Unit Philosopy of education
- Course
- Educational counselling and coordination of pedagogic practices
- Study-unit Code
- A003364
- Curriculum
- In all curricula
- Teacher
- Marco Milella
- CFU
- 12
- Course Regulation
- Coorte 2024
- Offered
- 2024/25
- Type of study-unit
- Obbligatorio (Required)
- Type of learning activities
- Attività formativa integrata
Philosopy of education I form
Code | A003366 |
---|---|
CFU | 6 |
Teacher | Marco Milella |
Teachers |
|
Hours |
|
Learning activities | Caratterizzante |
Area | Discipline pedagogiche e metodologico-didattiche |
Academic discipline | M-PED/01 |
Type of study-unit | Obbligatorio (Required) |
Language of instruction | Italian |
Contents | Formative processes as theory and operativeness of the future. |
Reference texts | GOPNIK A., The Philosophical Baby. What Children Minds Tell Us About Truth, Love and the Meaning of Life, Farrar, Straus and Giroux, New York, 2009. BRUNER J. S., Actual minds. Possible Worlds, Harvard University Press. Cambridge (Mass.) – London 1986. DOUGLASS F., Narrative of the Life of Frederick Douglass, New York, Signet Classics, 2005. Documentary movie: Human, Regia di Yann Arthus Bertrand, 2015 |
Educational objectives | The teaching has as basic objective that one to provide the students with the knowledge and the tools to perceive the conception of the formative processes they have gone through and are going through and as main objective that one to be able to elaborate innovative proposals regarding the same formative processes and to be able to conceive and plan at least the theoretical structure of new formative processes they will go through – for any reason – as formation makers. The main skills the students will acquire are: to analyse narrative and filmic tests considered as “laboratory” of formation directed towards the “counterfactual” thought. To analyse tests and events as narrative construction of “possible worlds” The main skills that allow the students to apply the acquired knowledge will be: To perceive the priorities, the premises and the formative and/or de-formative proportions of a narrative construction that links imaginative capacity and logical capacity, science and literature. To recognize the operative consequences of the theoretical conceptions of a test in order to explore the dimension of the possible as a base for the formative construction of future relational contexts. TRAINING OBJECTIVES Introduction to the study of theoretical, epistemological, methodological and procedural basis of national and international pedagogical research, both theoretical and empirical. Analysis of the relationship between the processes of formation, education and instruction and learning, in the perspective of an inclusive pedagogy. Interdependence between processes and objects of knowledge. Theories and patterns of interpretation of the educational relationship in inclusive school contexts, with reference to all the protagonists of the formative and educational web. Analysis of models and of educational strategies for the development of an intercultural school. Analysis and pedagogical management of situations of bullying, cyber-bullying and homophobia and about the dynamics of discrimination and about the new forms of dependence and about the different youth problems. |
Prerequisites | In order to be able to understand and to know how to tackle the course the students must have the tools and the notions of a three-year degree preferably in humanities (literature, history, philosophy etc.) as well as the willingness; - to ask others and themselves new questions; - to take an active and involving part in the lessons; - to exercise curiosity; - if attending, to keep the “formative agreement” explained at the beginning of the lessons. |
Teaching methods | The course will be organized in the following way: Lectures and lessons in circle on the above mentioned topics; Organization of the students in one learning group subdivisible into extemporary working groups; Projection of films, videos and documentaries used as starting points and as training ground also for work groups in order to apply what explained in the lessons. |
Other information | Students who are not attending are required to make contact with the teacher before taking the exam. |
Learning verification modality | During the lessons the occasion of evaluation and self-evaluation will depend on the students’ willingness: to ask others and themselves new questions; to take an active and involving part in the lessons; to exercise curiosity; if attending, to keep the “formative agreement” explained at the beginning of the lessons. For the students openly non attending the exam includes a final oral test consisting of a discussion-interview concerning the topics quoted in the previous item and examined in depth through the recommended texts. For the attending students the exam includes a written test at the end of the lessons consisting in answering to four open questions concerning the topics dealt with during the course and examined in depth through the recommended texts. Such a test has a duration of two hours. For the attending students such a test will come after an evaluation and self-evaluation test which will be used to average the mark only if the mark obtained can favourably influence the mean achieved in association with the result of the following and unavoidable written test. The duration of the oral test varies depending on the performance of the test itself. In case a student intends to anticipate his/her exam in a year preceding the one it is scheduled in his/her curriculum, it is recommended to anticipate as well the attendance of the lessons and to schedule the exam in the first useful session after the lessons have been concluded. |
Extended program | Formative processes as theory and operativeness of the future. The main skills the students will acquire are: to analyse narrative and filmic tests considered as “laboratory” of formation directed towards the “counterfactual” thought. To analyse tests and events as narrative construction of “possible worlds” The main skills that allow the students to apply the acquired knowledge will be: To perceive the priorities, the premises and the formative and/or de-formative proportions of a narrative construction that links imaginative capacity and logical capacity, science and literature. To recognize the operative consequences of the theoretical conceptions of a test in order to explore the dimension of the possible as a base for the formative construction of future relational contexts |
Obiettivi Agenda 2030 per lo sviluppo sostenibile |
Pedagogy of relationalities II form
Code | A003367 |
---|---|
CFU | 6 |
Teacher | Marco Milella |
Teachers |
|
Hours |
|
Learning activities | Caratterizzante |
Area | Discipline pedagogiche e metodologico-didattiche |
Academic discipline | M-PED/01 |
Type of study-unit | Obbligatorio (Required) |
Language of instruction | Italian |
Contents | Formative processes as theory and operativeness of the future. |
Reference texts | GOPNIK A., The Philosophical Baby. What Children Minds Tell Us About Truth, Love and the Meaning of Life, Farrar, Straus and Giroux, New York, 2009. BRUNER J. S., Actual minds. Possible Worlds, Harvard University Press. Cambridge (Mass.) – London 1986. DOUGLASS F., Narrative of the Life of Frederick Douglass, New York, Signet Classics, 2005. Documentary movie: Human, Regia di Yann Arthus Bertrand, 2015 |
Educational objectives | The teaching has as basic objective that one to provide the students with the knowledge and the tools to perceive the conception of the formative processes they have gone through and are going through and as main objective that one to be able to elaborate innovative proposals regarding the same formative processes and to be able to conceive and plan at least the theoretical structure of new formative processes they will go through – for any reason – as formation makers. The main skills the students will acquire are: to analyse narrative and filmic tests considered as “laboratory” of formation directed towards the “counterfactual” thought. To analyse tests and events as narrative construction of “possible worlds” The main skills that allow the students to apply the acquired knowledge will be: To perceive the priorities, the premises and the formative and/or de-formative proportions of a narrative construction that links imaginative capacity and logical capacity, science and literature. To recognize the operative consequences of the theoretical conceptions of a test in order to explore the dimension of the possible as a base for the formative construction of future relational contexts. TRAINING OBJECTIVES Introduction to the study of theoretical, epistemological, methodological and procedural basis of national and international pedagogical research, both theoretical and empirical. Analysis of the relationship between the processes of formation, education and instruction and learning, in the perspective of an inclusive pedagogy. Interdependence between processes and objects of knowledge. Theories and patterns of interpretation of the educational relationship in inclusive school contexts, with reference to all the protagonists of the formative and educational web. Analysis of models and of educational strategies for the development of an intercultural school. Analysis and pedagogical management of situations of bullying, cyber-bullying and homophobia and about the dynamics of discrimination and about the new forms of dependence and about the different youth problems. |
Prerequisites | In order to be able to understand and to know how to tackle the course the students must have the tools and the notions of a three-year degree preferably in humanities (literature, history, philosophy etc.) as well as the willingness; - to ask others and themselves new questions; - to take an active and involving part in the lessons; - to exercise curiosity; - if attending, to keep the “formative agreement” explained at the beginning of the lessons. |
Teaching methods | The course will be organized in the following way: Lectures and lessons in circle on the above mentioned topics; Organization of the students in one learning group subdivisible into extemporary working groups; Projection of films, videos and documentaries used as starting points and as training ground also for work groups in order to apply what explained in the lessons. |
Other information | Students who are not attending are required to make contact with the teacher before taking the exam. |
Learning verification modality | During the lessons the occasion of evaluation and self-evaluation will depend on the students’ willingness: to ask others and themselves new questions; to take an active and involving part in the lessons; to exercise curiosity; if attending, to keep the “formative agreement” explained at the beginning of the lessons. For the students openly non attending the exam includes a final oral test consisting of a discussion-interview concerning the topics quoted in the previous item and examined in depth through the recommended texts. For the attending students the exam includes a written test at the end of the lessons consisting in answering to four open questions concerning the topics dealt with during the course and examined in depth through the recommended texts. Such a test has a duration of two hours. For the attending students such a test will come after an evaluation and self-evaluation test which will be used to average the mark only if the mark obtained can favourably influence the mean achieved in association with the result of the following and unavoidable written test. The duration of the oral test varies depending on the performance of the test itself. In case a student intends to anticipate his/her exam in a year preceding the one it is scheduled in his/her curriculum, it is recommended to anticipate as well the attendance of the lessons and to schedule the exam in the first useful session after the lessons have been concluded. |
Extended program | Formative processes as theory and operativeness of the future. The main skills the students will acquire are: to analyse narrative and filmic tests considered as “laboratory” of formation directed towards the “counterfactual” thought. To analyse tests and events as narrative construction of “possible worlds” The main skills that allow the students to apply the acquired knowledge will be: To perceive the priorities, the premises and the formative and/or de-formative proportions of a narrative construction that links imaginative capacity and logical capacity, science and literature. To recognize the operative consequences of the theoretical conceptions of a test in order to explore the dimension of the possible as a base for the formative construction of future relational contexts |
Obiettivi Agenda 2030 per lo sviluppo sostenibile |