STORIA DELL'INFANZIA NEL MEDIOEVO

The expected learning objectives, declined according to the Dublin Descriptors, are the following:

- Knowledge and understanding (DD1) = The course investigates the dimension of childhood in the Middle Ages, offering students a critical approach to the different cultural, social and religious facets of this issue, also framing it in the context of the political transformations that occurred in this era.

- Applying knowledge and understanding (DD2) = The student will acquire the skills to connect the theoretical and methodological contents learned with the interpretation of past, present and future events and processes.

- Making judgements (DD3) = The student will acquire the ability to make critical judgments of the content learned and grasp the connection between the objectives and results of research in the field of medieval childhood.

- Communication skills (DD4) = Student's competence in justifying historiographical knowledge and methodologies in oral and written form is one of the educational objectives of the discipline.

- Learning skills (DD5) = The student will acquire the cognitive tools necessary to deal with complex historiographical issues and also to focus on training needs.

Lectures.

Basic knowledge of the Middle Ages.

Attendance is not compulsory, but is recommended as the course content will be accompanied by slide presentations and supplemented by the teacher’s explanations; furthermore, understanding of this content will be assessed in class through ongoing discussion with the teacher (in preparation for the midterm exam).

During the lessons topics such as, for example, the daily life of the child, his education, the role of the mother, the value of the figure of the child in the medieval mentality will be focused.

Contribution of the Course to the Objectives of the 2030 Agenda for Sustainable Development, GOAL 4: Quality Education.

1) A. Giallongo, Il bambino medievale, Edizioni Dedalo, Bari, 2019 (ISBN: 9788822065056), pp. 7-255.

2) Scrittrici del Medioevo. Un’antologia, a cura di E. Bartoli, D. Manzoli, N. Tonelli, Roma, Carocci editore, 2023 (ISBN: 9788829017560), pp. 11-29; 119-141.

Further reading (optional):

A.E. Bailey, Miracle Children: Medieval Hagiography and Childhood Imperfection, in «Journal of Interdisciplinary History», 47 (2017), pp. 267-285.

Oral exam. During the course of the lessons, specific indications will be provided regarding the carrying out of a midterm exam, which can be taken by all enrolled students, even those not attending the lectures.

The midterm exam, which may take the form of a multiple-choice test (depending on the specific teaching requirements of the course), will be administered in presence and will cover text 1). Students must pass this test with a mark of at least 18/30 in order to then be able to take the oral test on the remaining part of the programme at the official appeal. Students who have not chosen to take this test or who, although they have taken it, have not obtained at least a sufficient mark can, of course, take the oral examination on the whole programme at the official appeal. The purpose of the intermediate test is summative and the assessment results in a grade that is averaged in the formulation of the final grade.

The date of the midterm exam and the respective booking method will be communicated during the lectures and published in a timely manner. Further information will be published online.

Learning assessment may also be carried out on-line, should the conditions require it.

To ensure equal opportunities and in compliance with current laws, interested students may request a personal interview in order to plan any compensatory and/or dispensatory measures based on educational objectives and specific needs. Students can also contact the CInAP (Centro per l’integrazione Attiva e Partecipata - Servizi per le Disabilità e/o i DSA) referring teacher within their department (https://www.cinap.unict.it/content/referenti).

Rather than a list of frequently asked questions, which, moreover, refer to the topics indicated in the above-mentioned syllabus, it is pointed out that in the examination the student is asked to:

- a correct spatial-temporal collocation of the events;

- an adequate critical re-elaboration of the topics addressed by the teaching;

- an effective ability to make connections between the various topics addressed in the course of the lectures.

Marking criteria and scales

<18/30: poor understanding of various historical topics-incoherent critical argumentation-incorrect presentation of content-inappropriate vocabulary;

18-21/30: patchy understanding of various historical topics-critical argumentation not entirely mature-presentation of content not entirely free from formal errors-vocabulary not always precise;

22-25/30: a reasonably adequate understanding of the various historical topics-sufficient critical analysis-a reasonably accurate presentation of the content-essential vocabulary;

26-29/30: a fully adequate understanding of the various historical topics-a well-developed critical argumentation-clear presentation of content-appropriate vocabulary;

30-30 with distinction: an in-depth understanding of various historical topics-a fully developed critical argument-clear and effective presentation of material-use of specialist historiographical terminology.