HISTORY OF SCHOOL AND EDUCATION
Academic year and teacher
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- Versione italiana
- Academic year
- 2016/2017
- Teacher
- ANTONELLA CAGNOLATI
- Credits
- 12
- Didactic period
- Primo Semestre
- SSD
- M-PED/02
Training objectives
- Theoretical
1. Knowledge and comprehension of essential historiographical topics, namely social history, material history, history of culture and intellectual history/history of ideas; the basic concepts of periodization, namely notions of epoch and century, together with cycle, short- and long-term, change, tradition, revolution.
2. Knowledge and comprehension of the foundations of the social history of education and educational practices; the persistence, variation and metamorphosis of historical and pedagogical themes following historical change.
Practical
3. Skills for analysing various material sources in the history of schooling (tangible tools such as manuals, notebooks, schoolbooks, ad hoc teaching materials, and “black boxes”).
4. Skills for learning, such as reading, research, comparing and commenting on pedagogical works and understanding the historical and cultural context in which they were written.
General
5. Application of specific lexis and coherent logical discourse skills.
6. Analysis of covered themes and report-writing skills. Prerequisites
- Knowledge: An outline of the history and basic periodization from Antiquity to the 20th century; general pedagogical concepts.
Skills: Reading, analysing and summarizing theoretical and classical works; skills for writing short essays.
Language skills: mastery of written and spoken Italian. Course programme
- A) History of Education
1. Basic concepts in educational historiography. Pedagogical lexis; fields and subdivisions in the history of education
2. From Antiquity to the Renaissance (transmission of knowledge in early civilisations. Ancient Greece: the Iliad and the Odyssey as poems for educating young people. Socrates the man and Plato’s dialogues. Ancient Rome. Christianity. The Middle Ages. Humanism)
3. Through the modern era to the French Revolution (changes in learning; the school; science; teaching).
4. The Enlightenment and a fresh take on pedagogy.
5. Jean-Jacques Rousseau: analysis of Emile.
6. New teaching practices: Johann Heinrich Pestalozzi; Friedrich Froebel.
7. The 20th century: Maria Montessori and John Dewey.
B) History of the School
1. The birth of the concept of schooling. The role of teachers and students.
2. Educational places and spaces.
3. School materials and the “black box”.
4. The teaching profession.
C) Educational practices on film.
Screening and discussion of five films on schools and school life. Didactic methods
- The course will be taught via:
1. Lectures accompanied by Power Point presentations and analysis;
2. Analysis workshops (this year on Rousseau’s Emile);
3. Seminars for in-depth study with scholars and visiting experts;
4. Group discussions after film screenings.
Exam practice will be organised. All teaching information (lessons, conference enrolment and seminars etc.) will be published on the lecturer’s website and may be downloaded in PDF, together with relevant online articles. Audio files of all lectures will be recorded and stored on the FAD-Se@ database. Learning assessment procedures
- Examination is through written progressive assessment to test knowledge of all course content. A dedicated guide with detailed instructions will be published on the lecturer’s website. Practice tests may be held. The exam will contain the following three types of question:
- One short essay on the course content (learning objectives 2, 5 and 6)
- One written analysis of a pedagogical text (learning objectives 4 and 5)
- One paper with several open questions (learning objectives 1, 2 and 3).
An average of the marks obtained in all three papers will be taken as the final mark and registered on the official exam date.
Assessment will take into account achievement of specific objectives; the precision, pertinence, adequacy and completeness of answers; presentation skills and appropriate register; and logical discourse skills.
Distance learners must contact the lecturer directly to arrange exam dates in a timely fashion. Reference texts
- The following books and texts should be studied in their entirety as part of the programme:
A) Attending students
1. Audio recordings of the lessons; 2. Accompanying PowerPoint presentations; 3. Furio Pesci, Storia delle idee pedagogiche, Mondadori, Milan, 2016; 4. Jean Jacques Rousseau, Emile (any edition): preface and Book I; 5. Agustín Benito Escolano, La cultura empirica della scuola, Volta La Carta edizioni, Ferrara, 2016; 6. 10 (ten) articles on relevant themes, to be announced during lectures and published on the lecturer’s website.
B) Distance learners
1. Audio recordings of the lessons; 2. Accompanying PowerPoint presentations; 3. Furio Pesci, Storia delle idee pedagogiche, Mondadori, Milan, 2016; 4. Jean Jacques Rousseau, Emile (any edition): preface and Book I; 5. Agustín Benito Escolano, La cultura empirica della scuola, Volta La Carta edizioni, Ferrara, 2016; 6. 10 (ten) articles on relevant themes, to be announced during lectures and published on the lecturer’s website. 7. Maria Montessori, Educare alla libertà, Mondadori, Milan, 2008.
Please contact the lecturer for advice on preparing for the exam.
Attendance is not obligatory but is strongly recommended.
As per a decision by the Philosophical and Educational Sciences exam committee, taken on 26/01/2016, the exam calendar for the academic year 2016/2017 will be closed after the January/February 2018 exam session.
