The course's privileged objective is to make students competent and responsible for the important role they will play in the socio-educational context of their professional field. Education constitutes the true and effective response to the many challenges of the contemporary world.  With this conviction the course is launched, offering a plurality of insights into some souls of pedagogy (general, environmental, intercultural, sports) and possible pedagogical tools (play, motor, theater) expendable in school and out-of-school with a privileged focus on the role of emotions in the educational relationship developed in formal, informal and nonformal contexts. .

The course aims to provide students with the epistemological foundations of general pedagogy as a science and as a theoretical source of educational action. 

It is essential to understand that only work directed toward an integrated educational system is the key to a collaborative and cooperative future, inspired by the values and rights of women and men, who in different conditions and ways, work for universal progress based on the values of culture and civilization.

To this end, the program aims to provide the theoretical foundations of General Pedagogy as a science, focusing on the methods, models and theories developed over the years to date, illustrating the transversality of general pedagogy and its applicability in the field of motor sciences.

Since meaningful and lasting learning is conditioned by motivation, a semistructured program is proposed: one part common to all and one personalized, depending on the interests that students manifest during the general pedagogy course.

All students will have to study and prepare themselves on 5 texts common to all ,which we could call basic, in addition to which they will have to study one or die texts that can be chosen from the wide range proposed by the lecturer under examination texts.

In order to help students in their choice of texts, the course will have within it niches for reflection and specific study of topical issues such as environmental, intercultural and sports issues with particular attention to the role of emotions in learning and educational relationships.

In relation to General Pedagogy the student should show:
- to master the basic knowledge;
- Of understanding and knowing how to convey the fundamental concepts of the discipline;
- to be able to use knowledge and concepts to reason according to the logic of the discipline and in the areas of professional responsibility to which he/she will be called.

Upon completion of the course, the student should have acquired the basic skills that are necessary to design and implement educational interventions:

1. Knowledge and understanding (knowledge and understanding): Know and be able to navigate among the theories and authors of General Pedagogy; recognize educational and training processes in formal, informal and non-formal contexts.
2. Applied knowledge and understanding: know how to define and evaluate the different application of theories and models from the differentiation of contexts, subjects and processes.
3. Autonomy of judgment (making judgements): being able to distinguish between theories and their practical-empirical application.
4. Communication skills (communication skills): knowing how to communicate educational and training research and knowledge by adapting it to the plurality of life contexts.
5. Learning skills (learning skills): knowing how to build an autonomous research path by collaborating in the implementation of activities aimed at the profession and training.

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

The texts will be complemented by in-depth seminars, critical viewing of film 'excerpts' and application exercises of the theoretical formulations.

For full details, students are encouraged to consult the blended moodle platform and use the institutional email '@campus'

Teaching

face-to-face, interactive lectures, with also workshop, theater, and motor activities to better understand pedagogical concepts

Students are encouraged to consult the blended platform to find useful materials and directions to better follow the course

Innovative teaching methods

lectures will be conducted in an interactive mode

Attendance

For the full achievement of the didactic objectives of the course, attendance at lectures is strongly recommended, although not mandatory. Male and female students are considered 'attending' upon reaching at least 50 percent of the total number of hours provided in the course

Course books

Study texts for the general pedagogy examination Prof. Persi (2023-2024)

 The annual examination consists of six (6) texts

and are as follows:

1.     Persi R. (a cura di) Contesti pedagogici. Intercultura Ambiente Teattro Sport, Aracne, 2019

2.     Persi R., Montanari M., La narrazione nel processo formativo, Aracne, 2021

3    Premoli S. (a cura di), Pedagogia a bordo campo, Pensa, Lecce, 2022

4. Lolli S., Per... una sana e robusta costituzione. La costituzione italiana e l'educazione fisica e sportiva, In Edit edizioni, 2021   

5, Persi R., Lannutti V., L’intercultura tra politiche giovanili e reti territoriali, FrancoAngeli 2023 in corso di stampa

6. Persi, Montanari, Dialoghi pedagogici nell'ipercomplessità, ETS, 2022

Assessment

A-Mode of examination 

For female students, the examination mode will correspond to an oral examination.

B-Evaluation criteria

The lecturer will assess
- the knowledge acquired (70%)
- the correctness and propriety of language (15%)
- the ability of argumentation and judgment (15%)

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

there is no difference in the syllabus between attending and non-attending students

Please note that all communications will be sent to the institutional email @campus

Attendance

there are no obligations or differentiated assignments for non-attending students

Course books

the program for attending and non-attending students is the same

Please note that all notices will be sent to the institutional email @campus

Non-attending students are encouraged to consult the notice board and blended platform often

Assessment

A-Mode of examination 

For female students, the examination mode will correspond to an oral examination.

B-Evaluation criteria

The lecturer will assess
- the knowledge acquired (70%)
- the correctness and propriety of language (15%)
- the ability of argumentation and judgment (15%)

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.