Università Roma Tre

The course consists of a basic course and a monographic part. The basic course aims at examining the evolution of the history of ideas on education by analyzing the thinking of some of the most important authors who have dealt with the theme of education in the Western thought history. Part of the program will be dedicated to the early childhood and to implementation in educational contexts for childhood.The reading of a 'classic' of pedagogical thought will also be the object of analysis: "School and Society" by John Dewey, published in 1899, is devoted to the pedagogical renewal of the activist thought, which was widely spread throughout the Twentieth century.
The monographic part, instead, will examine the role of feelings and emotions in the history of education, as well as the transformation of real educational practices and pedagogical arrangements which took place from the Eighteenth to the Twentieth centuries. These studies are focused on the analysis of private life, understood as a labyrinth of affective and educational relationships and, at the same time, as a privileged place for transmitting rules and identities.

1) Saverio Santamaita, Storia dell’educazione e delle pedagogie, Bruno Mondadori, Milano, (latest edition).
2) Carmela Covato, Pericoloso a dirsi. Emozioni, sentimenti, divieti e trasgressioni nella storia dell’educazione, Unicopli, Milano, 2018.
3) John Dewey, Scuola e società, editing and preface by F. Borruso, Edizioni, Conoscenza, Roma, 2018.

the aim of the course is to address the repercussions, on the level of the history of education, that derive from a new frontier of research relative to the history of emotions. It has effected a real revolution in how sources of the past are looked at. This is an “enlargement” of the perspective that, already identified in the Thirties of the last century from the historiographic revolution offered by the review «Les Annales», achieves a delineation of a history of sensitivity that finally emancipates itself from a “theological” vision of the process of civilization and from a transposition of psychology into history. This new awareness, far away from any intimist deviation, has distanced emotions and feelings from a dimension without history. It’s exactly from the analysis of family and private contexts, intended as a labyrinth of educational relations and as a privileged space for the manifestation of coercitive identitary rules,- also through the use of a new type of documentation such as autobiographies, literary narrations, diaries, pictorial and iconographic representations,- that a transgenerational element connected to the transmission of educational codes emerges.

The volume C. Covato, Pericoloso a dirsi. Emozioni, sentimenti, divieti e trasgressioni nella storia dell’educazione, Unicopli, Milano, 2018, will be analysed.