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 are suggested to 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.

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.

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 psychicological conflict.

1) GERRIG R.J., ZIMBARDO P.G., ANOLLI L.M. (a cura di, 2012), Psicologia generale. Milano-Torino: Pearson Italia (except chapter 5 and paragraphs: 10.1, 10.2, 10.3, 10.4, 10.7, 11.1 e 11.2).
2) Biasi V. (2006). Il conflitto psichico. Analisi fenomenologiche e verifiche sperimentali. Roma: Monolite.
3) Biasi V. (2010). Processi affettivi e dinamiche della conoscenza. Milano: Guerini.

The topic of the course is the evolution and spread of ICT tools and apps, with a particular interest in the last ten years: from offline productivity softwares to web 2.0 and cloud computing. The aim of the course is to provide theoretical and practical tools useful for understanding and using the most common multimedia tools, focusing on specific issues in the field of education.

- Mari L., Buonanno G., Sciuto D., Informatica e cultura dell'informazione, McGraw-Hill Education, 2013.
- Pireddu M., Social Learning, Guerini e Associati, Milano, 2014.
- recommended readings provided by the teacher

The course of General Didactics includes a basic course (6 credits) and a workshop (3 credits) to obtain a total of 9 credits.

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.

The workshop (3 credits) is a online (on platform of the Department). 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

Basic texts:
- Domenici G., Cajola L., Organizzazione didattica e valutazione, Roma, Monolite,2005
- Margottini M., Formazione e-learning. Teorie e modelli didattici per la scuola, Roma, Monolite editrice, 2008 (free text on platform)

Workshop text:
- M. Pellerey - D. Grzadziel - M. Margottini - F. Epifani - E. Ottone, Imparare a dirigere se stessi, Roma, CNOS-FAP, 2013 (free text on platform)

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.

Un buon manuale di Storia contemporanea delle classi superiori a scelta dello studente

Carlo Felice Casula, Insegnare il Novecento. Chiavi di lettura e casi studio con percorsi di storia e cinema, Editoriale Anicia, 2014

Carlo Felice Casula, Educare alla pace e alla diversità culturale per fondare una nuova cittadinanza consapevole e solidale, in «Qtimes webmagazine11, 30 Gennaio 2016, online: http://www.qtimes.it/flv/q-times_gennaio2016_casula.pdf

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 thought of some amongst the most important authors who dealth with education related issues in the history of Western thought . Particular attention is given to Rousseau's thinking by reading some excerpts from "Emilio", a text which was published in 1762 and revolutionized the thought on education. The monographic part, instead, examines - in the framework of historical studies on sentimental education - the evolution of family relationships, the transition from the extended family to the conjugal-intimate one, and the real educational practices experienced within it between the Eighteenth and the Twentieth Centuries.

1) Saverio Santamaita, Storia dell’educazione e delle pedagogie, Bruno Mondadori, Milano, 2013.
2) Jean-Jacques Rousseau, L’Emilio, (any edition), libri 1,2
3) Marzio Barbagli, Sotto lo stesso tetto. Mutamenti della famiglia in Italia dal XV al XX secolo, Il Mulino, Bologna, 2000 (chapters VI, VII, VIII, IX)
4) Francesca Borruso, Affetti familiari e modelli educativi fra Sette e Novecento, (assay on line).
5) Francesca Borruso, Metodi educativi e violenza sull’infanzia nella storia dell’educazione fra Sette e Novecento, (assay on line).

The Course introduces to the study of Developmental Psychology with a specific focus on the different theoretical approaches to the nature of infancy and its development; on the relational and emotional development; and on the cognitive development.

Schaffer H. R., Psicologia dello sviluppo. Un’introduzione, Cortina Editore, 2005.
Aureli T., Bascelli E., Camodeca M, Di Sano S., Il bambino in classe, Carocci Editore, 2008, CHAPTER 1.

Other books will be suggested at the beginning of the lessons.

There will also be dealt with the methodological aspects of the discipline, with particular reference to research designs (cross-sectional and longitudinal) and procedures for data collection (observation, analysis of the drawings, questionnaires for parents and teachers, checklists).

Schaffer, H. R. (2004). Psicologia dello sviluppo. Un’introduzione, Raffaello Cortina Editore, Milano.

1. General Part:

a) Morality, ethos, ethics, meta-ethics: clarification of terminology

b) The man as a moral subject and the pursuit of happiness

c) d) To be free: what does it mean?

2. Monographic Part:

a) The concept of virtue and its rediscovery in contemporary philosophy

b) The moral questions through literature

c) Education and virtue

a) General Part:

• M. T. RUSSO- L. VALERA, Invito al ben-essere. Lineamenti di etica, Aracne, 2015

b) Monographic Part:

• F. RUSSO (a cura di), La libertà in discussione (e-book online)

• P. RICCI SINDONI, L’altro, ed. Messaggero di Padova 2015

• Testo solo per 9 CFUH. BERGSON, Educazione, cultura, scuola, a cura di M. T. Russo, edizioni Armando

Programme
General aim of the course is identify the main characteristics of experimental pedagogy and describe the main methodological approaches in educational research, with a specific focus on the building and use of the most relevant tools for data collection and their evaluation.
During the course examples of research carried in education with particular reference to a critical use of technology in education will be given and discussed.

Objectives
Specific objectives of the course will be the following:
•identify the essential traits of empirical research in education;
•distinguish observational and experimental research;
•reflect on the characteristics of educational lexicon;
• define the main methodological approaches in educational research;
• draft and build hypothesis in educational research;
• build research questions and design;
• identify evaluation elements and functions;
• reflect on evaluation functions;
• classify evaluation tools;
• define the relationship between teaching and evaluation;
• build knowledge tests;
• analyse data collected though tests;
• know examples of researches in education, connected in particular with a critical use of technology in education.

References
Benedetto Vertecchi, Manuale della valutazione, Milano, Franco Angeli, 2003
Antonella Poce, Tecnologia critica, creatività e didattica della scienza, Milano, Franco Angeli, 2015.
Other learning materials and self evaluation exercises will be given during the course.

The course of Aesthetics in telematic mode is divided into two parts. In the first part we will try to activate a direct analysis of some works of art especially relevanti for the history of Western art. In particular, some characteristic features of Greek Templar architecture will be compared with architectural and pictorial works of the Italian Renaissance. The analysis of the works will be conducted in order to highlight in which sense the precious heritage, on the one hand, of the ancient classical world and, on the other hand, of the experimental legacy produced between the fifteenth and the sixteenth century can still be a source of essential values which can still be transmitted in the context of educational activities. In the second part we will try to highlight some fundamental themes of contemporary aesthetics, examining the texts of two great philosophers, namely Heidegger and Deleuze, whose reflection on the work of art, through the twentieth century, is essential for understanding many current artistic phenomena .

1) M. Heidegger, L'origine dell'opera d'arte, in M. Heidegger, Sentieri interrotti, pp. 3-69, tr. it. di P. Chiodi, ed. La nuova Italia, Firenze 1968, no other Italian translations! Other English editions are admitted but after consulting with the teacher.

2) G. Deleuze, La piega. Leibniz e il Barocco, tr. id. di D. Tarizzo, Einaudi, Torino 2004.

3) G. Scotto, Estetica antica e del Rinascimento. Differenze essenziali alla luce di alcune opere d'arte, Authorpublishing, Roma 2017 (the text will be available in electronic form as .pdf file on the Forum didattico from March 1st, 2018).

The course focuses on the meaning and function of philosophical reflection on the habit in relation to the dimensions of interiority and self-care. Alongside a general reconstruction of the theme of the habit during the Western thought from Aristotle to the present day, the lessons will deepen the thinking of some ancient and modern philosophers on the subject of the course, referring directly to the texts of the studied authors.

1)
- M. Piazza, L'antagonista necessario. Il pensiero francese dell'abitudine da Montaigne a Deleuze, Milano, Mimesis, 2015

2) A TEXT CHOSEN FROM:
- M. Piazza, Il fantasma dell'interiorità. Breve storia di un concetto controverso, Milano, Mimesis, 2012
- M. Foucault, L'ermeneutica del soggetto, Milano, Feltrinelli, 2016 (pp. 3-290)

3) A TEXT CHOSEN FROM:
Marco Aurelio, I ricordi (preferibilmente l'edizione a cura di C. Carena, Torino, Einaudi) - READ FULL TEXT
- Agostino, Le Confessioni (preferibilmente l'edizione Milano, Rizzoli) - ONLY BOOKS I, II, III, X, XI.
- Montaigne, I saggi (preferibilmente l'edizione Milano, Bompiani) - ONLY CHAPS. XXIII AND XXXIX OF BOOK I, CHAP. II OF BOOK III AND CHAP. X OF BOOK III.
- Cartesio, Discorso del metodo (preferibilmente l'edizione Milano, Rizzoli) - READ FULL TEXT
- Hume, Trattato sulla natura umana (preferibilmente l'edizione Roma-Bari, Laterza) - ONLY SECTION VI OF PART IV OF BOOK I.

Subject
Library and Information Science – LIS (AY 2017-18)

Presentation 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.

Objectives
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.

Knowing the theoretical basic fundamentals and acquiring the techniques of Bibliography, Librarianship and Documentation, in particularly concerning:
o Information and documentation as an instructional and educational resource
o 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
o planning, organization and management of public libraries, school libraries, children’s libraries as a learning environment

Requirement
A basic knowledge of the following fields is appreciated:
History, Education, Adult Education
Computer Science (PC, Internet, e-mail)
English language
Teaching Programme
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

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.

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;
3. Documentation: types of documents, the documentation chain etc.
Cataloging, Indexing (Dewey, CDU, subject and thesauri), OPAC.
Collection development and space designing and planning.
User education
Assessment and evaluation

Teaching material 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)

Learning and teaching methods • face-to-face lectures
• resources, interaction and tutoring in the Moodle platform
• seminars, guided library visits, training sessions.
Exams a) Evaluation at the end of each of the three modules (“in itinere”)
b) Final evalutation: written reference compilation test; a multiple choices test on LIS (see: volumes n. 1 and 2 in the “Teaching material”); a reading form based on one of the books “Conoscere la biblioteca”

Foreign Students Possible adjustment of the teaching program, according to the previous academic curriculum.
Languages: English, French, Spanish; Portuguese; German.

Meeting Upon request (mail to: luisa.marquardt@uniroma3.it):
via Milazzo, 11/B or via Principe Amedeo, 182

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)