 20th century

- Catholic pedagogy between tradition and innovation

- The pedagogies of the crisis. 

- Pedagogy and educational sciences in contemporary culture

. The educational debate in Italy in the second half of the 20th century.

. Don Milani and the school of Barbiana

In relation to the History of Pedagogy, at the end of the course the student must show possession:

Knowledge and understanding
Advanced knowledge of the main pedagogical theories;
understanding of the critical historical method applied to the key concepts of 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:
Demonstrate the ability to understand and contextualise the main pedagogical theories 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, readings of sources with subsequent critical commentary.

Innovative teaching methods

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, readings of sources with subsequent critical commentary.

Attendance

Attendance is not compulsory.

Course books

Chiosso G. (2023), Novecento pedagogico e nuovo millennio, Scholé, Brescia.

Sani R., Simeone D. (a cura di) (2011), Don Milani e la scuola della Parola, Eum, Macerata.

La scuola di Barbiana, lettera a una professoressa, (qualsiasi edizione).

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

Private study

Attendance

Attendance is not compulsory.

Course books

Chiosso G. (2023), Novecento pedagogico e nuovo millennio, Scholé, Brescia.

Sani R., Simeone D. (a cura di) (2011), Don Milani e la scuola della Parola, Eum, Macerata.

La scuola di Barbiana, lettera a una professoressa, (qualsiasi edizione).

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.