SOCIAL HISTORY OF EDUCATION

The social history of education is a research discipline that tends to analyze, in historical key, the education-society link, starting from the assumption that every formative experience is itself a concretely social experience, and that, the pedagogical interventions of various types (education, leisure, etc.) from ideological and political choices. In this perspective, the course aims to offer a systematic picture of the history of pedagogical theories and practices, from the eighteenth century up to the present day.

Knowledge and understanding (DD1)

- Knowing theories and models in the pedagogical area to interpret educational and training events in a historical-evolutionary and political-economic perspective (of1)

Knowledge and applied understanding (DD2)

- Connect the theoretical and methodological contents learned to the interpretation of past, present, future events and processes (of4)

Autonomy of judgment (DD3)

- Knowing how to summarize the different approaches present in the theories of education and training (of6)

Face-to-face/distance learning. 

If the course is given in mixed mode or distance, the necessary variations can be introduced from what was stated previously, in order to respect the program provided and reported in the syllabus

Basic knowledge of major historical events.

Attendance at the lessons, although not compulsory, is strongly recommended because of the particular way in which the study programme is carried out. During the lessons, it is possible to test the basic concepts of the topics on the agenda through exercises of various kinds (study groups, short reports, etc.).

The course aims to provide students with a systematic picture of the social history of education, with particular reference to socio-pedagogical issues, currents of thought and authors, from the eighteenth century until today.

A focused look at the history of pedagogical epistemology will allow the deepening of educational places and figures dedicated to the educational treatment for the social recovery of deviant children and people with disabilities.

General part: history of pedagogical epistemology

1. F. De Giorgi (a cura di), Nuova storia della Pedagogia, SCHOLE', Brescia 2024 (pp. 7-70; pp. 83-106; pp. 119-142; pp. 159-170; pp. 195-254; 267-278; pp. 291-350; total 249 pp.)

2. F. Bocci, I medici pedagogisti. Itinerari storici di una vocazione educativa, in «Italian Journal of Special Education for Inclusion», V. 4, n. 1, 2016 (20 pp.), free download 

https://ojs.pensamultimetrdia.it/index.php/sipes/article/view/1790/1720

Parte speciale: devianza minorile e trattamento educativo

3. A. Mangione, A. Pulvirenti (a cura di), La giustizia penale minorile: formazione, devianza, diritto e processo, Giuffré Francis Lefebvre, Milano 2020 (pp. 1-124; pp. 624-644; total 144 pp.)

4. A. Nieddu (a cura di), Piccoli delinquenti. Il trattamento della devianza minorile dal Settecento ad oggi, FrancoAngeli, Milano 2021 (pp. 9-99; pp. 123-164; total 131 pp.)

Parte monografica: storia dell’infanzia e marginalità minorile

5. S. Lentini, Bambini in manicomio. Roma (1975). L’inchiesta-denuncia di psichiatria Democratica, in «Quaderni di intercultura», Anno XIV/2022 (15 pp.), free download

 https://cab.unime.it/journals/index.php/qdi/article/view/3976/3684

6. F. Bocci, "Il Tempo e la Storia". Un libro, un luogo e un film per la Pedaogia speciale, in  «Italian Journal of Special Education for Inclusion», V. 6, n. 1, 2018 (11 pp.), free download

https://ojs.pensamultimedia.it/index.php/sipes/article/view/2805/2471 

The oral examination of the discipline Social History of Education takes place at the end of the course, according to an official timetable published on the dedicated site by DISFOR; the evaluation of the final interview, by the commission, will take into account, overall, the following general rating indices:

• The breadth of the subject matter and consistency of the discussion;
• Specialist lexical correctness;
• Depth level and theoretical link-up skills;
• Ability to relate knowledge to the specific contexts/areas of intervention of the educator.

Note: the learning test can also be carried out by telematics, if conditions require it.

1.     The relationship between social structure and learning processes in social history;

2.     Define the content and reasons for critical pedagogy;

3.     The scientific method of critical pedagogy and the reading of the "individual-society-culture" link.

4.     The medical pedagogues.