The course aims to provide the main conceptual elements to observe – from both critical-dialectic and constructivist theory of communication systems perspectives – the socio-historical genesis of some of the most important processes and cultural phenomena of the modern age, with a main focus on the consequences and impact of these processes and phenomena in different educational settings. In particular, students will have to develop, in the first parto of the course (the first three weeks of lessons), the necessary skills for an interdisciplinary and comparative analysis of a significant part of the classical tradition of theoretical sociology with regard to its contribution to education studies – and afterwards (fourth and fifth week of lessons) the structural and semantic changes highlighted since the XVII century. The goal is to acquire,at the end (over the past three weeks of lessons and beyond), both at a cognitive and professional level, the sociological tools in order to encourage, during the education and training (and despite the growing structural pressure for generalization), the evolutionary potential characterizing every single human life.

The topics will be addressed in the following order. 1) The relationship individual/society in classical sociological theory; 2) The Hobbesian problem of order and the social contract; 3) The organic relationship individual/community; 4) The capitalist social order and the declining of the guild system; 5) Structures of society and semantics of education; 6) Knowledge vs. information; 7) Education and communication systems theory; 8) The metacode inclusion/exclusion in unfolded modernity; 9) The cultural roots of social distress in contemporary society; 10) Education, identity and socialization; 11) Processes of reflection: Reform, ability to learn (deutero-learning) and evaluation culture; 12) The educational relationship and organizational solutions to the problem of selection; 13) Expressive spaces enliven by creative desiring; 14) The problem of coordination between emotional structure and cognitive processing; 15) Neuroscience and theory of society; 16) Psychoanalysis and socio-cultural processes: body as memory.

None.

Students have to acquire the following specialized skills:

1. Knowledge and understanding, developing capabilities of critical thinking about cultural changes in education, emerged in the transition from traditional societies to modern society.

1.1. They could achieve this basic knowledge by participating to lectures and through the study of texts suggested by the teacher and discussed in classroom.

2. Ability to apply knowledge and understanding, defining research topics and insights and analyzing sources, both in theoretical and empirical fields.

2.1. Classroom discussions, confrontation with the teacher, study of texts.

3. Judgment capability: critical thinking about changing cultural forms and their impact in educational settings; ability of comparison between different scientific perspectives (e.g. comparative reading of essays, articles, etc.).

3.1. This capability reveals itself during lessons, through the interaction with the teacher and the colleagues, as well as in the final exam.

4. Communication skills: students have to interact actively in class, asking questions, reacting to inputs coming from the teacher.

4.1. They could develop these abilities during the discussions in the classroom.

5. Learning skills: students have to develop ability in theoretical thinking, methods of problem analysis, capability of independent judgment, especially discussing with other students and the teacher about themes of the course.

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

Teaching

Frontal lessons with strong interaction between the professor and the students.

Innovative teaching methods

Attendance

Study of the indicated texts.

Please note that during the examination the students (attending and not) should bring their own textbooks. In this regard please remember that the reproduction (even partial, realized by any means, including photocopying) is not allowed, with the only exception of texts available in electronic format, as indicated in the program.

Course books

- Émile Durkheim,  La sociologia e l'educazione , Ledizioni, Milano, 2009.  NB : da p. 7-113 (Education and sociology , Free Press, 1956 - chapters 1, 2, 3, 4).

- Giorgio Manfré,  Costruttivismo e teoria della società , I libri di Emil, Bologna, 2016.  NB : da p. 7 a p. 208.

- AA.VV., Diventare ciò che si è. Educazione e società , I libri di Emil, Bologna, 2018. NB : da p. 5 a p. 278 (translation in English by I libri di Emil, 2022). 

- Giorgio Manfré, Ideazioni del corpo. Neuroscienze e teoria della società, I libri di Emil, Bologna, 2012. N.B.: da pag. 11 a pag. 170. (translation in English by I libri di Emil, 2015).

Assessment

The exam will take place through an individual interview based on the suggested textbooks. The aim is assessed both by understanding the content of students and by its ability to rework concepts and arguments.
Excellent marks will be awarded in the presence of: a good critical outlook and in-depth study; the main subjects covered during the course must be linked together; the use of an appropriate language.
Good marks will be given in the presence of: good mnemonic knowledge of the contents; a relatively good critical outlook and connection skills related to the topics covered; the use of appropriate language.
Registered marks will be assigned in the presence of: the achievement of a minimum knowledge on the topics dealt with, also in the presence of some gaps; the use of an inappropriate language.
Negative marks will be awarded in the presence of: a difficult orientation relating to the topics covered; knowledge gaps; the use of an inappropriate language.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Teaching

Study of the indicated texts.

Attendance

Please note that during the examination the students (attending and not) should bring their own textbooks. In this regard please remember that the reproduction (even partial, realized by any means, including photocopying) is not allowed, with the only exception of texts available in electronic format, as indicated in the program.

Course books

- Émile Durkheim,  La sociologia e l'educazione , Ledizioni, Milano, 2009.  NB: da p. 7-113 (Education and Sociology , Free Press, 1956 - chapters 1, 2, 3, 4).

- Giorgio Manfré,  Costruttivismo e teoria della società , I libri di Emil, Bologna, 2016.  NB : da p. 7 a p. 208.

- AA.VV., Diventare ciò che si è. Educazione e società , I libri di Emil, Bologna, 2018. NB : da p. 5 a p. 278 (translation in English, by I libri di Emil).

- Giorgio Manfré, Ideazioni del corpo. Neuroscienze e teoria della società, I libri di Emil, Bologna, 2012. N.B.: da pag. 11 a pag. 170. (translation in English by I libri di Emil, 2015)..

Assessment

The exam will take place through an individual interview based on the suggested textbooks. The aim is assessed both by understanding the content of students and by its ability to rework concepts and arguments.
Excellent marks will be awarded in the presence of: a good critical outlook and in-depth study; the main subjects covered during the course must be linked together; the use of an appropriate language.
Good marks will be given in the presence of: good mnemonic knowledge of the contents; a relatively good critical outlook and connection skills related to the topics covered; the use of appropriate language.
Registered marks will be assigned in the presence of: the achievement of a minimum knowledge on the topics dealt with, also in the presence of some gaps; the use of an inappropriate language.
Negative marks will be awarded in the presence of: a difficult orientation relating to the topics covered; knowledge gaps; the use of an inappropriate language.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Course mainly in presence.

To take the thesis it is necessary to have first passed the exam.

Dr. Luigi Conte and Dr. Valerio Manieri collaborate in the course, as experts on the subject.