Programma

The workshop aims to deepen the central themes of general pedagogy within the context of the integrated 0-6 system through reflection and shared discussion of ministerial documents and guidelines, as well as an in-depth study of the key words concerning education and care in early childhood educational contexts. This work will make use of moments of debate, cooperative work and the production of written and/or multimedia material that gives an account of the in-depth work for the acquisition of a specific terminology of reference, capable of orienting future knowledge. The workshop will be a space for experimentation, in which students will be able to build moments of exchange, sharing, questions and proposals of a theoretical and practical nature with reference to the stimuli proposed.

Testi Adottati

M. Amadini- A. Bobbio - A.Bondioli - E. Musi, Itinerari di pedagogia dell'infanzia, Morcelliana, Brescia, 2022 (The parts of the text to be studied will be indicated at the opening of the workshop lessons)

Modalità Valutazione

The assessment will consist of an oral test, in conjunction with a discussion of the contents of the general pedagogy course, of which the workshop is a part

Programma

This General Pedagogy Course intends to focus on some crucial issues relating to the pedagogical-educational dimension in its complex articulation of themes, issues and problems that are more current than ever.

First part. Historical introduction to General Pedagogy and its basic notions.

Reference texts:
• Franco Cambi, The pedagogy of the twentieth century, Laterza, 2005

1) The analysis and in-depth analysis of the fundamental issues relating to key categories such as education, training, pedagogy, instruction.

2) The question regarding the origin, nature and meaning of Educational Sciences is more crucial than ever. These became established, during the twentieth century, within a progressive and constant growth, particularly in the last decades, when a definitive and total conversion of Pedagogy into Educational Sciences was highlighted. In today's current condition, in fact, pedagogy is increasingly defined through reference to specific, multidisciplinary, extra-pedagogical knowledge: psychology, sociology, neuroscience, psychoanalysis, anthropology, linguistics, history, philosophy, etc. The pedagogical harmonization of knowledge or Educational Sciences must, therefore, be activated through a reflexivity that highlights the peculiar elements of the pedagogical, i.e. that of educating/training, which operates as a giver of meaning.

3)And it is precisely General Pedagogy, understood in its aspect of critical reflection, as a reflection on the problems of educating and training, which is called to carry out this coordination action: both by promoting the unitary elaboration of the various disciplines that are part of Educational Sciences, both by highlighting the dissonances with respect to the pedagogical, and by orienting itself in the sense of translating and integrating different languages, methods and assumptions on the common ground which is, precisely, that relating to the action of educating and of forming.
In essence, General Pedagogy must carry out an action that is:
a) coordination between the various sectoral disciplines that are part of Educational Sciences;
b) translation of lexicons and methods born in different epistemological contexts (Psychology, Psychoanalysis, Sociology, etc.) on the "pedagogical" terrain;
c) critical reflection on the problems of educating, training and caring, addressing them "in situation" (historical, social, institutional), by genre, by context (family, school, etc.), by emerging problems (social marginality, immigration, sexual difference, etc.
d) analysis of the fundamental pedagogical antinomies: form-process, mind-body, identity-difference, authority-freedom, rationality-emotions, culture-profession

4)Within this perspective, Franco Cambi's text, Le pedagogie del Novecento, will provide students with the necessary and indispensable historical introduction relating to the birth and development of Pedagogy during the twentieth century, in its different orientations and directions of thought (Idealism , Marxism, Personalism, etc.), knowing full well that philosophical reflection on education was born well before, starting from Socratic-Platonic philosophy, the first true form of critical pedagogy ever. But Cambi's text puts pedagogical knowledge into dialogue with the historical, social, political and economic dimension of the entire 20th century, as well as with the history and development of educational institutions summarized in the trinomial Family, School, Society (and State), as well as projecting this pedagogical knowledge towards a constant comparison with the great social issues that are still open: the migration question, the issues of social justice, the problems relating to the school-work connection, training within the current learning environments and growth (advanced technology) typical of today's communication society, etc.
Second part. Analysis of development, care and educational relationship processes in children aged 0 to 6 years.

Reference texts:
• Bruno Bettelheim, An almost perfect parent, Feltrinelli, 2022
• Supplementary handouts provided by the teacher during the course

The other crucial point of this course is the one that specifically concerns the analysis of the psycho-pedagogical development of the child, from 0 to 6 years, as well as the related care models and practices.

1) Of fundamental importance will be the theme constituted by the mother-child relationship, as well as the family and parental context of reference which Psychoanalysis, in particular, has placed in due importance through decades of research and scientific investigations of indispensable value: from the contributions of René Spitz and Margaret Mahler to those of Donald Winnicott and John Bowlby (always against the background of the tradition inaugurated by Freud and differently declined by scholars such as Melanie Klein and Anna Freud, etc.), without ignoring the precious suggestions coming from Self Psychology, with the studies of Heinz Kohut and Daniel Stern, in particular.
Regarding what has just been written, the teacher (Prof. Giosi) will provide adequate indications and explanations:
a) Both within the lessons carried out
b) Both through short but significant PDF handouts, shared by the teacher on the Formonline platform, which students can easily download and view.
c) Both, as anticipated before, from the fundamental text of a great psychoanalyst and pedagogist of the twentieth century, Bruno Bettelheim, "An almost perfect parent". This text by Bettelheim places the recognition of other people's difference as a value in itself, to be safeguarded and reaffirmed within the educational relationship and pedagogical reflection itself. And this is constantly highlighted by Bettelheim, throughout the entire course of the book, precisely in light of the (negative) tendency, almost physiologically present in the educational space, to "normalize", to "conform", to "homologize" behaviors and the ways of being of children, first, of adolescents, then. It is a text that revolves around the principle of "taking care", starting from the centrality recognized to empathy, as well as fragility and vulnerability, the latter understood as non-negative, but potentially active and constructive aspects within the educational relationship. Particular importance is also assigned, by Bettelheim, to the dimension of play as an element of fundamental importance for the growth and development of the child's personality.

Part Three. Imagination, play, creativity within childhood development
Reference texts:
• Marco Giosi, Imagining childhood. Pedagogy, play, creativity, Anicia, Rome, 2024 (In press)


1) A further topic of reference will be that constituted by the dimension that links Game-Imagination-Creativity together, from 0-6 years up to subsequent phases of growth and maturation, as it was analyzed and conceived by the most important authors of the twentieth century and beyond: Montessori, Piaget, Vygotskij, Winnicott, Rodari, Bruner, through the study of M. Giosi's text: "Imagining childhood. Pedagogy, play, creativity. The role assigned by Vygotsky is of fundamental importance (but, within a different perspective , also by Winnicott and, certainly, by Rodari), to play and creativity as primary factors aimed at promoting more complex and open care and education practices on the front of the crucial aesthetic experience as a central factor in the growth of the child.
Based on the study of this text, the following key categories relating to child development will be analysed:
development of perception and attention
mastery of memory and thought
relationship between language and thought
interaction between learning and development
role of play and creativity in the growth of the child
development of fantasy/imagination
See, Touch, Listen
Narrative principle and construction of the Self

Testi Adottati

Franco Cambi, Le pedagogie del Novecento, Laterza, 2005
Marco Giosi, Immaginare l’infanzia. Pedagogia, gioco, creatività, Anicia, Roma, 2024 (In corso di stampa)
Bruno Bettelheim, Un genitore quasi perfetto, Feltrinelli, 2022

Bibliografia Di Riferimento

Further bibliographical references will be provided to you by the teacher during the course

Modalità Frequenza

Expected attendance method: in attendance

Modalità Valutazione

Planned method: Oral test

Programma

The course aims to initiate students to the study of themes and problems of general Pedagogy, with particular attention to the pedagogical and educational reflection that emerged during the twentieth century. Some significant constructs of the pedagogical discourse will be examined in depth, in comparison with the Socratic lesson: education and paideia, ethics and moral action, practice of care and self-care, communication and dialogic relationship.
Part of the program will be dedicated to early childhood and applications to educational settings for children.

Testi Adottati

A. Broccoli, Dialogare, Morcelliana, Brescia 2021;
Platone, Apologia di Socrate, Laterza, Roma-Bari 2005 (edizione consigliata);
M. Attinà, A. Broccoli. V. Rossini (a cura di), Percorsi inattuali dell'educazione. Suggestioni, idee, proposte, Anicia, Roma 2023;

Per il Laboratorio obbligatorio (3 CFU):

M. Amadini, Crescere partecipando. Contesti e prospettive educative per il sistema integrato 0-6, Scholé, Brescia 2020



THE PROGRAM IS VALID FOR THREE ACADEMIC YEARS

Modalità Erogazione

The course (9 CFU, 6 + 3 of Laboratory) includes 36 hours of conventional didactics and 18 hours of LABORATORY work, in total carried out in the form of frontal lessons and students' participation. In the case of an extension of the health emergency by COVID-19 all the provisions that regulate the way in which teaching activities and student evaluation are carried out will be implemented. In particular, the following arrangements will apply: - use of the Form on Line platform for audio files related to the lessons and any activation of an interactive Forum in which the participation of students is required; - use of the Microsoft Teams platform for interviews, receptions and live lectures.

Modalità Frequenza

ATTENDANCE AT LESSON IS NOT MANDATORY.

Modalità Valutazione

The examination consists of an interview on the topics of the course, which will ascertain the possession of specific knowledge of some topics in General Pedagogy. The final grade, expressed in thirtieths, will take into account: of the ability to critically rework the knowledge acquired; of the possession of adequate expressive property and specialized terminology