KNOWLEDGE AND UNDERSTANDING
- Knowledge and understanding of the chronological and conceptual foundations of the history of pedagogy and education and the Italian history school.
- Knowledge of the main pedagogical theories and reference authors.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING
- Ability to establish connections between different events and contexts (political, social, economic, cultural).
- Ability to identify analogies and differences both between different pedagogical theories and between different educational practices.
AUTONOMY OF JUDGEMENT
- By the end of the course, the student should possess the basic tools to develop critical thinking on major pedagogical theories, training processes and educational practices. As far as the history of Italian schools is concerned, the student should be able to critically re-elaborate the acquired knowledge, also in order to formulate his/her own interpretative hypotheses regarding the transformations of the Italian school system.
COMMUNICATION SKILLS
- Acquire and be able to use pedagogical terminology relating to the history of education appropriately in relation to different communication and training contexts.
LEARNING SKILLS
The student must have developed, with a high degree of autonomy, the learning skills necessary also for future and constant professional updating.
Foundations of history
Lectures, reading texts, watching films/documentaries and plenary discussions.
The assessment criteria used to evaluate learning outcomes during the oral examination include:
- the completeness and relevance of the knowledge acquired;
- the ability to make personal connections between the content and link it to real work situations;
- the appropriate use of historical-pedagogical vocabulary and scientific terminology;
- the ability to critically analyse historical facts and make connections with the present.
Skills will be assessed through an oral exam aimed at verifying knowledge of the course content and the ability to apply it in a professional context, the ability to think independently and the use of appropriate scientific language. The mark will be expressed in thirtieths and will therefore vary from 18/30 to 30/30 with honours, depending on the achievement of the skills demonstrated through the oral exam. An exam will be considered excellent if it demonstrates in-depth, comprehensive and accurate knowledge of the course content and mastery of scientific language. An exam will be considered satisfactory if it demonstrates adequate overall knowledge of the course content and appropriate use of scientific language. A test demonstrating a superficial knowledge of the proposed content and an approximate use of scientific language will be considered sufficient. A test demonstrating difficulty in navigating the course content, gaps in historical and pedagogical training, inappropriate use of scientific language, or predominantly rote learning will be considered insufficient.
Mandatory volumes:
CAMBI F. (2003). Manuale di Storia della Pedagogia. Bari: Laterza
CORBI E., SARRACINO V. (2014) (a cura di). Politiche e riforme della scuola in Italia: linee di sviluppo storico. Napoli: Liguori.
FERRO ALLODOLA V. (2025). La forza dell'educazione. La pedagogia scientifica di Francesco Paolo Scaglione in Calabria e in Sicilia tra 1800 e 1900. Lecce: PensaMultimedia.
Non-mandatory volumes:
SIRIGNANO F.M. (2019). Il grande esule di Acquafredda. Francesco Saverio Nitti tra pedagogia, politica e impegno civile. (Nuova ediz.). Milano: FrancoAngeli.
BOTTERO E. (2025). Célestin Freinet. Storia e attualità di una pedagogia. Bergamo: Edizioni Junior.
The course aims to foster knowledge of fundamental themes, problems and concepts in the history of pedagogy and education and their cultural, epistemological and methodological place in the training of teachers and educators.
Specifically, the course is divided into two parts:
The first, more substantial part, will be devoted to the historical development of the main pedagogical theories and educational/didactic models, also through the study of the main authors.
The second part will be dedicated to the reconstruction and analysis of the Italian history school.
The monographic part of the course focuses on Francesco Paolo Scaglione and his contribution to scientific pedagogy in Calabria and Sicily.
