Childhood history in middle ages

Academic Year 2022/2023 - Teacher: EMANUELE PIAZZA

Expected Learning Outcomes

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

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

Course Structure

Lectures. If the course is taught in a blended or distance learning mode, the necessary variations may be introduced with respect to what was previously stated, in order to comply with the syllabus set out in the Syllabus.

Required Prerequisites

Basic knowledge of the Middle Ages.

Attendance of Lessons

Optional.

Detailed Course Content

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.

Textbook Information

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

2) C. Urso, Le bambole nel Medioevo e oltre: valenza ludica, simbolica e allegorica, «Annali della facoltà di Scienze della formazione - Università degli studi di Catania», 17, 2018 (ISSN: 2038-1328), pp. 53-73.

3) A. Giallongo, Rappresentazioni sentimentali dell’infanzia, «Studi sulla formazione», 13, 2010 (ISSN: 1127-1124), pp. 57-68.

Course Planning

	Subjects	Text References
1	TEMPO E TEMPI DELL'INFANZIA-L'ANTROPOLOGIA CRISTIANA E LA CONCEZIONE DELL'INFANZIA FRA «PECCATO» E «INNOCENZA»	TESTO 1), PP. 7-76
2	RIFLESSIONI PEDAGOGICHE SULL'IMMAGINARIO MEDIEVALE-LA CONOSCENZA DELL'INFANZIA	TESTO 1), PP. 77-197
3	STRATEGIE NELL'EDUCAZIONE INFANTILE IN FRANCIA E IN ITALIA (XIII-XV SEC.)-IL SENTIMENTO PER L'INFANZIA	TESTO 1), PP. 199-293
4	LE BAMBOLE NEL MEDIOEVO E OLTRE: VALENZA LUDICA, SIMBOLICA E ALLEGORICA	TESTO 2), PP. 53-73
5	RAPPRESENTAZIONI SENTIMENTALI DELL’INFANZIA	TESTO 3), PP. 57-68

Learning Assessment

Learning Assessment Procedures

Oral exam. During the course of the lessons, specific indications will be provided regarding the carrying out of one or more optional in itinere tests. These indications will also be published online by the teacher.

Examples of frequently asked questions and / or exercises

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.

Degree Course in

Educational Sciences