Università degli Studi di Urbino Carlo Bo / Portale Web di Ateneo


The modular mind and the processes of symbolization. Didactic aspects.
La mente modulare e i processi di simbolizzazione. Aspetti didattici.

A.Y. Credits
2017/2018 6
Lecturer Email Office hours for students
Francesca Salis At the end of each lesson and by planning your office hours in advance by email

Assigned to the Degree Course

Educational Sciences (L-19)
Date Time Classroom / Location
Date Time Classroom / Location

Learning Objectives

The course aims at deepening the curriculum relations between development of the mind, considered as a modular structure and symbolization processes that allow the acquisition of representation systems related to different types of codes. Symbolic systems collect and order complex meanings, which are culturally and historically defined, that organize different information depending  on the means of communication and expression used. As forms of knowledge organization (communication, science, arts), they orient the teacher on the teaching plan, allowing to operate and to represent concepts and theories which are necessary to implement the mental development of a plurality of forms of intelligence, also by the valorisation of originality and individual differences. In any relatively independent system, there is a connection between knowing, understanding, intuiting, feeling, acting and doing. This type of connection must be enhanced as well as keeping in mind the interrelationship among them, and among the different forms of intelligence. 


The modular mind. 

Symbolic and cultural systems. 

Education and development of the mind: strategic and didactic practices. 

Symbolic processes and representation systems. 

Comprehension, interpretation, processing. 

Cognition and teaching practice. 

Bridging Courses

Basic didactic knowledge 

Learning Achievements (Dublin Descriptors)

Relating to the subject, the student must show: 

  • mastery of knowledge on the explored knowledge; 
  • understanding of the advanced concepts of the discipline; 
  • ability to use knowledge and concepts to think independently about any kind of subject matter linked to the discipline.  

At the end of the course, the student will have acquired the basic skills which are  necessary  to plan, implement and coordinate educational/training interventions designed to implement multidimensional, original and critical intelligences: 

  • knowledge and understanding of the proposed contents (knowledge and understanding), historical developments of education in relation to the theories of the mind;  the principle of learning, theories of education, curriculum and planning, teaching strategies, education technology, learning group management, motivation, evaluation; ability to apply knowledge and understanding; 
  • the ability to identify opportunities for cooperation between the school and extra school for the realization of active training corse as well as personalized areas  in various contexts; 
  • the ability to propose and evaluate organizational and didactic solutions for the  school: individualization and customization through cooperative learning, open classes, laboratories and workshops, activities in natural environments and in local cultural institutions (libraries, museums, media libraries, toy libraries, cultural associations and volunteering, etc.);  
  • the ability to implement procedures and request / solicit various types of interventions in formal and informal educational networks; 
  • communication skills; 
  • knowldge about technologies, methods and strategiesthat can enhancecommunication, intellectual and learningskills; 
  • making  judgments.  

Students will be able to:  

  • evaluate learning experiences, select the most appropriate teaching strategies, asses events and identify keyissues relevant to educational success; 
  • ability to learn (learning skills).  

Students will learn to seek new educational and multi perspective resources and to collaborate in the planning and management of training events. 

Teaching Material

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Supporting Activities

The teaching material and specific information can be found, together with other supportino activities, in the Moodleplatform › blended.uniurb.it 

Didactics, Attendance, Course Books and Assessment


Didactics (Teaching methodologies) 

Class in the form of a dialogue  and participation supported by didactic examples; exercises; group work, film projections; debates on specific issues, production of  individual and group teaching objects in itinere 

  • Attendance


    Not required 

  • Course books

    Bruner J., La mente a più dimensioni, Editori Laterza, Roma-Bari 2003, Collana Scienze della mente, pp. 234.

    Gardner H., Educazione e sviluppo della mente. Intelligenze multiple e apprendimento, Edizioni Erickson, Trento, 2006, pp. 210.

    Lucisano P., Salerni A., Sposetti P., Didattica e conoscenza. Riflessioni e proposte sull’apprendere e l’insegnare, Carocci Editore, Milano, 2015, pp. 280. 


    The test includes a written exam with a mix of open and closed –ended questions (multiple choice). The outcome and marks can be verbalized or integrated with an oral examination. Students unable to produce a written text may ask the teacher to have only oral interview. 

    For students attending classes the examination will take place in two phases: a mid-course test and a final one. Students will then produce a group work which will be evaluated. 

    Evaluation will consider: 

  • appropriateness of vocabulary specification as well as terminological precision; 

  •  communicative effectiveness in the reformulation of knowledge 

  •  accuracy in explaining  theories and concepts 

  •  accuracy in references to scientific literature 

  •  interpretative significance of contents 

  •  originality in reworking notions 

  •  wealth and articulation of connections 

  •  relevant application of methodologies, techniques, tools 

  •  reflexivity and perspective in the construction of responses 

  • importance of personal insights 

  • Additional Information for Non-Attending Students


    no difference between attending and non-attending students


    no difference between attending and non-attending students

    Course books

    Study texts are the same for attending and non-attending students 


    Oral interview for non-attending students. 


    N.B Students are kindly requested to bring record book and study texts during the examination. 

    « back Last update: 18/08/2017


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