Unit 1 - Education.
Categories, concepts and keywords. Phenomena, institutions and systems.

Unit 2 - Foundations of western Education. Education in some ancient and medieval classical texts.
Knowledge, dialectic, investigation for truth, philosophy.
The Soul.
Virtues.

Unit 3 - Classical Texts reading Laboratory.
Socrates' Apology; pages from Crito, Phaedo, Republic, Phaedrus and other platonic excerpts; Augustines: De Magistro; Thomas: De Magistro.

Examination (only 6 and 3 credits)
6 credits: Unit 1, choose between Unit 2 and Unit 3
3 credits: choose between Unit 2 and Unit 3
Students must speack with the Professor in order to choose between the Unit 2 and 3.

Platone, Tutte le opere, Roma, Newton Compton.
Sant'Agostino e San Tommaso, De Magistro, Roma, Anicia.
Rocco Marcello Postiglione, Formazione professionale. Didattica accademica. Concetti intersezioni applicazioni, Roma, Anicia, 2018, chaps. 1 and 2.

Students can use every edition (Hardcover, paperback or ebook).
However, in the instructional materials we will refer to the Kindle edition.

On the contemporary issue and problems the students should study the documents uploaded in the learning platform.

- ICT basic concepts: Algorithms and computation theory, Information encoding, Hardware, Software, Networks, communication and information technologies.
- Computer use: Operating systems, File system, Tools and Printing.
- Spreadsheet: Using excel, Cells, Managing spreadsheets, Arithmetic formula and functions, Text and number formatting, Graphs.
- Text processing: Using word, Creating and formatting documents, Objects, Mail merge, Printing.
- Presentations: Using powerpoint, Creating a presentation, Text, Shapes, Objects, Animations and transitions.
- Online collaboration: remote storage and on-line forms.
- Databases management system and language for querying databases.

Informatica di Base. Mauro Mezzini, Apogeo Education, Maggioli Editore, 2016


See also the website http://host.uniroma3.it/docenti/mezzini/teaching.html

Course title: Individualization of teaching and modular teaching in formal contexts
The organization of teaching is a crucial variable to ensure the quality of educational processes in formal and no formal contexts. It’s also an orientation key.
The course starts from a reflection on the foundations, the methods of investigation and the aims of the discipline. It intends to analyze some of the most famous models of didactic organization in the formal contexts. In particular it wants to study some models of individualization and personalization of teaching in relation with ICT. Part of the program is dedicated to early childhood and applications to educational settings for children.
The workshop is online. The activities include the filling of online questionnnaires and the analysis of results. The interpretation and comments on profiles must be reported in a short report that must be delivered on the platform sdeonline.uniroma3.it.

Texts for the basic path
- Domenici G., Cajola L., Organizzazione didattica e valutazione, Roma, Monolite,2005
Educational materials available for free on the online platform
Text for the Laboratory:
- M. Pellerey - D. Grzadziel - M. Margottini - F. Epifani - E. Ottone, Imparare a dirigere se stessi, Roma, CNOS-FAP, 2013 (free on line)
All educational resources, structured in learning units, are available for free on the course platform

The course includes a manual section, which aims to offer an exhaustive picture of political-institutional, socio-economic and communicative-media transformations in the historical processes that have marked the last two centuries, between 1848 and the present time, with attention to the roots of modernity in the nineteenth century and to the challenges of the twenty-first century. Priority is given to the processes of global interaction and interdependence, placing European history in a global geo-political context and Italian history itself in a transnational perspective.
The course also develops thematic paths that allow to enhance the role of the sources (archival, written, oral, audio-visual, online) in "making history". The path concerns the emergence of a culture and practices of "active citizenship", as a reflection of the values of the Republican Constitution.

The course focuses on the manual volume of Lucio Caracciolo and Adriano Roccucci,Storia contemporanea. Dal mondo europeo al mondo senza centro, Milan, Mondadori Education, 2017 [Isbn: 978-88-00-74473-7].
The following in-depth text is the following: Giuseppe Cotturri, Romanzo popolare. Costituzione e cittadini nell’Italia repubblicana, Rome, Castelvecchi, 2019, pp. 266 [ISBN: 978-88-3282-613-5].

The teaching aims to ensure the knowledge about the transformation of the international order after World War II until the globalization and the end of the East-West bipolarity.
The lessons will focus on two specific areas of the history of international relations:
1. The phases of the Cold War: US - USSR confrontation; competitive coexistence; Détente.
2. The key moments of the European Union founding process: the transatlantic relations versus the formation of the Franco-German axis; the European Coal and Steel Community and the proposed European Defense Community; the establishment of new supranational institutions.
The European Community's path will be examined from the point of view of political history (especially with regard to the transnational cooperation between political parties and trade unions) and in terms of the history of ideas, that is the analysis of the federalist thought within the twentieth century political cultures and about the importance of the religious factor on the dynamics of redefining the rules and institutions of European governance.
The course is so tailored in view of an educational goal, namely offering to students a framework for an independent and critical interpretation of the political, socio-economic and cultural patterns that have led to the determination of the foreign policy guidelines during the twentieth and twenty-first centuries.

Marialuisa Lucia Sergio, La diplomazia delle due sponde del Tevere: Aggiornamento conciliare e democrazia nelle transizioni internazionali (1965-1975), Studium Edizioni, 2018

The course consists of a basic course and a monographic part. The basic course aims at examining the evolution of 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. Particular attention will be given to the thought of Rousseau by reading some excerpts from the "Emilio", a text published in 1762 which revolutionized the thinking on education.
In the monographic part, instead, it will be examined the evolution of family relationships and of real educational practices from Seventeenth to Twentieth century, in the framework of historical studies on the history of the family and history of childhood in the Western world. Thus, through atypical sources - autobiographies, life stories, correspondence, literary sources - we will try to analyze the arising of the sentiment of childhood from modern times onwards and the transformation of the parent-child relationship into the bourgeois family, which evolved towards more equality and intimacy.

1) Saverio Santamaita, Storia dell’educazione e delle pedagogie, Bruno Mondadori, Milano, 2013.
2) Jean-Jacques Rousseau, L’Emilio, any edition, chapters 1,2
3) F. Borruso, Infanzie. Percorsi storico-educativi fra immaginario e realtà, Franco Angeli, Roma, 2019
4) J. Dewey, Scuola e società, cura e introduzione di F. Borruso, Edizioni Conoscenza, Roma 2018.

History, theoretical models and methods in psychological research. States and levels of consciousness. The cognitive processes: perception, learning, memory, thought, creativity. The affective dynamics: emotions, motivations and psychological conflict. Elements of methodology of psycho-pedagogical research. A part of the program is dedicated to applications to educational contexts for children.

1) GERRIG R.J., et al. (a cura di, Edizione del 2018), Psicologia generale. Milano-Torino: Pearson Italia (except for chapters: 2, 9, 11, 12, 13 e 14; and except for paragrapfhs 10.1 e 10.2).
Or: GERRIG R.J., et al. (Eds, 2012), Psicologia generale. Milano-Torino: Pearson Italia (except for chapters: 3; and except for paragrapfhs 10.1, 10.2, 10.3, 10.4, 10.7, 11.1 e 11.2).

2) Biasi V. (2019). Conflitto psichico e Educazione. Fenomenologia e sperimentazione. Milano: LED.

3) Biasi V. (2017). Dinamiche dell’apprendere. Schemi mentali, interessi e questioni didattico-valutative. Roma: Carocci.

Theories and research methods in social psychology. Knowledge and perception of the social world. Social cognition. Dual models and implicit social cognition. Attitudes, stereotypes, and prejudice. Social relations: small group processes and intergroup relations. Communication, persuasion and social influence. Applied social psychology: health, environment and sustainable development.
Exam: Multiple choice test + open-ended questions

- Hogg e Vaughan. Psicologia sociale. Pearson Editore
- Passafaro, Carrus, Pirchio. I bambini e l’ecologia: Aspetti psicologici dell’educazione ambientale. Carocci editore

1. General part
a) Moral, ethos, ethics, metaethics: terminological clarifications
b) Man as a moral subject and the pursuit of happiness
c) Being free: what does this mean?

2. Monographic Part

a) The notion of virtue and its rediscovery in contemporary philosophy
b) Moral questions through literature
c) Education and virtue

M.T. RUSSO-L.VALERA, Invito al ben-essere, Aracne, Roma 2015
P. RICCI SINDONI, L'altro, Messaggero, Padova 2016
Bibliography online

The teaching will focus on the main themes of educational research. The main contents of the course will be structured according to three macro temporal articulations:
1. Theory: Doing research in education; quantitative research and qualitative research: key characteristics and concepts; educational research strategies; the phases of research in education; the construction of the theoretical framework; from hypotheses to operational definitions of research; the collection, analysis and interpretation of data.
2. Theory: evaluation elements and functions; formative and summative evaluation tools; collection and analysis of data.
3. In-depth study: educational research in the field of museum education and scientific and heritage education in primary school context.

Vertecchi, B. (2003). Manuale della valutazione. Analisi degli apprendimenti e dei contesti. Milano: FrancoAngeli
Antonella Poce, Tecnologia critica, creatività e didattica della scienza, Milano, Franco Angeli, 2015.

The course intends to deepen a specific field of research methodology in experimental pedagogy which is the one related to action-research and research-intervention. It will start with action-research as formulated by its creator Kurt Lewin and then go on to review the main evolutions and declinations that it has taken on over time, which are collected under the vast and general hat of 'research-intervention'. The main methodological aspects that characterize the different models and their relation to socio-educational interventions that are oriented towards change will be explored.
They will be topics of the course:
- Research-action: Kurt Lewin's proposal and its evolutions
- epistemological and methodological issues of action-research
- some main search-intervention models
- the role of the researcher and forms of participation
- what social change means and how to trigger it
- complexity of educational research in 'natural' social processes
- problems and perspectives with respect to the validity of the data in the action-research/research-intervention
- social change and its educational implications
- action-research in informal, non-formal and formal educational contexts.

- Colucci-Colombo-Montali, La ricerca-intervento. Prospettive, ambiti e applicazioni, Il Mulino, Bologna 2008. Chapters: I-II-III-IV
- Colazzo-Manfreda, La comunità come risorsa. Epistemologia, metodologia e fenomenologia dell'intervento di comunità. Un approccio interdisciplinare, Armando editore, Roma 2019. Chapters: Capitolo Sesto.

Arguments considered are: frequency distributions, graphics, measure of central tendency (mean, mode, median), measure of dispersion (standard deviation, variance, variation coefficient), bivariate contingency tables, correlation analysis (covariance, correlation coefficient).

MARELLA D., Lectures slides will be available.

CORBETTA P., GASPERONI G., PISATI M., Statistica per la ricerca sociale, Il Mulino, Bologna, 2001.

1. Aesthetics, the epistemological statute; 2. Aesthetical experience as anthropological practice: an historical path; 3. The Aesthetics of Media: the aestheticization of communication (M. McLuhan, J. Habermas);4. The contemporary context: between real and digital. A reflection about a possible redefinition of the concepts of perception and experience; 5. Virtual realities and illusory worlds: the paradigm of Augmented Reality, an aesthetic anthropological reading. Digital identity and online identity processes: datamining, practical profiles of identification "without body"; 6.The new narrative modalities. An interpretation of reality through the "aesthetics" of the TV series. 7. The processes of aestheticization in the different cultural contexts (India, Africa, Europe).

Testo obbligatorio:
Material will be provided for each learning unit. The reference text used is F. Desideri, C. Cantelli, Storia dell'Estetica occidentale. Da Omero alle neuroscienze, Carocci editore, Roma (to study only the pages: 17-20; 23-24; 35-51; 59-64; 65-69; 129-135; 152-155; 173-176; 251-263; 275-277; 295-299; 371-375; 577-579; 584-588).


A text must be chosen in agreement with the teacher from among these indicated:
A. Caneva, C. Caneva, C. Costa, F. Orlando, L’immaginario contemporaneo. La grande pro-vocazione delle serie TV, Mimesis, Milano 2018.
V. Codeluppi, Mi metto in vetrina. Selfie, Facebook, Apple, Hello Kitty, Renzi e altre “vetrinizzazioni”, Mimesis, Milano 2015.
C. Costa, La società post razionale, Armando, Roma 2012.
Z. Baumann, La vita tra reale e irreale, Egea, S Giuliano (Mi) 2014.
R. Eugeni, La condizione postmediale, Editrice La Scuola, Brescia 2015.
P. Gomorasca, La ragione negli affetti. Radice comune di logos e pathos, Vita e pensiero, Milano 2004.
P. Granata, Arte, estetica e nuovi media, Fausto Lupetti editore, Bologna 2009.
A. Kolnai, Il disgusto, Marinotti, Milano 2017.

The course intends to present the main conceptual nodes that innervate the philosophical reflection on habit from modernity onwards, with particular attention to the development that this theme assumes especially from the nineteenth century, also in correlation with the debate between philosophy and psychology, considering that the theme of habit has rediscovered a specific interest on the part of contemporary cognitive sciences.
In the course a text by William James on habit will be considered and commented on, particularly illustrative of this debate at the intersection between philosophy and psychology.

1. Marco Piazza, Creature dell’abitudine. Abito, costume, seconda natura da Aristotele alle scienze cognitive, Bologna, Il Mulino, 2018.
2. William James, Le leggi dell’abitudine, a cura di D. Vincenti, Milan, Mimesis, 2019.

We recommend reading: P. Guarnieri, Introduzione a William James, Rome-Bari, Laterza, 1985 or Giuseppe Riconda, Invito al pensiero di William James, Mursia, Milano, 1999.

The course introduces to the theoretical approaches and the main concepts of developmental psychology. The first part aims to provide the student with the presentation of the nature of childhood, the biological and environmental factors in the development, the developmental context. The second part presents the different aspects of child development: social and relational, cognitive, linguistic and communicative, and emotional.

• Schaffer H. R., Psicologia dello sviluppo. Un’introduzione, Milano: Raffaello Cortina. Del capitolo 3 fare solo il paragrafo Natura ed educazione (p. 48); tutti gli altri capitoli completi.
• Aureli, T., Lo sviluppo nel contesto, capitolo in Aureli T., Bascelli, E., Camodeca M., Di Sano, S. (2008-2016). Il bambino in classe. Roma: Carocci. Solo il capitolo 1, disponibile sulla piattaforma.
• Perucchini, P., I contesti dello sviluppo: la famiglia e la scuola. Capitolo in Barone L., (2019). Manuale di psicologia dello sviluppo. Roma: Carocci. Solo il capitolo 2, disponibile sulla piattaforma.
• Caprara, G.V., Gerbino, M., Luengo Kanacri, B.P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano-Torino: Pearson.
• Baumgartner, E. (2002-2019). Il gioco dei bambini. Roma: Carocci (Collana Le Bussole).

Il corso si articola in 5 sezioni, che tracceranno in modo sintetico e con qualche esempio:
I diversi approcci allo studio scientifico
I principi della metodologia scientifica moderna
La misura in psicologia
I principali metodi adottati
Gli approcci alla ricerca

Schaffer, H. R. (2005). Psicologia dello sviluppo: un'introduzione (Developmental psychology: an introduction). Milano: Raffaello Cortina.

Subject: Library and Information Science (AY 2019-2020)

Foreword
Sound abilities in reading (conceived as a set of literacies: functional, multimedia, information…) are required to any citizen in order to understand the phenomena of our complex, transitional, “liquid” society, and to be able to self-orienteering and learning in such a globalised and interconnected context.

Libraries, archives, documentation and information centers (and museums as well) are vital learning environments that enable their users to acquire, reinforce, improve Information Literacy and therefore a competent use of information. Furthermore, they contribute to meet the 2030 SDGs.

Objectives
o Becoming aware of the strategic relevance of information literacy and of the role played in it by libraries, especially the school library, in the learning process in a complex society.
o Knowing the theoretical basic fundamentals and acquiring the techniques of Bibliography, Librarianship and Documentation, in particularly concerning:
 Information and documentation as an instructional and educational resource
 web 2.0 in media and information literacy education and as a means of communication and outreach of library services addressed to children and pupils
 planning, organization and management of public libraries, school libraries, children’s libraries as a learning environment

Course Description
The course is divided in three modules:
1) Introduction (on Info-complexity, Media and Information Literacy, Bibliographic research and Academic Writing)
2) Bibliography
3) Librarianship

The course
o Presents and analyzes the definitions of Information Literacy, and, more recently, MIL – Media and Information Literacy, starting from UNESCO and library associations documents;
o Suggests and analyzes approaches and methods of information seeking, taking into account the information overload and digital divide phenomena;
o Reflects on the role of libraries and librarians in contrasting such exclusion phenomena through customized services such as the Reference Library, users’ education, tank to new web 2.0 tools.

Content
Basic concepts of:
1. Bibliography: definition; history in brief; types, reference citation and styles; compilation; tools; ISO standards.
2. Librarianship: definition; history in brief; types of libraries; standards, IFLA guidelines and manifestos, automation; Cataloging, Indexing (Dewey, CDU, subject and thesauri), OPAC. Collection development and space designing and planning. User education Library services assessment and evaluation.
3. Documentation: types of documents, the documentation chain etc.

Subject: Library and Information Science (AY 2019-2020)

Teaching Resources
1. MARCO SANTORO, Lezioni di bibliografia, Milano: Editrice Bibliografica, 2012. ISBN 9788870757224.
2. GIOVANNA GRANATA, Introduzione alla biblioteconomia, Bologna: Il Mulino, 2013.
3. one of the volumes to be chosen in the series “Conoscere la biblioteca” (Milano: Editrice Bibliografica) OR DONATELLA LOMBELLO SOFFIATO – MARIO PRIORE, La biblioteca scolastica al tempo del digitale (Editrice Bibliografica 2018 - 9788870759969).
4. LUISA MARQUARDT, Competenza informativa, booklet accessible through SDEonline platform.

The Professor’s teaching resources, handouts etc. will be available on the Moodle platform accessible in SDEonline.

Suggested further reading (useful for the final work, i.e. "thesis"): JOSÉ M. PRELLEZO – JESUS M. GARCIA, Invito alla ricerca. Metodologia e tecniche del lavoro scientifico, Roma: LAS, 2007.

The course contemplates three main parts.
The first one provides knowledge of historical, theoretical and methodological models for the transition from Taylor-Fordist type of organizational and bureaucratic approach “cognitive”, and the analysis of the interconnections of a cultural and management relating to the affirmation of the company network and the Total Quality Management.
The second part aims to develop skills and expertise in the analysis of the processes of evolution of organizational models, on the development of organizational learning, in view of intertwining of individual and collective dynamics in the functioning of organizations and the necessary integration between the strategic variables: people, processes, technologies and facilities.
The last one has to objective to promote a critical analysis of the evolution of organizational models in public administration, on the transformation of the bureaucratic model and the success of the telocratic model of new public management, based on analysis of business case studies and testimonials.

COCOZZA A., Organizzazioni. Culture, modelli, governance, Franco Angeli, Milano, 2014.
COCOZZA A., Il sistema scuola. Autonomia, sviluppo e responsabilità nel lifewide learning, Franco Angeli, Milano, 2012.

Sociology unites theory and empirical research, and today, more than ever, it is useful for being able to analyze and respond to the questions of change and social coexistence: democracy, globalization, ecology, gender and sexuality, migrations, symbolic representations, great themes that carry within them the transformations of social relations, of the family, of stratification, of education, of religion, of the arts, of the use of mass media. The course therefore intends to address the forms and changes of living in society, according to different theories and methods of investigation, with the aim of making female students and students increasingly autonomous, critical and aware. Able to set up conceptually oriented empirical research.

Particular attention will be paid to issues closer to the professional course of the EduForm and Sde Online Degree Course and childhood.
Seminars will be organized during the course.

for 6 credits:

1) Neil J. Smelser, Manuale di Sociologia, Il Mulino, or F. Ferrarotti, Manuale di Sociologia, Laterza, or R. Cipriani, Nuovo manuale di sociologia, Maggioli editore

2) One text to choose betwen:
E. Goffman, La vita quotidiana come rappresentazione o I rituali dell’interazione, L. Berger, T. Luckmann, La realtà come costruzione sociale, M. Weber,Lo spirito protestante e le origini del capitalismo o La scienza come professione. La politica come professione, , E. Durkheim, Il Suicidio, P. H. Marcuse, L’uomo ad una dimensione, W. Adorno, La personalità autoritaria Bourdieu, Il dominio maschile, Feltrinelli, C.W. Mills, L'immaginazione sociologica, Il Saggiatore, Hannah Arendt, Vita activa o Le origini del totalitarismo, qualsiasi edizione, Franco Ferrarotti, La sociologia alla riscoperta della qualità/oppure/ La sociologia .

3) Milena Gammaitoni, Storie di vita di artiste europee, dal Medioevo alla contemporaneità, Cleup, Padova

4) One text to choose betwen: : M. Gammaitoni, a cura, Per una sociologia delle arti. Storia e storie di vita, Cleup, 2012 M. Gammaitoni, a cura, Le arti e la politica. Le risposte della sociologia, Cleup, 2015 Milena Gammaitoni, Le Compositrici, Storia e storie di vita, SEdM, in corso di stampa, M. Gammaitoni, L'Orchestra di Piazza Vittorio, storie e storie di vita, in corso di stampa i libri dell'editore Cleup si possono ordinare direttamente a redazione@cleup.it oppure on line su ibs libri,