STORIA SOCIALE DELL'EDUCAZIONE CON LABORATORIO

Module STORIA SOCIALE DELL'EDUCAZIONE

The social history of education is a research discipline that tends to analyze, in a historical key, the relationship between education and society, starting from the assumption that every formative experience is in itself a concretely social experience, and that, the pedagogical interventions of various kinds (education, free time, etc.). descend from ideological and political choices. In this perspective, the course intends to offer a systematic framework of the history of ideas, culture and pedagogy, starting from from '700 up to the present day. The aim of the course is also to introduce the themes and problems of historiography of education, making the specialized language of pedagogy and of the history of education clear and explicit.

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

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)

Frontal lessons. Should teaching be carried out in mixed mode or remotely, it may be necessary to introduce changes with respect to previous statements, in line with the programme planned and outlined in the syllabus.
 

Basic knowledge of the main historical events.

Attendance at lessons, although not compulsory, is strongly recommended due to the particular ways in which the study program is carried out. During the lessons it is possible to verify the learning of the basic concepts of the topics in the program, through exercises of various kinds (study groups, short reports, etc.).

The general part intends to provide students with a systematic framework of the history of pedagogy, with particular reference to socio-pedagogical problems, to the currents of thought and to authors, from '700 up to the present day and an analysis of the most current trends in international historical-educational research.

The special part intends to deepen that phase of social democratization, which began historically and culturally in late eighteenth-century Europe, during which the scientific-philosophical debate on the ideals of equality, progress and freedom, on reason and science, made explicit the "political-social" centrality of reflection on the theme of education and education.

The monographic part foresees the deepening of the relationship between training processes and social structure, highlighting the intercurrent relationship between pedagogy and politics in the social history of education.

A. General Section

1. F. De Giorgi (a cura di), Storia della Pedagogia, SCHOLE', Brescia 2021 (348 pp.) 

2. A. Criscenti (a cura di), A proposito dell'History Manifesto. Nuove tendenze per la ricerca storico-educativa, Fondazione Vito Fazio Allmayer, Palermo 2016 (fino a p. 171)

B. Special Section

One book of your choice:

1. S. Lentini, Lumi, Arte, Rivoluzione in Spagna: la “pedagogia sociale” di Francisco Goya y Lucientes, Unicopli, Milano (137 pp.)

2. S. Lentini, L’educazione in carcere. Profili storico-pedagogici della pena, Fondazione Nazionale “Vito Fazio- Allmayer”, Palermo, 2012 (150 pp.)

C. Lectures 

1. A. Criscenti, Progettare la formazione per i minori. Saggio di pedagogia critica, CUECM, Catania, 2010 (168 pp.)

Erasmus or worker students will be able to arrange alternative programs with the teacher.

The oral examination of the discipline Social history of education with laboratory takes place at the end of the course, according to an official calendar, published on the specific website by DISFOR; the evaluation of the final interview, by the commission, will take into account, overall, the following general indicators of judgment:

- thematic breadth and organicity of the discussion;

- specialist lexical correctness;

- level of in-depth study and theoretical connection skills;

- ability to refer knowledge to the specific contexts / areas of intervention of the educator

Note: the verification of learning can also be carried out electronically, should the conditions require it.

1 Highlight the historical sources that define the relationship between social structure and formative processes in social history;

2 Define the contents and reasons for critical pedagogy;

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