The course will address the topic of reflective thinking as a key to the educational and training challenges of modernity, with a particular focus on technological development and artificial intelligence. In this sense, it will address the fundamental principles of Social Pedagogy. 

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

In particular, the course aims to promote the following aspects:

• knowledge of the fundamental principles of Social Pedagogy;
• the ability to reason, according to the logic of General Pedagogy, about f the concepts and issues addressed;
• knowledge of the theoretical and historical evolution of reflective thinking;
• knowledge of devices useful for the training of reflective thinking in the professional field in the perspective of lifelong learning;
•  pedagogical reflection on the cultural and social transformations of modernity, with a focus on technological development and artificial intelligence.
   

Principles of Social Pedagogy:
a) theoretical foundations;
b) Social Pedagogy with reference to current events.

Reflective thinking:
a) theoretical foundations;
b) directions and conditions of reflective thinking.

Education for reflective thinking in contemporary society: 
a) artificial intelligence: educational and training challenges;
b) the future of thinking.
 

Not foreseen.

In order to demonstrate their proficiency in General and Social Pedagogy, students must possess the following knowledge and skills by the end of the course.

Knowledge and understanding:
knowledge of the theoretical foundations of General and Social Pedagogy;
understanding of the concepts of General Pedagogy included in the course;
knowledge of the theoretical contribution of the main authors regarding reflective thinking.

Applying knowledge and understanding:
show understanding of the theoretical and methodological approaches of Pedagogy to reflective thinking;
recognize directions and conditions of reflective thinking from a formative perspective;
demonstrate the ability to use pedagogical knowledge and concepts to reflect on current social and cultural transformations, with a particular focus on technological development and artificial intelligence.

Making judgements:
critically evaluate problems related to educational contexts;
being able to interpret problematic situations from the perspective of the studied constructs;
recognize themes and problems of General pedagogy in relation to training in reflective thinking.

Communication skills:
express course content clearly, explaining its meaning;
communicate through the use of discipline-specific language;
to argue about topics and problems using the vocabulary of General and Social pedagogy.

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;
reworking acquired concepts in a personal and critical manner;
use knowledge and concepts to foster reflective thinking.
 

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

To encourage students' in-depth study and reflection with the lecturer, the lectures, depending on the topics covered, may be conducted through the following teaching methods:
 frontal lectures;
 dialogued lectures;
 group work;
active study of the texts.
 

Innovative teaching methods

Flipped classroom and cooperative learning.

Attendance

Attendance is mandatory.

Course books

Materials and texts will be made available on the Blended Platform.
 

Assessment

Eligibility by attendance.

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

To encourage students' in-depth study and reflection with the lecturer, the lectures, depending on the topics covered, may be conducted through the following teaching methods:
 frontal lectures;
 dialogued lectures;
 group work;
active study of the texts.

Attendance

Attendance is mandatory.

Course books

Materials and texts will be made available on the Blended Platform.

Assessment

Eligibility by attendance.

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.

For in-depth studies

Dewey J. (2019), Come pensiamo. Milano: Raffaello Cortina Editore, ed. or. 1933. 

Floridi L. (2022), Etica dell'intelligenza artificiale. Sviluppi, opportunità, sfide. Milano: Raffaello Cortina Editore.

Mezirow J. (1991), Apprendimento e trasformazione. Il significato dell'esperienza e il valore della riflessione nell'apprendimento degli aduti. Milano: Raffaello Cortina Editore, ed. or. 1991. 

Michelini M.C., (2016), Fare Comunità di pensiero. Milano: FrancoAngeli.