The course aims to address in a critical and complex key the educational philosophical issues that invite the transformation of pedagogical thought for the freedom of the person, according to the specificity of the authors addressed.

In a context dominated by computer codes, the need for deepening and understanding epistemology and interpretative-generative practice becomes essential for the student-oriented to the pedagogical understanding of reality.

Educational semiosis represents a transversal interpretation, which favors international dialogue and the possibility of critical argumentation of the reality reflected in social media.

The attention paid to the need to know how to ask the appropriate questions, to research on the specific topics of gnoseological consideration to achieve the autonomy of reflection and use of different codes and forms of educating communication.

The program is divided into lessons of 2 hours each, according to the following scheme:

1.   Introduction to the course: fundamentals

2.1 Philosophy of Education: Theory and Practice I

2.2 Philosophy of Education: Theory and Practice II

2.3 Philosophy of Education: Theory and Practice III

3.1 Educational codes and semiosis I

3.2 Educational codes and semiosis II

3.3 Educational codes and semiosis III

4.   Educational subalternity and problematicism

4.1 Educating subalternity and education to reason

5.  Conscientisation and problematicism

6. Bertin and Gramsci

7. Bertin and Freire

8. Bertin and contemporary society

9. Problem posing or knowing how to doubt

10.1 Culture of silence and listening I

10.2 Culture of silence and listening II

11.   Political education and educating philosophy (I and II)

12.   Oppressed and oppressors. The rebellion of the masses (I and II) 

13.   Educating to release

Knowledge and understanding:

• Knowing and understanding the modes of critical and complex thinking characteristic of Philosophy of Education;
• Advanced knowledge in relation to the lines of the epistemological debate within the philosophy of education;
• Understand the specific philosophical concepts covered in the course;
• Knowledge of the complexity of philosophy of education in relation to the topics addressed. 

Applying knowledge and understanding:

• Demonstrate an understanding of the different philosophical contributions that are inherent in the discipline;
• Demonstrate the ability to apply theory and practice in different educational settings;
• The ability to analyse specific life situations through the interpretation of their educational needs and the grafting of pedagogical reflections and pathways onto them.

Autonomy of judgement:

• Identification of themes and problems of educational philosophy in relation to different contexts;  
• Critically evaluate acquired knowledge and concepts in relation to different educational situations;
• Interpret and evaluate problematic situations in order to activate critical educational processes and complex organisation.

Communication skills:

• Communicate clearly and critically. Explain the meaning of course content;
• Communicate using discipline-specific language;
• Argue on issues and problems characteristic of educational philosophy.

Learning skills:

• Use knowledge and concepts to reason according to the specific logic of the pedagogical discipline;  
• Use knowledge and concepts for the analysis of novel situations and the development of pioneering pedagogical actions; 
• Identify appropriate strategies and solutions for unexplored and emerging contexts;
• Be a self-directed learner in the study of texts and materials.

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

Using a moodle-based hybrid environment, training evaluation tests (self-assessments) are delivered online. 

Teaching

The course consists of lectures, seminars, and active debates, with case studies, research, and international contributions presented in an online environment that allows students to directly participate. Participation in discussions, dialogues, and debates related to specific topics.

If you have any doubts about the discipline, which are not answered in this course sheet, please contact the professor in good time before appearing for the examination.

Innovative teaching methods

Participation and organisation of seminars and active debates with presentation of case studies, research, international scientific contributions on a platform (blended learning) with direct student participation. Debate on specific topics, dialogue and participatory lectures. Integration with lectures planned at the Permanent International Seminar on the Critical Pedagogy of Literacy / Seminario Permanente Internacional de Pedagogía Critica de la Literacidad.

Attendance

Not mandatory.

Course books

1. Frabboni, F. e Pinto-Minerva, F. (2022). Introduzione alla pedagogia generale. Roma-Bari, Laterza.

2. Freire, P. (2004). Pedagogia dell'autonomia. Saperi necessari per la pratica educativa, Torino, Edizioni Gruppo Abele.

Assessment

Written exam with open-ended questions.

A written examination consisting of three open-ended questions is planned.

The questions will require compliance with the following main criteria:

- argumentation and demonstration of critical thinking with respect to the program content,

- the correct articulation of the answer from an analytical perspective in order to analyze and evaluate different pedagogical dynamics,

- the ability to reflect with specificity on disciplinary language and acquired knowledge.

The planned time for the test: 30 minutes.

Each of the criteria is assessed with equal punctuation. The final score 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 invited to regularly consult the Moodle platform › blended.uniurb.it in which all the materials made available by the teacher and those used during the lessons and seminars (slides and videos discussed in class, examples of reflective devices, in-depth materials, bibliographic ideas, etc.) will be periodically inserted.

Through the same platform, they will be able to carry out the ongoing exercises suggested by the teacher.

If you have any doubts about the discipline, which are not answered in this course sheet, please contact the professor in good time before appearing for the examination.

Attendance

Not mandatory.

Course books

1. Frabboni, F. e Pinto-Minerva, F. (2022). Introduzione alla pedagogia generale. Roma-Bari, Laterza.

2. Freire, P. (2004). Pedagogia dell'autonomia. Saperi necessari per la pratica educativa, Torino, Edizioni Gruppo Abele.

Assessment

Written exam with open-ended questions.

A written examination consisting of three open-ended questions is planned.

The questions will require compliance with the following main criteria:

- argumentation and demonstration of critical thinking with respect to the program content,

- the correct articulation of the answer from an analytical perspective in order to analyze and evaluate different pedagogical dynamics,

- the ability to reflect with specificity on disciplinary language and acquired knowledge.

The planned time for the test: 30 minutes.

Each of the criteria is assessed with equal punctuation. The final score 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.

Contact the professor immediately if you are an Erasmus student.