Theories of school and education [Edizione 1] (2018/2019)

Program in relation to educational objectives.
From the educational issue to the metacognitive dimension of teaching
─ Knowledge of the essential elements of a "complex" vision of the reality of the school, as opposed to a "simple" or "reductionist" vision.
─ Understanding that, in the last instance, the teacher is not asked to work mechanically applying theories, but to work in a "reflective" and "interpretative" way on his own experience, gradually developing his own vision of school and training, starting from an increasingly broad cognitive synthesis between learned theories and lived experiences.
─ Operational concretization: the teacher as a "professional" and as an "interpreter" of his knowledge.

From the pedagogical dimension to the existential dimension of teaching.
─ Knowledge of what it means: "to instruct", "educate" and "form" and the reciprocal conceptual and practical connections present in every educational experience and therefore also in school life;
─ Understanding of the existential dynamism present in teachers and students, which forces both to distinguish and to integrate: the "role" that is exercised, the age of life in which one finds oneself (adolescence, adulthood), with particular regard to the dimension existential of the teacher as an adult.
─ Operational concretization: the teacher as an adult "generator" of educational processes.

Existential, ethical and socio-cultural aspects of teaching.
─ What is the value, after all, of what is taught: the ethical and aesthetic dimension of one's work.
─ What contribution does the teacher give to the school and social community in which you work? The socio-cultural and political dimension of one's work.
─ Operational concretization: the teacher as a witness to the "symbolic" and "spiritual" dimension also present in the educational work.

Bibliography for the exam
• Mandatory text for all is the Lecture notes entitled: Becoming teachers. Formative theories and thought models; educational contents and existential meanings, by the teacher. The lecture notes will be available in e-learning mode at the beginning of the lessons.

• Text of your choice, among the following, for those who are personally interested in exploring certain topics, presented during the lessons:
G. Chiosso, Studying pedagogy. Introduction to the meanings of education, Milan, ed. Mondadori, 2018.
C. M. Fedeli, Guardini educator, Lecce-Rovato (BS), 2018.
F. Garelli, Education, Bologna, Bologna, ed. il Mulino, 2017.
E. Morin, Teaching to live. Program to change education, trans. from the French, Milan, ed. Raffaello Cortina, 2015.
G. Pietropolli Charmet. The unbearable need for admiration, Rome-Bari, ed. Laterza, 2018.
M. Recalcati, Lecture time. For an erotic teaching, Turin, ed. Einaudi, 2014.
P. C. Rivoltella, A school idea, Brescia, ed. Scholé - Morcelliana, 2018.
P. Triani, The educational collaboration, Brescia, ed. Scholé - Morcelliana, 2018.
Examination methods and evaluation criteria

Exam methods.
- The exam will be in written form, lasting 2 hours and consisting of 3 open questions, one for each of the three parts in which the course is divided and, with it, the dispensation. For the answer to the questions only one protocol sheet will be available.
- Each question will be formulated in such a way that the student can attach to the contents of the lecture, what emerged from the classroom activity, from personal reflection and possibly also from his own professional experience.
- Therefore, for each question you will have to answer by dividing the answer roughly into 3 parts:
1st part: answer by referring to the contents of the dispensation connected to the question;
2nd part: references to reflections that emerged during the lectures;
3rd part: personal observations that are closely connected with the content of the application;

Evaluation criteria of the answers given: the score will be divided as follows:
10 points total for each of the three answers given;
within the score assigned to each answer, the division of the points will be approximately as follows:
up to 4 points for the 1st part of the answer;
up to 3 points for the 2nd part of the answer;
up to 3 points for the 3rd part of the answer.

• For those who wish to summarize some of the contents of the text of their choice and their reflections on the subject, there is the possibility of requesting, if necessary, half a protocol sheet, in addition to the one delivered at the beginning.