The principle of educational continuity constitutes the background of contemporary educational thought. The new educational philosophical orientations require a reflection on the adaptation of the conceptual and operational tools that serve to address the relationship between experience and education.
By studying the Philosophy of Education the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
- define and identify the epistemological and methodological field of the discipline;
- understand The principle of educational continuity.
In terms of ability to apply knowledge and understanding:
- analyse the relationship between experience and education;
- Identify conceptual and operational tools to address the relationship between experience and education.
In terms of autonomy of judgement:
- understand contemporary educational thinking;
- identify and generalize educational phenomena and processes.
In terms of communication skills:
- Interact in the classroom and outside the classroom;
- Linking pedagogical theories to contemporary educational issues.
In terms of learning capacity:
- understand the educational challenge and propose solutions in the light of the new educational philosophical orientations;
- be able to access the relevant scientific literature.
By studying the Philosophy of Education the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
- define and identify the epistemological and methodological field of the discipline;
- understand The principle of educational continuity.
In terms of ability to apply knowledge and understanding:
- analyse the relationship between experience and education;
- Identify conceptual and operational tools to address the relationship between experience and education.
In terms of autonomy of judgement:
- understand contemporary educational thinking;
- identify and generalize educational phenomena and processes.
In terms of communication skills:
- Interact in the classroom and outside the classroom;
- Linking pedagogical theories to contemporary educational issues.
In terms of learning capacity:
- understand the educational challenge and propose solutions in the light of the new educational philosophical orientations;
- be able to access the relevant scientific literature.
scheda docente
materiale didattico
This Course intends to offer an opportunity for critical reflection on a crucial category of the pedagogical-educational dimension such as, precisely, self-care, in its intertwining with the processes of formation of the person. There will be several focal points of this path of study, analysis and reflection:
A) A philosophical-educational analysis of the notion of care, following the twentieth-century ethical-moral orientations of the philosophies of dialogue and of the person: Lévinas, Buber, Scheler and Ricoeur in particular; then taking up ideas and themes relating to the philosophies of existence, in their different expressions (Heidegger, Marcel, Jaspers) and of the phenomenological psychiatry of the first decades of the twentieth century (always Jaspers, Binswanger, Minkowski), along a constant reference to the anthropological dimension of the subject/person.
B) The Course will also be aimed at the analysis of care within socio-health pedagogical areas, in terms of pedagogy of care, through a critical reading of those categories such as health, illness, pain, body, empathy, vulnerability, consubstantial to the act of caring, within a pedagogical perspective based on the humanization of care and the use of an approach methodology inspired by the paradigm of narration as a principle of construction of the self.
C) The pedagogical reflections developed in Italy by Franco Cambi and Duccio Demetrio will be analyzed, in particular, on the ground of "self-care" and the autobiographical method as a fruitful and valuable practice for the purposes of personal training. Autobiographical writing, self-narration, appear rich in formative, emancipatory, reflective-critical implications.
D) Through some handouts prepared by the teacher and distributed to the students of the Course, the topic, ever current and crucial, relating to the construction and elaboration of emotions, feelings, intimacy, eros, corporeality within the adolescent experience will be addressed. In today's historical, social, cultural and political condition, emotions and their expressions and transformations appear increasingly intertwined with social, public, communicative contexts, mediated by "social platforms". As underlined by authors such as Eva Illouz, Richard Sennett, Zygmunt Bauman, intimate life itself, the representation/image of the self, the dimension of sexuality and the entire sphere of personal emotions/feelings, appear increasingly projected, elaborated and expressed within a public space, by virtue of the progressive fading of the separation between the intimate sphere of the self and the dominant tendency to externalize intimacy, according to a logic of "forced exposure", of commodification of emotional experiences, which is linked to a dominance of the principle of "visibility" and of "spectacularization of emotions". All this, within a pedagogical perspective, is linked to a radical need for self-expression, a "giving oneself form", a making oneself recognizable, to oneself and to others, thus making "recognition" a key category of identity development, which calls into question the intimately social, relational (and, as we will see, political) nature of every "private", individual, intimate narrative. At the same time, the same condition of the adolescent appears, increasingly, exposed to multiple critical issues: forms of drug and technological dependence; youthful depression; eating disorders; social withdrawal; difficulties that are linked to the "effort of being oneself". This adolescent condition, which is linked to building bonds, intimacy, experiences, mentalization of the bodily self and social birth, will be analyzed and discussed above all through the handouts provided by the teacher.
E) Laboratory Part: self-narration, training and cinema
The experience we have of cinema, of watching a film, is inserted within a space characterized by profound and crucial formative values. It is a space in which the person can recreate, experiment, rework reality, without risks and constraints, within a dialectic that lives in the name of a creative tension between identification and estrangement, between illusion and truth, between appearance and reality. The performative pressure of the film induces in the spectator the possibility of experiencing emotions, meditating, thinking. Cinema therefore carries within itself a peculiar formative value to the extent that it works on the possibility of bringing out the experiences of the subject, the complex emotional dynamics, which are stimulated by the potential of cathartic fascination that film language carries within itself, both on the narrative level and on the iconic-imaginative level, thus making its contents analyzable and conscious. Cinema shows the "course of things", while inscribing them within the constant transformation that animates them. Cinema, therefore, as an example of significant pedagogical-educational practice in terms of self-care and re-reading of the self through “life stories”.
2) Dispense fornite dal docente durante lo svolgimento del Corso. Si tratta di brevi estratti tratti dai seguenti testi:
A. Giddens, La trasformazione dell’intimità. Sessualità, amore, erotismo nelle società moderne, Il Mulino, Bologna, 2013 (Breve estratto su: Le trasformazioni dell’intimità nelle relazioni umane; Sessualità “duttile” e relazione reversibile, L’ amore, il sesso e le altre forme di dipendenza)
D. Demetrio, Raccontarsi. L'autobiografia come cura di sé, Raffaello Cortina Editore, Milano, 2022 ( Breve estratto su: Il pensiero autobiografico)
M. Lancini, L’adolescente. Psicopatologia ed età evolutiva,, Raffaello Cortina, Milano, 2023
Z. Bauman, Consumo, dunque sono, Laterza, Roma-Bari, 2020. (Breve estratto su: Costruire relazioni interpersonali nel tempo e negli spazi del Web; Il soggetto come merce;
J. Bruner, La fabbrica delle storie, Laterza, Roma- Bari, 2015 (Breve estratto su: Il principio narrativo e la costruzione del sé)
J.P. Sartre, L’esistenzialismo è un umanismo, Mursia, Milano, 1999.
M. Foucault, Cura di sé, estetica, esistenza, Feltrinelli, Milano, 2017
E. Illouz, Intimità fredde, Feltrinelli, Milano, 2006
Programma
Philosophy of self-care and social construction of emotions.This Course intends to offer an opportunity for critical reflection on a crucial category of the pedagogical-educational dimension such as, precisely, self-care, in its intertwining with the processes of formation of the person. There will be several focal points of this path of study, analysis and reflection:
A) A philosophical-educational analysis of the notion of care, following the twentieth-century ethical-moral orientations of the philosophies of dialogue and of the person: Lévinas, Buber, Scheler and Ricoeur in particular; then taking up ideas and themes relating to the philosophies of existence, in their different expressions (Heidegger, Marcel, Jaspers) and of the phenomenological psychiatry of the first decades of the twentieth century (always Jaspers, Binswanger, Minkowski), along a constant reference to the anthropological dimension of the subject/person.
B) The Course will also be aimed at the analysis of care within socio-health pedagogical areas, in terms of pedagogy of care, through a critical reading of those categories such as health, illness, pain, body, empathy, vulnerability, consubstantial to the act of caring, within a pedagogical perspective based on the humanization of care and the use of an approach methodology inspired by the paradigm of narration as a principle of construction of the self.
C) The pedagogical reflections developed in Italy by Franco Cambi and Duccio Demetrio will be analyzed, in particular, on the ground of "self-care" and the autobiographical method as a fruitful and valuable practice for the purposes of personal training. Autobiographical writing, self-narration, appear rich in formative, emancipatory, reflective-critical implications.
D) Through some handouts prepared by the teacher and distributed to the students of the Course, the topic, ever current and crucial, relating to the construction and elaboration of emotions, feelings, intimacy, eros, corporeality within the adolescent experience will be addressed. In today's historical, social, cultural and political condition, emotions and their expressions and transformations appear increasingly intertwined with social, public, communicative contexts, mediated by "social platforms". As underlined by authors such as Eva Illouz, Richard Sennett, Zygmunt Bauman, intimate life itself, the representation/image of the self, the dimension of sexuality and the entire sphere of personal emotions/feelings, appear increasingly projected, elaborated and expressed within a public space, by virtue of the progressive fading of the separation between the intimate sphere of the self and the dominant tendency to externalize intimacy, according to a logic of "forced exposure", of commodification of emotional experiences, which is linked to a dominance of the principle of "visibility" and of "spectacularization of emotions". All this, within a pedagogical perspective, is linked to a radical need for self-expression, a "giving oneself form", a making oneself recognizable, to oneself and to others, thus making "recognition" a key category of identity development, which calls into question the intimately social, relational (and, as we will see, political) nature of every "private", individual, intimate narrative. At the same time, the same condition of the adolescent appears, increasingly, exposed to multiple critical issues: forms of drug and technological dependence; youthful depression; eating disorders; social withdrawal; difficulties that are linked to the "effort of being oneself". This adolescent condition, which is linked to building bonds, intimacy, experiences, mentalization of the bodily self and social birth, will be analyzed and discussed above all through the handouts provided by the teacher.
E) Laboratory Part: self-narration, training and cinema
The experience we have of cinema, of watching a film, is inserted within a space characterized by profound and crucial formative values. It is a space in which the person can recreate, experiment, rework reality, without risks and constraints, within a dialectic that lives in the name of a creative tension between identification and estrangement, between illusion and truth, between appearance and reality. The performative pressure of the film induces in the spectator the possibility of experiencing emotions, meditating, thinking. Cinema therefore carries within itself a peculiar formative value to the extent that it works on the possibility of bringing out the experiences of the subject, the complex emotional dynamics, which are stimulated by the potential of cathartic fascination that film language carries within itself, both on the narrative level and on the iconic-imaginative level, thus making its contents analyzable and conscious. Cinema shows the "course of things", while inscribing them within the constant transformation that animates them. Cinema, therefore, as an example of significant pedagogical-educational practice in terms of self-care and re-reading of the self through “life stories”.
Testi Adottati
1)M. Giosi, Le radici pedagogiche della cura. Empatia, vulnerabilità, dolore, Roma, Anicia, 2022.2) Dispense fornite dal docente durante lo svolgimento del Corso. Si tratta di brevi estratti tratti dai seguenti testi:
A. Giddens, La trasformazione dell’intimità. Sessualità, amore, erotismo nelle società moderne, Il Mulino, Bologna, 2013 (Breve estratto su: Le trasformazioni dell’intimità nelle relazioni umane; Sessualità “duttile” e relazione reversibile, L’ amore, il sesso e le altre forme di dipendenza)
D. Demetrio, Raccontarsi. L'autobiografia come cura di sé, Raffaello Cortina Editore, Milano, 2022 ( Breve estratto su: Il pensiero autobiografico)
M. Lancini, L’adolescente. Psicopatologia ed età evolutiva,, Raffaello Cortina, Milano, 2023
Z. Bauman, Consumo, dunque sono, Laterza, Roma-Bari, 2020. (Breve estratto su: Costruire relazioni interpersonali nel tempo e negli spazi del Web; Il soggetto come merce;
J. Bruner, La fabbrica delle storie, Laterza, Roma- Bari, 2015 (Breve estratto su: Il principio narrativo e la costruzione del sé)
J.P. Sartre, L’esistenzialismo è un umanismo, Mursia, Milano, 1999.
M. Foucault, Cura di sé, estetica, esistenza, Feltrinelli, Milano, 2017
E. Illouz, Intimità fredde, Feltrinelli, Milano, 2006
Modalità Frequenza
Attendance mode in presenceModalità Valutazione
Questions related to the topics covered and the texts in the program