GENERAL PEDAGOGY ADVANCED COURSE - Lecturer: Maria Chiara Michelini - A.Y. 2022/2023

GENERAL PEDAGOGY ADVANCED COURSE
PEDAGOGIA GENERALE CORSO AVANZATO

Education for Reason. Reflective thinking: Educational and Formative challenges
Educazione alla ragione. Il pensiero riflessivo: sfide Educative e Formative

A.Y.	Academic discipline	Credits	Duration (hours)	Year	Period	Location
2022/2023	M-PED/01	12	72	1	Second Semester	URBINO

Lecturer	Email	Office hours for students
Maria Chiara Michelini	mariachiara.michelini@uniurb.it	Meetings can be held on Tuesdays (4 to 5 p.m.) and Wednesdays (11 a.m. to 12 noon) either in person or online by appointment. From time to time, following communication via the blended platform, collective online receptions will be held on specific topics covered in the course.

Teaching in foreign languages
Course with optional materials in a foreign language English This course is entirely taught in Italian. Study materials can be provided in the foreign language and the final exam can be taken in the foreign language.

Assigned to the Degree Course

Pedagogy (LM-85)

Curriculum: PROGETTAZIONE EDUCATIVA

Lectures Timetable

Date	Time	Period	Classroom / Location

Examinations Timetable

Date	Time	Session	Classroom / Location

Learning Objectives

The course aims to affirm the need to place education for reason at the centre of pedagogical reflection today, and hence the exercise of reflective thinking in professional contexts.

Through Bertin's perspective, the concept of pedagogy as a science, the articulated theoretical structure and the repercussions on the practical side of educational action will be investigated.

It will deal critically and problematically with the fundamental concepts of pedagogy: education, training and instruction, as their own areas of practice, which have taken on different meanings throughout history, intertwining, overlapping and distinguishing themselves within the language of pedagogy itself.

The analysis of the themes will be carried out by means of a pathway that will focus on the theoretical and historical foundations of the conceptual field of pedagogy, then moving on to explore and deepen some of its declinations referring to educational action and training in a reflexive sense.

Within this general framework, which identifies human reason as the principle of not only material, but also civil and moral reconstruction of educating, the course will delve into the theme of reflexive thinking, as the cornerstone of the educational and training challenges of modernity.

The analysis will be conducted from the point of view of both theoretical foundations and possible methodological and operational dimensions.

The construct of good practice, used in educational contexts, will also be addressed in the light of the same theme, for a critical analysis from a pedagogical point of view.

In particular, the course aims to promote :

knowledge of the fundamental concepts of pedagogy (education, instruction, training)
the ability to reason according to the logic of general pedagogy, with regard to the concepts and themes addressed
knowledge of the theoretical and historical evolution of reflexive thinking
knowledge of devices useful for the formation of reflexive thinking in the professional field in the perspective of lifelong learning.
the deepening of teachers' reflective thinking
the ability to problematise the use of the construct of good practice in education
the study of requirements and guiding criteria for the definition and implementation of good practices
knowledge of Bertin's thought with particular regard to the themes:
- Philosophy of education of a critical-transcendental character
- Conception of the Problematic nature of the educational experience
- Rationality characterising the pedagogical instance in a methodological rather than metaphysical sense
- Plurality of educational systems as a function of antinomian understanding
- Intellectual, ethical-social, affective education.

Program

1- Educare alla ragione, la via di Bertin (Lessons 1-2-3-4-5-6)

a. Education for reason fifty years later (les.1)

b. Experience and philosophical awareness of reality (sect. 2)

c. The moments of experience (les.3)

d. Philosophical analysis of educational experience (les.4)

e. The philosophical foundation

f. Plurality of educational systems in an antinomian function

g. Philosophy of education and educational practice

h. Intellectual education (les. 5)

i. Ethical-social education (les. 6)

j. Affective education (les. 6)

2 - I termini fondamentali del sapere pedagogico nella loro evoluzione (Lessons 7-8-9-10)

a.    The fundamental terms of pedagogy. A work programme (les. 7)
b.    The concepts of education, instruction and training and pedagogical theory (les. 8)
c.    Education and conditioning. The proprium of education and its boundaries (les. 9)
f. Democracy and Education in Dewey (les. 9)
g.    The concept of education and its conditions.  (les. 10)
i. The concept of education and the documents of the European Union (les. 10)

3 - Fare comunità di pensiero: il pensiero riflessivo (Lezioni 11-12-13-14)

a. theoretical foundations

b. directions and conditions of reflective thinking

c. community of thought Characteristics

d. research The reflective teacher

e. the reflective teacher's thinking

f. vicious and virtuous circuits of thought change

g. reflective devices and practices

4 - Per una pedagogia critica delle buone prassi in ambito educativo (Lessons 15-16-17-18)

a. The concept of good practice

b. Culture of evidence and Evidence Based Education

c. Requirements and criteria for good practice

Bridging Courses

not planned

Learning Achievements (Dublin Descriptors)

In relation to General Pedagogy at the end of the course the student must show possession of

Knowledge and understanding:

advanced knowledge relating to the main lines of the epistemological debate within general pedagogy, with particular reference to the concepts of education, instruction and training;

understanding of the concepts of general pedagogy covered in the course;

knowledge of the theoretical contribution of the main authors on the topics addressed;

understanding of the theoretical pathway leading to the definition of the constructs of education, instruction and training,

knowledge and understanding of the pedagogical thought of Bertin and the problematicist school.

knowledge of the theoretical contribution of the main authors with reference to reflexive thinking;

understanding of the main reflexive devices proposed, in relation to their use in professional contexts;

knowledge of the construct of good practice in education;

understanding of the theoretical path that led to the definition of this construct.

Applying knowledge and understanding:

show understanding of the theoretical and methodological approaches of general pedagogy with particular regard to the concepts of education, instruction and training;

demonstrate the ability to use knowledge and concepts from general pedagogy, identifying them in references to educational practice and institutional documents;

be able to identify the dialectical poles of experience, from a problematicist perspective, in educational practice.

show understanding of the theoretical and methodological approaches of pedagogy to reflexive thinking, with particular regard to teacher training;

recognise directions and conditions of reflective thinking in educational practice;

demonstrate the ability to use knowledge and concepts on reflective thinking in a professional context, to reason according to the logic of general pedagogy;

ability to analyse examples of the use of the construct of good practice.

Making judgements:

recognising themes and problems of general pedagogy in relation to the constructs of education, instruction and training;

critically evaluate problems relating to educational contexts;

be able to interpret problematic situations from the perspective of the studied constructs;

critically evaluate acquired knowledge and concepts also in relation to particular contexts and situations;

recognise themes and problems of general pedagogy in relation to training in reflective thinking;

critically evaluate the appropriateness of devices, procedures and tools for solving problems in educational contexts by the reflective practitioner;

interpret problem situations by formulating pedagogical intervention hypotheses, enhancing the educator's reflexive competence;

simulate some reflexive procedures used in professional training;

recognise specificities of different approaches to the construct of good practice;

critically evaluate acquired knowledge and concepts in relation to different models of good practice.

Communication skills:

express course content clearly, explaining its meaning;

communicate through the use of discipline-specific language;

argue about issues and problems using the vocabulary of the problem-solving approach.

Learning skills:

use knowledge and concepts to reason according to the specific logic of the pedagogical discipline;

use acquired knowledge and concepts to foster connections within the pedagogical discourse;

to move independently in the study of the texts and teaching materials provided;

rework acquired concepts in a personal and critical manner.

use acquired knowledge and concepts to promote reflective thinking;

identify reflexive devices appropriate to the contexts;

simulate the design of reflective devices, procedures and tools.

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

In-presence exercises (individual, in pairs and in groups, also with the use of technological tools).

Formative assessment tests in itinere (self-assessment) in presence and/or online with delivery on the moodle platform ' blended.uniurb.it)

Optional materials in English will be made available on the blended platform during the semester.

Teaching, Attendance, Course Books and Assessment

Teaching: The course is spread over two days per week.
Depending on the topics dealt with, the lessons may be face-to-face, dialogue-based, so as to encourage students to reflect with the lecturer, group work, exercises and simulations, individual or otherwise, seminars.

Attendance: Not required.

Course books

1 - G.M Bertin (2021), Educazione alla ragione. Lezioni di pedagogia generale. Cura e introduzione di M. Baldacci e M. Fabbri. Roma: Avio Edizioni Scientifiche.

the following chapters:

- Education for Reason Fifty Years Later (Baldacci-Fabbri) pp. 11-30

§ Part One: Foundations of educational experience pp. 31-123

- Chapter One: Experience and philosophical awareness of reality pp. 36-66

o I The transcendental idea of experience and its methodological function pp. 36-37

o II Methodological implications of the "transcendental" moment of experience pp. 38-39

o III The 'problematic' and 'rational' moments of experience pp. 40-44

o IV The 'problematic' moment in the 'logic' of the rational pp. 45-49

o V The philosophical awareness of experience and its aspects: ethical commitment and rational commitment pp. 50- 55

o VI Conclusion: the moment of problematicity in modern culture pp. 55-66

- Chapter Two - The philosophical analysis of educational experience pp. 67-

o I The philosophy of education

o II The plurality of educational systems in function of the antinomian "understanding

o III The problematic nature of the educational experience

o IV Conclusion: philosophy of education and educational practice

§ Part two: Educating to reason

- II Intellectual, ethical-social, affective education pp. 157-256

o I Intellectual education: objectives pp. 157-168

o II Intellectual Education: Methodological Directions pp. 169-185

o III Ethical-social education: objectives pp. 186-196

o IV Ethical-social education: methodological indications pp. 197-208

o V Affective education: objectives pp.208-217

o VI Affective education: methodological indications pp. 217-256

- Chapter IV The educator-pupil relationship: "personal" and "social" aspects

o The educator-pupil relationship and social mediation pp. 288-298

2 - Baldacci, Colicchi (a cura di), (2020), Iconcetti fondamentali della pedagogia. Educazione, istruzione, formazione. Roma: Avio Edizioni Scientifiche.

- Introduction pp. 9-16

o Part One pp. 19-58, specifically:

- The fundamental terms of pedagogy. A work programme (Baldacci) pp. 19-39

- The concepts of education, instruction, training and pedagogical theory (Colicchi) pp. 40-58

- o Part Two

On the concept of education

- Education and conditioning. The reasons for a binomial (Fabbri) pp. 98-112

- The concept of education in Dewey's Democracy and Education (Pezzano) pp. 141-156

On the concept of education

- Education. Term and concept (Martini) pp. 188-202

- On the concept of education

- The concept of education in European Union documents (Michelini) pp. 248-261

3 - Michelini M.C., (2016), Fare Comunità di pensiero. Milano: FrancoAngeli, pag.1-207

4 - Michelini M.C., (2018), Per una pedagogia critica delle buone prassi. Milano: FrancoAngeli, pag. 1-167.

Assessment: The expected objectives are verified through an oral interview.
The assessment criteria are as follows
- relevance and effectiveness of the answers in relation to the programme content
- degree of articulation of the answer
- adequacy of the disciplinary language used
- The ability to critically discuss the topics covered is also an important requirement.
The final assessment is expressed in thirtieths.

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.

Additional Information for Non-Attending Students

Teaching: The course is spread over two days per week.
Depending on the topics dealt with, the lessons may be face-to-face, dialogue-based, so as to encourage students to reflect with the lecturer, group work, exercises and simulations, individual or otherwise, seminars.

Attendance: Not required.