GENERAL AND SOCIAL PEDAGOGY 1

Course Description
The course in General and Social Pedagogy aims to provide students with a solid theoretical and conceptual foundation for understanding educational and formative phenomena across different contexts and in their multiple articulations.
In particular, the course seeks to develop the ability to critically interpret educational dynamics from an interdisciplinary perspective, bringing pedagogical and psychological knowledge into dialogue. Reflection will focus on helping students understand the value of the educational relationship, practices of care and support, group dynamics, and the challenges posed by contemporary society (inclusion, democracy, citizenship, sustainability), in order to build competences useful for the future professional practice of psychologists in educational, training, school, and care services.

Expected Learning Outcomes (according to the Dublin Descriptors)

DD1 – Knowledge and Understanding
Students will acquire fundamental knowledge of general and social pedagogy, through an in-depth study of conceptual categories needed to interpret educational processes, with particular attention to the role of the educational relationship and learning contexts across the lifespan.

DD2 – Applying Knowledge and Understanding
Students will be able to apply pedagogical knowledge to the interpretation of complex educational situations, developing analytical and interpretative skills with respect to formal, non-formal, and informal contexts in which formative processes occur, with reference to relational dynamics, groups, and educational interactions.

DD3 – Making Judgments
Students will develop critical skills in analyzing educational processes, recognizing the ethical, social, and cultural implications connected to educational phenomena. They will be able to make independent evaluations on issues such as inclusion, deviance, citizenship, and sustainability, identifying their intersections with the professional practice of psychology.

DD4 – Communication Skills
Students will acquire communication and argumentative skills useful for sharing pedagogical concepts and reflections, using appropriate and conscious language in both professional and academic interactions.

DD5 – Learning Skills
Students will develop the ability to learn autonomously, to critically deepen the topics covered, and to engage in continuous updating, laying the foundations for lifelong learning that integrates pedagogical and psychological perspectives.

Teaching Methods

The teaching activities will combine traditional lectures with participatory approaches, in order to foster critical and reflective learning. Alongside theoretical framing lectures, alternative teaching methods will be introduced to stimulate active student participation and to strengthen the connection between theory and practice.

In particular, the course will include:

• Urban walking: experiential learning pathways that, through walking in urban contexts, stimulate situated pedagogical reflection in dialogue with the social and cultural environment.

• Reflective workshops: structured moments of discussion and critical re-elaboration, where students will analyze cases, debate pedagogical categories, and connect theoretical contents with their future professional roles.

• Seminar activities with scholars and experts, aimed at deepening specific topics of contemporary pedagogical debate.

• Small group exercises, designed to foster collaborative dynamics and cooperative learning processes.

Attendance
Attendance, while not compulsory, is strongly recommended due to the interactive nature of the course, which integrates traditional lectures with collaborative learning practices.

Course Program / Contents

• Theoretical and epistemological foundations of general and social pedagogy

• Educating between theory and practice; educational issues in contemporary society

• Formal and non-formal educational contexts: school, family, early childhood services, community

• Relational and group dynamics: shared educational responsibility, classroom management, the value of space and the body in educational processes

• Pedagogical categories of the relationship: care, support, dialogue, self-awareness, socialization

• Education across the lifespan: childhood, adolescence, youth, adulthood, old age

• Education and democratic society: school as a community, enterprise, or temple of culture; education for citizenship and democracy

• Contemporary challenges: inclusion, multiculturalism, deviance and marginalization, education for sustainability

• Lexical and conceptual insights through selected entries from the Dictionary of General and Social Pedagogy

• Pedagogy of the relationship as the foundation of educational and formative professionalism

S. Kanizsa, A.M. Mariani (2023) (a cura), Pedagogia generale (2 Edizione). Pearson

Mariani A. (2021, ultima ristampa 2024). La relazione educativa. Prospettive contemporanee. Carrocci editore.

Simeone D. (2024) Dizionario di Pedagogia generale e sociale. Brescia: Schole' limitatamente alle seguente Voci: Accoglienza; Competenze pedagogiche; Comunicazione; Comunità; Consulenza pedagogica; Crisi; Ecologia; Disagio educativo; Educatore; Lavoro educativo; Narrazione; Orientamento; Riconoscimento; Spazio; Tempo.

Bufalino G. (2025). Creare legami. Percorsi progettuale per educare alle relazioni. Lecce:Pensa multimedia (da pp. 23 a 92). Il testo è open access ed è fruibile gratuitamente qui https://www.pensamultimedia.it/libro/9791255682943

Examination
Oral examination aimed at verifying knowledge, critical skills, and personal elaboration.

In-course Activities
Guided discussions, exercises, and formative assessments.

Assessment Criteria

• Adequacy of knowledge

• Accuracy of terminology and mastery of pedagogical vocabulary

• Critical thinking and autonomy of judgment

• Clarity and coherence of argumentation

• Ability to connect theories with educational contexts