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EduForm Educ Sps I anno - (show)
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9
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22910126 -
General sociology
(objectives)
The course aims to acquire the fundamentals of sociological knowledge with particular reference to the scientific character of sociology. Starting from an examination of the historical development of the discipline through the learning of the thought of the main authors, we propose an approach to the major theories, categories and sociological currents.
With the study of General Sociology, the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
- knowledge of the theoretical principles of sociology;
- ability to express oneself in the language and terms of the discipline;
- understanding of the interconnections that structure the relationship between man and society in the various macro systemic contexts: social, economic, cultural.
In terms of knowledge and comprehension skills applied:
- ability to apply the knowledge acquired in research projects on the topics covered by the course;
- ability to apply sociological theories by elaborating research hypotheses and selecting the most suitable research techniques.
In terms of autonomy of judgement:
- ability to critically read manuals and specialist texts concerning the discipline;
- ability to identify the appropriate methods of study and research in relation to the different contexts of application;
- ability to read critically the results of studies, research and projects.
In terms of communication skills:
- acquisition of terminology specific to the discipline;
- ability to express clearly, even to a non-specialist audience, environmental issues in the global socio-economic context.
In terms of learning capacity:
- understanding of the importance of field observation and direct experience of the processes being studied.
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GAMMAITONI MILENA
( syllabus)
If we think of sociology as a reflective thought on man, on his actions in society, it could be said that it has always existed: from philosophy, in literature, among scholars of every age, in the most varied fields. A science arises from the human need to satisfy certain needs, proposing answers, practical solutions to real problems or cognitive needs. Sociology combines theory and empirical research, and today, more than ever, it is useful for knowing how to analyze and respond to the issues of social coexistence: culture, democracy, health, 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 the 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 more and more autonomous and aware. Able to set up conceptually oriented empirical research. Particular attention will be paid to the themes closest to the professional paths of the Eduform, Edunido and SFP degree courses, with particular attention to childhood.
( reference books)
3 textes suggested
1) The Main Text to choice between:
Testi di esame consigliati:
1) Main Text to choice:
Rita Bichi, a cura, “Sociologia”, Editore Vita e Pensiero, Milano, 2022 1 parte e i capitoli della 2 parte 30-31-32-33-40-41
oppure
Milena Gammaitoni, a cura, "La Sociologia: concetti e ricerca empirica" Utet, Torino, (in corso di stampa)
2) Un testo a scelta tra:
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,
P. 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,
Agnes Heller, Per una teoria dei sentimenti,
Mary Wollstonecraft, I diritti delle donne,
Z. Bauman, Amore liquido,
Odorisio G.C., Harriet Martineau e Tocqueville, Due diverse letture della democrazia americana, Rubettino.
3) un testo a scelta tra:
Milena Gammaitoni, Storie di vita di artiste europee, dal Medioevo alla contemporaneità, Cleup, Padova
Aversano L., Caianiello O., Gammaitoni M., a cura, Musiciste e Compositrici, Storia e storie di vita, SEdM, 2021 ( ordinabile nel sito www.sedm.it),
Bartholini I., Violenza di prossimità. La vittima, il carnefice, lo spettatore e il «grande occhio»,
Carbone C., Voci indigene e saperi sovversivi, Le donne Maori innovano le conoscenze, Mimesis, 2021,
Carnà K., Nuove identità in una società multietnica, Percorsi tra scuole, religioni, famiglie, Cleup, 2020,
Carnà K., S. Rossetti, Corpi e identità, donne dal subcontinente indiano all’Italia, Maori Ed. 2021,
Grassi E., Etica e intelligenza artificiale, questioni aperte, Armando, 2020,
Corbisiero F., M. Nocenzi, Manuale di educazione al genere e alla sessualità, Utet, 2021
Costa C., Morsello B., Incerta religiosità, forme molteplici del credere, Franco Angeli, 2020,
D’Amato M. a cura, Immaginario e satanismo, Universitaria, 2010
Gammaitoni M., a cura, Le arti e la politica. Le risposte della sociologia, Cleup, 2015,
Gammaitoni M., a cura, Per una sociologia delle arti. Storia e storie di vita, Cleup, 2012
Gammaitoni M., a cura, Roma in mutamento? Intercultura e inclusione per servizi pubblici innovativi, Cleup, 2021.
Romeo A., Per una sociologia del corpo, Mondadori, 2018,
Cleup's books are available at: redazione@cleup.it
Bigliografia di riferimento
Luciano Gallino, Dizionario di Sociologia, Utet
Franco Ferrarotti, Trattato di Sociologia, Utet
Letture Consigliate
Patricia Madoo Lengermann, Gilian Niebrugge, The Women Founders, Sociology and Social Theory 1830-1930, Waveland Press, 2007
Nicolò Govoni, Se fosse tuo figlio, Longanesi
Elena Giannini Belotti, Dalla parte delle bambine, Mondadori
Marina D’Amato, Ci siamo persi i bambini, Laterza
Graziella Priulla, Violate, sessismo e cultura dello stupro, Maori ed.
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9
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SPS/07
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54
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Basic compulsory activities
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ITA |
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22902476 -
sociology of education
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22902476-1 -
SOCIOLOGIA DELL'EDUCAZIONE (L39/40)
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Derived from
22902476-1 SOCIOLOGIA DELL'EDUCAZIONE (L39/40) in Servizio sociale e Sociologia L-40 A - L GIARDIELLO MAURO
( syllabus)
Classical and contemporary theories; Cultural capital and school; Educational contexts; Educational processes and communities; Civil quality of education and public space; Socialization, belonging and identity; Education and marginality; Social and educational inequalities; Youth cultures and subcultures; Marginality and second generation of migrants; Social research and educational planning.
( reference books)
Besozzi, E., Società, cultura, educazione, Carocci, Roma, 2016, pp.17-73; 91-103;127-153; 275-406.
Bourdieu, P., Forme di Capitale. Santoro, M., (a cura di), Armando, Roma, 2015
Caiazza, K., Gagliardo, M., Sulle tracce dell'educazione, Edizioni Gruppo Abele, Torino.
Giancola, O., Salmieri, L., Educazione, istruzione e diseguaglianze, in Giancola, O., Salmieri, L. (a cura di), Sociologia delle disuguaglianze, Carocci, Roma, 2020, pp. 141-150 (disponibili in pdf su formonline)
Giardiello, M., Sociologia della marginalità. Il contributo di Gino Germani, Carocci, Roma 2012.
Orioles, M., La seconda generazione di migranti. Verso Quale integrazione? Carocci, Roma, 2014
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6
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SPS/08
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36
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Basic compulsory activities
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22902476-2 -
SOCIOLOGIA DELL'EDUCAZIONE (L39/40)
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Derived from
22902476-2 SOCIOLOGIA DELL'EDUCAZIONE (L39/40) in Servizio sociale e Sociologia L-40 M - Z RUSPINI PAOLO
( syllabus)
The course is divided into two parts: a first general part dedicated to a review of topics pertaining to sociology of education with reference to the construction of social identity in multicultural context and to the processes of primary, secondary and peer socialization; a second monographic part, dedicated to an in-depth study of international migration dynamics and their impact on formal and informal educational processes from a comparative perspective.
Relevant issues in this area are, among others, the second generations of migrants, discrimination in education and work, intercultural competences, the role of transnational networks and migrant diasporas as educational and development agents, intergenerational dialogue and the impact of training / work dynamics on emigration processes. The importance of historical memory and the transmission of knowledge on migration through diversity education facilitate the fight against the problematization of migration and thus allow the initiation of citizenship and naturalization practices appropriate to the new multi-ethnic reality and hybrid identities of transnational migrants. To this end, case studies derived from empirical research on female migration from sub-Saharan Africa to Europe and from the analysis of old and new emigration flows from Italy will be proposed in a comparative perspective.
Lesson themes
Unit 1
Presentation of the course and the theme "Society and education"
Unit 2
Society and education: a theoretical and interpretative framework
Unit 3
Society and education: models of socialization
Unit 4
Identity in the multicultural society
Unit 5
Socialization, inequalities and migration
Unit 6
International migration: a theoretical and empirical framework
Unit 7
Memory and migration: transnational migration networks and diversity education
Unit 8
Interculturality, discrimination and educational processes: the second generations
Unit 9
Female migration from sub-Saharan Africa: gender and participatory paths
Unit 10
“Why are they leaving?”: Italian emigrations
Unit 11
Ethnographic path and course conclusions
( reference books)
Bibliographic references (attending and non-attending students)
Various teaching materials will be suggested by the lecturer during classes together with ad hoc readings. Others are available online.
General part:
Besozzi, E. (2017), Società, cultura, educazione. Teorie, contesti e processi, Roma: Carocci.
Monographic part:
Koser, K. (2009), Le migrazioni internazionali, Bologna: Il Mulino (Edizione originale: International Migration: A Very Short Introduction, Oxford: Oxford University Press, 2007)
Another text to be chosen from:
Gehnyei, A. M. (2023), Il corpo nero, Roma: Fandango Libri.
Lapov, Z., Campani, G. (2017), Donne africane oltre le frontiere. Percorsi partecipativi in prospettiva di genere, Firenze: Nerbini.
Pugliese, E. (2018), Quelli che se ne vanno. La nuova emigrazione italiana, Bologna: Il Mulino.
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3
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SPS/08
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18
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Basic compulsory activities
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ITA |
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Optional group:
EduForm Educ M-PED/01 I anno - (show)
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9
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22910120 -
Professional education
(objectives)
The purpose of the course is to analyse the figure and functions of the "Educator", a profession that originates in social professional education whose essential treaties are recognized in methodologies and principles typical of essential education as it has developed in the European middle context.
Studying professional pedagogy the student will be able to:
In terms of knowledge and understanding:
- define and identify the epistemological and methodological field of this branch of knowledge;
- know the specific characteristics of different educational settings for individual and community wellbeing
In terms of ability to apply knowledge and understanding:
- analyse the best educational practices with reference to nationally and internationally consolidated pedagogical methods;
- be able to access scientific literature of reference to plan emancipation paths for those involved in the process;
In terms of independent judgment:
- interpret different educational needs and master methods and the most suitable expressive codes for different contexts;
- evaluate pedagogical innovations promoting collaborative and integrated work with local people and services.
In terms of communication skills:
- use human interaction strategies in different educational contexts and identify ones own pedagogical style;
- interact in social contexts to plan educational actions;
In terms of learning skills:
- understand the role of pedagogical knowledge in its historical and socio-political development in formal and non-formal educational contexts.
- understand the educational relationship in its different socio-historical, cognitive and emotional dimensions.
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ZIZIOLI ELENA
( syllabus)
The purpose of this course is to offer systemic reflections on the relationship between pedagogy and the professional activity of the socio-pedagogical educator (legally regulated by the recent 205/17 law) for individual and community wellbeing in present-day multicultural and globalised contexts and is divided in three parts.
In the first part issues belonging to pedagogical knowledge and its antinomies (nature/culture, individual/society, equality/difference, authority/freedom, theory/practice) they will explore, hlighting the planning and transformative dimension.
In the second, more substantial part explore educational settings for the different ages in life (from family to childcare services and elderly services) and from mental and social disadvantage facilities (prison) and emergency contexts, while building construction educational workshops to identify strategies, resources and methods for the professional act.
In the third workshop part, you will be asked to choose a setting and build an educational project based on the chosen setting.
The organization includes lectures, seminar and laboratory activities with participatory teaching methods.
Meetings will also be organized with experts and representatives of institutions and educational associations active in the territories.
( reference books)
Recommended texts
Part one
A text of your choice from:
Sergio Tramma (2018), L'educatore imperfetto. Senso e complessità del lavoro educativo. Carrocci, Roma, Terza edizione.
Anna Salerni, Giordana Szpunar (2019), Il professionista dell'educazione tra teoria e pratica, Edizioni Junior, Parma.
Part Two
1) Three essays to choose from L. Cerrocchi, L. Dozza (eds.) (2018), Contesti educativi per il sociale. Progettualità, professioni e setting per il benessere individuale e di comunità, FrancoAngeli, Milano. Essays can also be chosen from later editions.
2) An essay of your choice from:
G. Annacontini, A. Vaccarelli, E. Zizioli (eds.) (2022), Pedagogia dell’Emergenza. Concetti, linguaggi, metodologia, Progedit, Bari.
An essay of your choice from the volume being printed by Donzelli on the experience of popular schools.
3)Case study of a setting: E. Zizioli (2021), Donne Detenute. Percorsi educativi di liberazione, FrancoAngeli, Milano.
Part Three
An essay of your choice from the volume being printed by Donzelli on the experience of popular schools.
Reading a classic of your choice from:
A. S. Makarenko (2009), La pedagogia scolastica sovietica, Armando, Roma.
J. Dewey, Esperienza e educazione. Qualsiasi edizione purché integrale.
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9
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M-PED/01
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54
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Basic compulsory activities
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ITA |
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22910121 -
Education Philosophy
(objectives)
The principle of educational continuity constitutes the background of contemporary educational thought. The new educational philosophical orientations require a reflection on the adaptation of the conceptual and operational tools that serve to address the relationship between experience and education.
By studying the Philosophy of Education the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
- define and identify the epistemological and methodological field of the discipline;
- understand The principle of educational continuity.
In terms of ability to apply knowledge and understanding:
- analyse the relationship between experience and education;
- Identify conceptual and operational tools to address the relationship between experience and education.
In terms of autonomy of judgement:
- understand contemporary educational thinking;
- identify and generalize educational phenomena and processes.
In terms of communication skills:
- Interact in the classroom and outside the classroom;
- Linking pedagogical theories to contemporary educational issues.
In terms of learning capacity:
- understand the educational challenge and propose solutions in the light of the new educational philosophical orientations;
- be able to access the relevant scientific literature.
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GIOSI MARCO
( syllabus)
The narrative-autobiographical principle as a pedagogical-educational paradigm.
Autobiographical writing, self-narration, appear rich in formative, emancipatory, reflective-critical implications. Underlying them, we can identify a radical need for self-expression, a "giving shape", a making oneself recognizable, to oneself and to others, thus making "recognition" a key category of identity development, which calls the intimately social, relational (and, as we shall see, political) nature of every "private", individual, intimate narration is at stake. The autobiography is, therefore, first of all "need", but also, secondly, method and model. And this has become within the pedagogical and training practices which, in recent decades, have taken shape, precisely starting from the everyday, "anonymous" dimension of telling oneself. Think of the experience of the Archives of memoirs in Pieve Santo Stefano, up to the Free University of Autobiography, at Anghiari. Within this perspective, the category of memory, personal and collective, has an essential importance and the theme of autobiographical narration could not ignore, as I pointed out, the conceptions of memory elaborated by Bergson and in particular by Maurice Halbwachs: the latter, has elaborated the principle of the "social frameworks" of memory, highlighting the decisive role that the reference contexts have in the very formation of our personal identities and in the very mechanisms of remembering, redefining, "re-writing", "re-recognizing" ( but see also the studies by Pierre Norà, a French-Algerian author, on "places of memory" and "ego-histoire"). We are, therefore, also in the field of adult education, and the reference to Malcolm Knowles is obligatory, but we are also in the field of social, historical and political experiences of great significance, which, during the twentieth century and beyond, have marked our history. Both those that refer to the American sociology of the Chicago School (think of the studies on the "Hobos" by Anderson, or on the youth "gangs" by Cohen and Trasher, or on migrants, by Thomas and Znaniecki, etc.), and those connected to African-American culture in the U.S.A. (from the ethno-anthropological research on blues music and Alan Lomax's bluesmen, to the more direct and emblematic expressions of the identity and political claim: see the Autobiography of Malcolm X) or to the cultures of the native Indians (Bruce Trigger among all). Without forgetting the crucial role played, in Great Britain, by sociologists/educators such as Raymond Williams, Richard Hoggarth, Stuart Hall, founders of "Cultural Studies" (both with regard to the notion of "culture" and with regard to the use of the autobiographical method , etc.). But Italy too has known very significant experiences of a real "social and political pedagogy", thanks to authors such as Nuto Revelli, Danilo Montaldi, Danilo Dolci, fully-fledged educators on the front of the struggles for emancipation of the subaltern classes and supporters of experiences and methodologies that have drawn crucial elements in terms of good practices and theoretical and political elaborations precisely in the "experiences" and in the "life stories". Not to forget, again, the educational experience "in the field" of the masters, and Mario Lodi and Bruno Ciari have constituted precious examples, also on the basis of the French experiences of Jacques and Mona Ozouf.
Certainly the autobiographical method can have its crucial role in the professional-work environment, where it is a question of "re-reading" oneself and one's own baggage of experience, knowledge, skills, with a view to redefining oneself in the field of professional "retraining". Obviously, these processes always affect at least three aspects of personal identity: 1) the more intimate one connected to the "self-representation", imbued with affective, cognitive, imaginative values, which is played out on the level of a dialectic between what I am and what I would like to be, in the light of what I have been 2) That of a social nature, relating to my "being for others", and therefore also to how others see myself, which feeds, over the course of my life, of a series of expectations (family, social, work, etc.) that my social reference environment creates for me, and which in turn is received by me, always within a dialectic between adhesion/conflict 3) That of an eminently professional/working matrix which, especially in the current "liquid" condition, to quote Bauman, marked by flexibility, precariousness, by dynamics of sudden change, forces the person to a constant process of revision, re-adaptation and possible new developments of the acquired knowledge/skills, in view of a redefinition of one's professional role. In this sense, it is fundamental to be able to exploit the entire complex of one's experiences and knowledge, not only those already partially formalized (through study and work), but also the "informal", potential, expressive, relational ones that can become a source or an experiential pool to be put to use within new configurations and professional/working "adventures". These three moments, personal, social, professional (which are always, intrinsically, also "political", relating to life in a polis), obviously always appear intertwined and full of affective/cognitive/relational implications and this means that, for example, the abrupt interruption of a work experience always brings with it consequences and effects that concern all three of these levels (personal, social, professional), on the ground of a "crisis" even profound of the "self-representation", of one's role family, sexual, social, etc.
Laboratory part: narration and cinema
The experience we have of cinema, of watching a film, is part of a space characterized by profound and crucial educational values. It is a space in which the person can recreate, experiment, rework reality, without risks and constraints, within a dialectic that lives under the banner of a creative tension between identification and estrangement, between illusion and truth, between appearance and reality. The cinema screen, moreover, is comparable to a mirror that reflects, transfigures, deceives, deforms, invents, generating a kaleidoscopic dynamism of life forms, showing us the world and reality through a prism that dissolves and shatters our vision of things. and then recompose it according to unexpected and surprising configurations and associative principles, in the name of amazement and wonder. Our own emotions are subjected to stresses that come from our mimetic attitude which pushes us to relive them (or experience them for the first time) through "lives on the screen", allowing us to have important sentimental experiences for the purposes of elaborating and building our universe affective, of our thought contents, of our own identity and relational development, of our "giving ourselves shape". The performative pressure of the film induces in the spectator the possibility of feeling emotions, meditating, thinking. Cinema carries within itself, therefore, a peculiar educational value to the extent that it works on the possibility of bringing out the subject's experiences, the complex emotional dynamics, which are stimulated by the potential for cathartic fascination that the filmic language brings within itself, both on a narrative level and on an iconic-imaginative level, thus making its contents analyzable and conscientizable. cinema shows the "course of things", while inscribing them within the constant transformation that animates them
( reference books)
M. Giosi, Alfabeti della polis. L'educazione come spazio narrativo, Roma, Anicia, 2022.
D. Demetrio, Raccontarsi. L'autobiografia come cura di sé, Raffaello Cortina Editore, Milano, 2022 (i primi 8 capitoli).
Un testo a scelta tra: E. Morin, Il cinema o l'uomo immaginario, Raffaello Corina Editore, Milano, 2016 e E. Morin, Sul cinema, Raffaello Cortina, Milano, 2018.
Di entrambi andranno studiate solo alcune parti indicate dal docente
Parte Laboratoriale: visioni, letture e letture di film, a scelta tra:
Il posto delle fragole di Ingmar Bergman
Truman Show di Peter Weir
Blade Runner di Ridley Scott
L'attimo fuggente di Peter Weir
Le vite degli altri di Florian Henckel
Ladri di biciclette di Vittorio De Sica
Farenheit 451 di François Truffaut
Arancia Meccanica di Stanley Kubrick
American beauty di Sam Mendes
Un angelo alla mia tavola di Jane Campion
Bellissima di Luchino Visconti
Sweet Sixteen di Ken Loach
Storia di una ladra di libri di Brian Percival
Quadrophenia di Franc Roddam
Gloria di John Cassavetes
Gente comune di Robert Redford
Mignon è partita di Francesca Archibugi
Il signore delle mosche di Peter Brook
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9
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M-PED/01
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54
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Basic compulsory activities
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ITA |
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Optional group:
EduForm Educ I anno M-PED/04 - (show)
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9
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22910271 -
EDUCATIONAL EXPERIMENTATION
(objectives)
Promote in students the knowledge about the empirical-experimental methodologies used in educational research in order to develop basic skills for the recognition and detection of the variables that influence and co-determine educational phenomena. In detail, the following learning objectives are described:
- Knowledge and understanding
Knowledge of empirical research methods in education.
- Ability to apply knowledge and development of critical ability
Understanding, planning and implementing empirical research in education
Learn to evaluate and use the results of empirical studies and evaluate an empirical research plan.
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Derived from
22910271 Sperimentazione educativa in Scienze dell'educazione per Educatori e Formatori L-19 CASTELLANA GIUSEPPINA
( syllabus)
The course main objective is to illustrate and define the main lines of educational research and to provide students with the principal evaluation tools.
- Issues and strategies for educational research.
-The construction of the research: identification of problems and research objectives, construction of the theoretical framework, formulation of hypotheses, operational definitions, types of variables, relationships between variables
- Collection of data: qualitative and quantitative techniques
- Coding, data analysis and hypothesis-testing: processing of statistics and bivariate statistics
- learn how to critically redraft hypotheses
- identify paths to solve educational issues.
( reference books)
PROGRAMMA NON FREQUENTANTI
1) Domenici, G., Lucisano, P. & Biasi V. (2021). Ricerca sperimentale e processi valutativi in educazione. Milano: McGraw-Hill Education.
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.
PROGRAMMA FREQUENTANTI
- Domenici, G., Lucisano, P. & Biasi V. (2021). Ricerca sperimentale e processi valutativi in educazione. Milano: McGraw-Hill Education.
- Castellana G. (2018). Dimmi come leggi. Questionario e itinerari didattici sulle strategie di lettura per la scuola secondaria di primo grado. Milano: LED.
-Testi/articoli che verranno indicati nel corso delle lezioni (sui temi: orientamento, strategie cognitive e motivazionali, lifeskills, ecc.).
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9
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M-PED/04
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54
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Basic compulsory activities
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ITA |
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22910122 -
Experimental pedagogy
(objectives)
Educators:
The course aims to provide students with the conceptual and procedural tools of research in education. The first part will illustrate the historical and theoretical foundations of experimental pedagogy, the procedures for defining the areas of intervention, the methodologies and tools for collecting and analyzing data. In the second part, the discipline will be deepened through the study of a research project, whose phases will be examined also in the light of the theoretical assumptions illustrated in the first part of the course. The seminar will be dedicated to the reading and commentary of an educational classic.
With the study of Experimental Pedagogy, the student will be able to achieve the following educational objectives.
In terms of knowledge and comprehension:
- acquire the basic concepts of experimental pedagogy;
- to learn the theoretical and methodological foundations of empirical investigation.
In terms of ability to apply knowledge and understanding:
- Identify the specific areas of quantitative and qualitative research;
- define a research problem;
- formulating hypotheses.
In terms of autonomy of judgement:
- to formulate autonomous judgments deriving from the interpretation of research results.
In terms of communication skills:
- Explain the results of the research to specialists and non-specialists.
In terms of learning ability:
- Study autonomously models and procedures for research in education.
Trainers:
The course aims to provide students with the conceptual and procedural tools of research in education. The first part will illustrate the historical and theoretical foundations of experimental pedagogy; the procedures for the definition of the areas of intervention, the methodologies and tools for data collection and analysis. In the second part, the discipline will be deepened through the study of a research project, whose phases will be examined also in the light of the theoretical assumptions illustrated in the first part of the course. The seminar will be dedicated to the reading and commentary of an educational classic.
With the study of Experimental Pedagogy, the student will be able to achieve the following educational objectives.
In terms of knowledge and comprehension:
- acquire the basic concepts of experimental pedagogy;
- to learn the theoretical and methodological foundations of empirical investigation.
In terms of ability to apply knowledge and understanding:
- Identify the specific areas of quantitative and qualitative research;
- define a research problem;
- formulating hypotheses.
In terms of autonomy of judgement:
- to formulate autonomous judgments deriving from the interpretation of research results.
In terms of communication skills:
- Explain the results of the research to specialists and non-specialists.
In terms of learning ability:
- Study autonomously models and procedures for research in education.
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AGRUSTI FRANCESCO
( syllabus)
The course aims to develop students’ understanding of key concepts and basic principles of experimental educational research design and methodology, considering its ethical implications and reflecting on its philosophical underpinnings and quality. Students will be introduced to the main experimental research designs in the pedagogical field, to the construction of structured tests, to the use of educational technologies and to the main national and international surveys on education. The first part will illustrate the historical and theoretical foundations of experimental pedagogy, the procedures for defining the areas of intervention, the methodologies and tools for collecting and analyzing data. In the second part, the discipline will be deepened through the study of a research project, whose phases will be examined also in the light of the theoretical assumptions illustrated in the first part of the course. The distance learning part of the course requires the study of an excerpt from the book "I dati valutativi italiani dal 1971 ad oggi" (Italian evaluation data from 1971 to the present day), which presents a three-year study of Italy's assessment data in the main international surveys. The proposed extract presents the International Association for the Evaluation of Educational Achievement (IEA) and the Organization for Economic Co-operation and Development (OECD) as well as the most important international surveys considered. The seminar will be dedicated to the reading and commentary of an educational classic.
Part of the course programme is dedicated to early childhood and applications to educational contexts for children.
( reference books)
Mandatory readings:
Laeng, M. (1992). Pedagogia sperimentale. Nuova Italia. (up to page 54)
Dewey, J., Gabrieli, M. T., & Borelli, L. (1951). Le fonti di una scienza dell'educazione. La Nuova Italia. (seminar reading)
Trinchero R. (2004). I metodi della ricerca educativa, Bari, Laterza.
Agrusti, F. (2014) I dati valutativi italiani dal 1971 ad oggi. Roma: Nuova Cultura. (from page 37 to page 60) (a PDF version is available)
Please note that the mandatory readings must be studied entirely unless otherwise indicated. The slides discussed in class and related to the main topics of the course will be available on the e-learning platform.
Further readings:
Zuliani, A. (1976). Statistica per la ricerca educativa. SEI.
Corda Costa, M., Vertecchi, B., & Visalberghi, A. (1975). Orientamenti per la sperimentazione didattica.
Meirieu, P. (2007). Frankenstein educatore. Azzano San Paolo (BG: Junior).
Please note that further readings are not mandatory. However, it is advisable for both attending students and non-attending students to undertake the study of these didactic materials.
Considering the different topics covered in the lessons, the lecturer will provide, as a stimulus and aid to study, handouts, articles, essays and research reports on the course website.
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9
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M-PED/04
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54
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Basic compulsory activities
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ITA |
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22910125 -
Contemporary history
(objectives)
GOALS Knowledge and understanding
- Acquiring solid knowledge concerning the fundamental moments and aspects in contemporary 19th and 20th century history, starting with the revolutionary risings of 1848 and the formation of the European nation states, up to recent events.
- Understanding the social, economic and cultural dynamics that determined the events of our contemporary era.
Capability to implement knowledge and understanding
- Connecting the History of Italy with the principal historical events of our contemporary era;
- Putting the knowledge acquired to use by analysing even complex historical processes and connecting this knowledge to the information attained through other subjects of the course;
- Situating the activities, modalities and products of institutional communication within a suitable historical context.
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RIGANO GABRIELE
( syllabus)
The course examines the fundamental moments and aspects of contemporary history in the nineteenth and twentieth centuries, from the revolutionary uprisings of 1848 to the formation of European nation states and recent years. Particular attention will be paid to World History, i.e. history in a global perspective.
( reference books)
Manual: Lucio Caracciolo, Adriano Roccucci, Storia contemporanea, Le Monnier-Mondadori, 2017
All students must bring the following chapters of the Manual to the exam: 9, 10, 11, 12, 13, 14, 15, 17,18, 19, 20, 21, 23.
Plus a book of your choice:
- E. Gentile, Il fascismo in tre capitoli, Laterza, 2009;
- I. Diamanti - M. Lazar, Popolocrazia. La metamorfosi delle nostre democrazie, Laterza, 2020
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6
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M-STO/04
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36
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Core compulsory activities
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ITA |
Università Roma Tre