Menù principale
B015905 - EPISTEMOLOGY OF EDUCATION AND THE HUMAN SCIENCES
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Further information
Type of Assessment
Course program
Academic Year 2021-22
Coorte 2020 - Second Cycle Degree in SCIENCES OF ADULT AND CONTINUING EDUCATION AND SCIENCES OF PEDAGOGY
Course year
Second year - First Semester
Belonging Department
Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI)
Course Type
Single education field course
Scientific Area
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
Credits
6
Teaching Hours
36
Teaching Term
12/09/2021 ⇒ 13/12/2021
Attendance required
No
Type of Evaluation
Final Grade
Course Content
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Course program
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Lectureship
Teaching Language
The teaching will be in Italian, with some in-depth studies in English
Course Content
The teaching is based on a research project entitled "Encounter between art and reading of the classics. Dialogue between pictorial iconography and literary iconography". Currently, due to the problems related to the health emergency and the impossibility of attending public environments as a group, we will work around the theoretical paradigms of pedagogy by expanding the critical reflection on the epistemic complexity of educational science and its project
Suggested readings (Search our library's catalogue)
Cambi F., Santelli Beccegato L. (a cura di), Modelli di Formazione, Torino, UTET, 2004
Gennari M., Sola G., Logica, linguaggio e metodo in pedagogia, Genova, Il Nuovo Melangolo, 2016
Arendt H., La banalità del male, Milano, Feltrinelli
From the following bibliography, students can choose a volume of their choice that they will read and deepen during the final exam which will take place orally. The bibliography was organized by the students attending the Epistemology course together with the teacher
Beckett S., Waiting for Godot
Camus A., Lo straniero
Céline L. F., Viaggio al termine della notte
Frank A., Il diario di Anna Frank.
Hesse H., La cura
Lee H., Il buio oltre la siepe
Levi P., Se questo è un uomo
Massini S., Lehman Trilogy
Moravia A., La noia
Orwell G., 1984
Pratolini V., Cronaca familiare
Vittorini E., Uomini no
Gennari M., Sola G., Logica, linguaggio e metodo in pedagogia, Genova, Il Nuovo Melangolo, 2016
Arendt H., La banalità del male, Milano, Feltrinelli
From the following bibliography, students can choose a volume of their choice that they will read and deepen during the final exam which will take place orally. The bibliography was organized by the students attending the Epistemology course together with the teacher
Beckett S., Waiting for Godot
Camus A., Lo straniero
Céline L. F., Viaggio al termine della notte
Frank A., Il diario di Anna Frank.
Hesse H., La cura
Lee H., Il buio oltre la siepe
Levi P., Se questo è un uomo
Massini S., Lehman Trilogy
Moravia A., La noia
Orwell G., 1984
Pratolini V., Cronaca familiare
Vittorini E., Uomini no
Learning Objectives
The educational objectives of the teaching are manifold and articulated: 1) Coherency with the scientific and professional demands of the Degree course, and therefore promote didactic activities which at the same time have a vocational achievement (method) and a subjective training objective (riflexivity); 2) To stimulate the scientific reconnaissance process regarding the topics and authors presented during the classroom meetings. In this regard, students will work autonomously on many arguments and will report to colleagues in the classroom, alongside the teacher in the didactics; 3) realization of an original model of study and work. In order for the activities carried out during the lessons to have a real educational value, actions will be promoted in the field (at museums, schools, laboratories, etc.) to see if acquired learning can become an operating model at all levels (above all professional); 4) "Meeting between art and reading of classics. Dialogue between pictorial iconography and literary iconography". During the lessons we will experience the ability to read and interpret a pictorial or plastic art through the words of great writers. This will be the highest training objective where the concept of BILDUNG (as a harmonious and organic formation of the subject) will be experienced not only as an epistemic / pedagogical category but as a true existential and professional project. An operating model focused above all on contemporary professionalism.
Prerequisites
The course deals with a complex thematic and at the same time essential, such as the theoretical and meta-theoretical foundations of pedagogical science
It's opportune that the students know the meaning of the main important paradigms of pedagogy: education, formation, instruction, learning, etc
It is therefore necessary to attend attentively the weekly meetings and the same care in reading and studying the texts. The teacher remains available to anyone who wants to clarify some issues in an individual and in-depth manner
It's opportune that the students know the meaning of the main important paradigms of pedagogy: education, formation, instruction, learning, etc
It is therefore necessary to attend attentively the weekly meetings and the same care in reading and studying the texts. The teacher remains available to anyone who wants to clarify some issues in an individual and in-depth manner
Teaching Methods
The teaching method that will be proposed is very articulated.
There will be some frontal lessons, to frame the themes and to define carefully, together with the students, the theoretical features of pedagogy as science.
At the same time, students will conduct individual (or small groups) research on the classic paradigms of education science. These short researches will be in a single glossary that will support the final exam and it will be completely write by the students.
Subsequently, the teacher will propose some essays or excerpts from works of clear scientific interest and will be the students presenting them during the weekly lessons. One of the goals of this method, as dubbed by Dublin's indicators, is that students have "developed those learning abilities that allow them to continue studying mostly self-directed or autonomous."
1341/5000
Parallel to the frontal teaching activity, students will be involved in writing a bibliography of classical texts related to national and international
literature.
This is part of the research project "Meeting between art and reading of classics. A dialogue between pictorial iconography and literary iconography", which is an integral part of the teaching course and also of the degree course.
To give true "form" to pedagogical epistemology, it is appropriate to experiment with various training paths, including the encounter between literature and pictorial arts and museums. This path, however, is shared and built with students.
The last day of the lessons includes a visit to an exhibition or a museum structure where the teacher with the students can compare their interpretation of the classics in front of a pictorial work (and not only) and an author met at the exhibition (This output is prepared by students who collect information about the structure of the exhibition, the theme of the exhibition, the exhibited works and related authors, and the motivations of the organizers.The interpretation that will be given to this experience will obviously be pedagogical, Reflection on the educational capacity of artistic experience and the reading of classics).
There will be some frontal lessons, to frame the themes and to define carefully, together with the students, the theoretical features of pedagogy as science.
At the same time, students will conduct individual (or small groups) research on the classic paradigms of education science. These short researches will be in a single glossary that will support the final exam and it will be completely write by the students.
Subsequently, the teacher will propose some essays or excerpts from works of clear scientific interest and will be the students presenting them during the weekly lessons. One of the goals of this method, as dubbed by Dublin's indicators, is that students have "developed those learning abilities that allow them to continue studying mostly self-directed or autonomous."
1341/5000
Parallel to the frontal teaching activity, students will be involved in writing a bibliography of classical texts related to national and international
literature.
This is part of the research project "Meeting between art and reading of classics. A dialogue between pictorial iconography and literary iconography", which is an integral part of the teaching course and also of the degree course.
To give true "form" to pedagogical epistemology, it is appropriate to experiment with various training paths, including the encounter between literature and pictorial arts and museums. This path, however, is shared and built with students.
The last day of the lessons includes a visit to an exhibition or a museum structure where the teacher with the students can compare their interpretation of the classics in front of a pictorial work (and not only) and an author met at the exhibition (This output is prepared by students who collect information about the structure of the exhibition, the theme of the exhibition, the exhibited works and related authors, and the motivations of the organizers.The interpretation that will be given to this experience will obviously be pedagogical, Reflection on the educational capacity of artistic experience and the reading of classics).
Further information
Type of Assessment
The examination is oral. For all those attending, the following activities will be evaluated during the course: 1) shared teaching; 2) preparation of lessons; 3) theoretical research and the production of short elaborations requested by the teacher; 4) participation in reading classics and visits to extra-university environments
The final evaluation will be in thirtieth.
Non-attendants may agree with the teacher any additions and / or modifications to the exam program.
The final evaluation will be in thirtieth.
Non-attendants may agree with the teacher any additions and / or modifications to the exam program.
Course program
In the teaching there is a research project titled "Meeting Art and Classical Reading", a dialogue between pictorial iconography and literary iconography. It is about working around the theoretical paradigms of pedagogy - starting from classical writers as J. Dewey - by expanding articulate the reflection on the epistemic complexity of science in education. The study of Hanna Arendt's thought facilitates the exercise of thought as an ethical / political strategy of education. As required by the international standards of magisterial preparing, the student must be able to apply or develope original ideas in a research contest and, in accordance with the objectives of the rules of procedures of degree program, by reference to forming of expert on education, the activation of interdisciplinary research paths gives the opportunity to refine professional skills in the educational field.