The course aims to affirm the need to place education for reason at the centre of pedagogical reflection today, and hence the exercise of reflective thinking in professional contexts.

Through Bertin's perspective, the concept of pedagogy as a science, the articulated theoretical structure and the repercussions on the practical side of educational action will be investigated.

It will deal critically and problematically with the fundamental concepts of pedagogy: education, training and instruction, as their own areas of practice, which have taken on different meanings throughout history, intertwining, overlapping and distinguishing themselves within the language of pedagogy itself.  

The analysis of the themes will be carried out by means of a pathway that will focus on the theoretical and historical foundations of the conceptual field of pedagogy, then moving on to explore and deepen some of its declinations referring to educational action and training in a reflexive sense.

Within this general framework, which identifies human reason as the principle of not only material, but also civil and moral reconstruction of educating, the course will delve into the theme of reflexive thinking, as the cornerstone of the educational and training challenges of modernity. 

The analysis will be conducted from the point of view of both theoretical foundations and possible methodological and operational dimensions.

The construct of good practice, used in educational contexts, will also be addressed in the light of the same theme, for a critical analysis from a pedagogical point of view.

In particular, the course aims to promote :

• the ability to reason according to the logic of general pedagogy, in terms of the concepts and issues addressed;
• the knowledge of Bertin’s thought with particular regard to the themes:

            - philosophy of education of a critical-transcendental nature;
            - concept of the Problematic Educational Experience;
            - rationality which characterises the pedagogical context in a methodological sense, rather than metaphysical;
            - plurality of educational systems as a function of antinomic understanding ;
            - intellectual, social and emotional education.

• Knowledge of the fundamental concepts of pedagogy (education, education, training);
• knowledge of the theoretical and historical evolution of reflective thinking;
• knowledge of devices useful for the training of reflective thinking in the professional field in the perspective of lifelong learning;
• the deepening of the reflective thinking of teachers;
• the ability to problematize the use of the construct of good practices in education;
• the study of requirements and guidelines for the definition and implementation of good practices.

 0. Course presentation

1. Educate to reason, Bertin's way (Lessons 1-2-3-4-5-6-7-8-9-10)

a. Education to reason fifty years later (les. 1)

b. Experience and philosophical awareness of reality (les. 2)

c. The moments of experience (les.3)

d. Philosophical analysis of educational experience (les. 4)

e. The Philosophical Foundation (les.5)

f. Plurality of educational systems in antinomic function (les. 6)

g. Philosophy of Education and Educational Practice (les.7)

h. Intellectual education (les. 8)

i. Ethical-social education (les. 9)

j. Affective education (les. 10) 

2  -  The fundamental terms of pedagogical knowledge in their evolution (Lessons 11-12-13-14-15-16-17-18)

a. The fundamental terms of pedagogy. A work programme (les.11)

b. The concepts of education, education and training and pedagogical theory (les. 12)

c. Education and conditioning. The proprium of education and its boundaries (les. 13 )

f. Democracy and Education in Dewey (les. 14)

g. The concept of education and its conditions.  (les. 15)

i. The concept of training and documents of the European Union (les. 16)

l. synthesis and exercises (les. 17)

m.  mid-term assessment test (les. 18)

3 - Make community of thought: reflective thinking (Lessons 19-20-21-22-23-24-25-26-27-28) 

a. Theoretical foundations (les. 19-20)

b. Directions and Conditions of Reflective Thinking (les.21-22)

c. Community of Thought Characteristics (les. 23)

d. Research The reflective teacher  (les. 24)

e. Reflective devices and practices (les. 25)

f. The reflective thinking of teachers (les. 26) 

g.  Vicious circuits and virtuous circuits of change of ideas (les. 27-28)

4 - For a critical pedagogy of good practice in education  (Lessons 29-30-31-32-33-34-35-36)

a. The concept of good practice (les. 29-30-31)

b. Culture of evidence and Evidence Based Education

c. Requirements and Criteria for Good Practice (les.34-35)

d. Synthesis of the entire course (les. 36)

Not foreseen.

In relation to General Pedagogy at the end of the course the student must show possession of

Knowledge and understanding:

advanced knowledge relating to the main lines of the epistemological debate within general pedagogy, with particular reference to the concepts of education, instruction and training;

understanding of the concepts of general pedagogy covered in the course;

knowledge of the theoretical contribution of the main authors on the topics addressed;

understanding of the theoretical pathway leading to the definition of the constructs of education, instruction and training, 

knowledge and understanding of the pedagogical thought of Bertin and the problematicist school.

knowledge of the theoretical contribution of the main authors with reference to reflexive thinking;

understanding of the main reflexive devices proposed, in relation to their use in professional contexts;

knowledge of the construct of good practice in education; 

understanding of the theoretical path that led to the definition of this construct. 

Applying knowledge and understanding:

show understanding of the theoretical and methodological approaches of general pedagogy with particular regard to the concepts of education, instruction and training;

demonstrate the ability to use knowledge and concepts from general pedagogy, identifying them in references to educational practice and institutional documents;

be able to identify the dialectical poles of experience, from a problematicist perspective, in educational practice.

show understanding of the theoretical and methodological approaches of pedagogy to reflexive thinking, with particular regard to teacher training;

recognise directions and conditions of reflective thinking in educational practice;

demonstrate the ability to use knowledge and concepts on reflective thinking in a professional context, to reason according to the logic of general pedagogy;

ability to analyse examples of the use of the construct of good practice.

Making judgements:

recognising themes and problems of general pedagogy in relation to the constructs of education, instruction and training;

critically evaluate problems relating to educational contexts;

be able to interpret problematic situations from the perspective of the studied constructs;

critically evaluate acquired knowledge and concepts also in relation to particular contexts and situations;

recognise themes and problems of general pedagogy in relation to training in reflective thinking;

critically evaluate the appropriateness of devices, procedures and tools for solving problems in educational contexts by the reflective practitioner;

interpret problem situations by formulating pedagogical intervention hypotheses, enhancing the educator's reflexive competence;

simulate some reflexive procedures used in professional training;

recognise specificities of different approaches to the construct of good practice;

critically evaluate acquired knowledge and concepts in relation to different models of good practice. 

Communication skills:

express course content clearly, explaining its meaning;

communicate through the use of discipline-specific language;

argue about issues and problems using the vocabulary of the problem-solving approach.

Learning skills:

use knowledge and concepts to reason according to the specific logic of the 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;

use acquired knowledge and concepts to promote reflective thinking; 

identify reflexive devices appropriate to the contexts;

simulate the design of reflective devices, procedures and tools.

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

Formative assessment tests in itinere (self-assessment) in presence and/or online with delivery on the moodle platform ' blended.uniurb.it)

Teaching

The course will be structured over two days a week.

In order to encourage the deepening and reflection of students with the teacher, the lessons, depending on the topics covered, may be:

 frontal lectures;
 dialogues;
 group work;
active study on texts in adoption;
simulations (also using strategies such as Debate);
exercises in presence (individual, in pairs and in groups, also with the use of technological tools).
It is expected the support of subject matter experts authorised by the academic bodies. 

Innovative teaching methods

Flipped classroom

Cooperative learning 

Attendance

Attendance is not mandatory.

Course books

1 - G.M Bertin (2021), Educazione alla ragione. Lezioni di pedagogia generale. Cura e introduzione di M. Baldacci e M. Fabbri. Roma:  Avio Edizioni Scientifiche.

the following chapters:

- Education for Reason Fifty Years Later (Baldacci-Fabbri) pp. 11-30

§ Part One: Foundations of educational experience pp. 31-123

- Chapter One: Experience and philosophical awareness of reality pp. 36-66

o I The transcendental idea of experience and its methodological function pp. 36-37

o II Methodological implications of the "transcendental" moment of experience pp. 38-39

o III The 'problematic' and 'rational' moments of experience pp. 40-44

o IV The 'problematic' moment in the 'logic' of the rational pp. 45-49

o V The philosophical awareness of experience and its aspects: ethical commitment and rational commitment pp. 50- 55

o VI Conclusion: the moment of problematicity in modern culture pp. 55-66

- Chapter Two - The philosophical analysis of educational experience pp. 67-

o I The philosophy of education

o II The plurality of educational systems in function of the antinomian "understanding

o III The problematic nature of the educational experience

o IV Conclusion: philosophy of education and educational practice

§ Part two: Educating to reason

- II Intellectual, ethical-social, affective education pp. 157-256

o I Intellectual education: objectives pp. 157-168

o II Intellectual Education: Methodological Directions pp. 169-185

o III Ethical-social education: objectives pp. 186-196

o IV Ethical-social education: methodological indications pp. 197-208

o V Affective education: objectives pp.208-217

o VI Affective education: methodological indications pp. 217-256 

- Chapter IV The educator-pupil relationship: "personal" and "social" aspects

o The educator-pupil relationship and social mediation pp. 288-298

2 - Baldacci, Colicchi (a cura di), (2020), Iconcetti fondamentali della pedagogia. Educazione, istruzione, formazione. Roma:  Avio Edizioni Scientifiche. 

- Introduction pp. 9-16

o Part One pp. 19-58, specifically:

- The fundamental terms of pedagogy. A work programme (Baldacci) pp. 19-39

- The concepts of education, instruction, training and pedagogical theory (Colicchi) pp. 40-58

- o Part Two

On the concept of education

- Education and conditioning. The reasons for a binomial (Fabbri) pp. 98-112

- The concept of education in Dewey's Democracy and Education (Pezzano) pp. 141-156

On the concept of education

- Education. Term and concept (Martini) pp. 188-202

- On the concept of education

- The concept of education in European Union documents (Michelini) pp. 248-261

3 - Michelini M.C., (2016), Fare Comunità di pensiero. Milano: FrancoAngeli, pag.1-207   

4 - Michelini M.C., (2018), Per una pedagogia critica delle buone prassi. Milano: FrancoAngeli, pag. 1-167.

- Optional materials in English will be made available on the Moodle platform during the semester.

Assessment

The expected objectives are verified through an oral interview.

At the end of the first semester students will be able to take an intermediate assesment test in presence. The test will focus on the contents of the first part of the program and it will be a written test (open-ended questions). The result of the test will contribute to the final evaluation. 

The assessment criteria are as follows:

• elevance and effectiveness of responses in relation to programme content;
• degree of articulation of the response;
• adequacy of the disciplinary language used;
• another important requirement is the ability to discuss the issues critically. 

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

Non-attending students are encouraged to regularly consult the Moodle> blended.uniurb.it platform where all the materials made available by the teacher and those used during the lessons and seminars (slides and videos discussed in lesson, examples Reflexive devices, in-depth materials, bibliographic tips, etc.).

Through the same platform, they will be able to carry out in-progress formative evaluation tests (see the heading: supporting activities).

Attendance

Attendance is not mandatory.

Course books

1 - G.M Bertin (2021), Educazione alla ragione. Lezioni di pedagogia generale. Cura e introduzione di M. Baldacci e M. Fabbri. Roma:  Avio Edizioni Scientifiche.

the following chapters:

- Education for Reason Fifty Years Later (Baldacci-Fabbri) pp. 11-30

§ Part One: Foundations of educational experience pp. 31-123

- Chapter One: Experience and philosophical awareness of reality pp. 36-66

o I The transcendental idea of experience and its methodological function pp. 36-37

o II Methodological implications of the "transcendental" moment of experience pp. 38-39

o III The 'problematic' and 'rational' moments of experience pp. 40-44

o IV The 'problematic' moment in the 'logic' of the rational pp. 45-49

o V The philosophical awareness of experience and its aspects: ethical commitment and rational commitment pp. 50- 55

o VI Conclusion: the moment of problematicity in modern culture pp. 55-66

- Chapter Two - The philosophical analysis of educational experience pp. 67-

o I The philosophy of education

o II The plurality of educational systems in function of the antinomian "understanding

o III The problematic nature of the educational experience

o IV Conclusion: philosophy of education and educational practice

§ Part two: Educating to reason

- II Intellectual, ethical-social, affective education pp. 157-256

o I Intellectual education: objectives pp. 157-168

o II Intellectual Education: Methodological Directions pp. 169-185

o III Ethical-social education: objectives pp. 186-196

o IV Ethical-social education: methodological indications pp. 197-208

o V Affective education: objectives pp.208-217

o VI Affective education: methodological indications pp. 217-256 

- Chapter IV The educator-pupil relationship: "personal" and "social" aspects

o The educator-pupil relationship and social mediation pp. 288-298

2 - Baldacci, Colicchi (a cura di), (2020), Iconcetti fondamentali della pedagogia. Educazione, istruzione, formazione. Roma:  Avio Edizioni Scientifiche. 

- Introduction pp. 9-16

o Part One pp. 19-58, specifically:

- The fundamental terms of pedagogy. A work programme (Baldacci) pp. 19-39

- The concepts of education, instruction, training and pedagogical theory (Colicchi) pp. 40-58

- o Part Two

On the concept of education

- Education and conditioning. The reasons for a binomial (Fabbri) pp. 98-112

- The concept of education in Dewey's Democracy and Education (Pezzano) pp. 141-156

On the concept of education

- Education. Term and concept (Martini) pp. 188-202

- On the concept of education

- The concept of education in European Union documents (Michelini) pp. 248-261

3 - Michelini M.C., (2016), Fare Comunità di pensiero. Milano: FrancoAngeli, pag.1-207   

4 - Michelini M.C., (2018), Per una pedagogia critica delle buone prassi. Milano: FrancoAngeli, pag. 1-167.

To give the possibility to students and non-attending students to compensate with independent study what is done during the lessons, we recommend the use of all the materials included in the blended platform (slides, exercises, supplementary material) particularly useful for the full understanding of the contents of the programme.

Assessment

The expected objectives are verified through an oral interview.

At the end of the first semester students will be able to take an intermediate assesment test in presence. The test will focus on the contents of the first part of the program and it will be a written test (open-ended questions). The result of the test will contribute to the final evaluation. 

The assessment criteria are as follows:

• elevance and effectiveness of responses in relation to programme content;
• degree of articulation of the response;
• adequacy of the disciplinary language used;
• another important requirement is the ability to discuss the issues critically. 

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.

Optional materials in English will be made available on the platform Moodle during the semester. 

In particular :

Biesta G. (2010), Perché ciò che funziona ancora non funzionerà: dall'istruzione basata sull'evidenza all'istruzione basata sul valore , Pubblicato online, Springer Science+Business Media BV

Mezirow J. (1997), L'apprendimento trasformativo: dalla teoria alla pratica , Nuove direzioni per l'educazione degli adulti e continua, n. 74, Casa editrice Jossey-Bass, San Francisco.