The course of the history of education and pedagogy aims to help students, who have targeted training for professional educators, to develop a vision on the evolution of the terms and historiographical reflections sull'educativo, it characterized not by foreclosures and apriorisms but rather the sense of the complexity of the methods, of the views and attitudes of openness. Through the delivery of problems and frameworks, the course tends therefore to promote a critical self-reflexive on educational and cultural issues related to modern and contemporary period and the first acquisition of vocabulary teaching.
* Knowledge: the path of pedagogy and education in modern and contemporary. Deepening of some thematic pedagogical relative (eg. Educator, children, women, marginalization, adulthood and elderly), in its historical development.
* Understanding: development of critical thinking skills of the student, who must stand in front of each historical document (written or not) with an attitude of "suspension" and without prejudice and preconception, but with the ability to correct reading and interpretation.
* Ability to use: the student, at the end of the course, should have gained understanding of texts for educational and place them in time. It should be able to understand the evolution of educational thought to grasp the permanence and absences in the current world; to bring out the line of continuity that binds the ages to the present. In a word to interpret the evolution of historical and pedagogical know how to contextualize analyzing from several points of view.
The history of education and pedagogy explores the evolution of educational thought, captures the most marked changes of the various educational models and at the same time the educational practices (in the family, at school, in the various ages of man) occurred in the course of time, especially starting from the modern. Thus it allows to reflect on the thinking of some important educators of the past that have marked the history of education; puts the light use pragmatic, done at school and elsewhere, the teaching of history, that is aimed at practical effects underlying conceptions providential, ethnocentric and nationalistic; It makes us understand how we are the fruit of men, of their thinking and their works, which have gone before us, in a process, continuous and discontinuous in the same way temIl of pedagogy and education in the modern age, from Rousseau to the present day .
The evolution of education of the child, a journey strewn often of "violence and abuse".
The intergenerational relationship that binds the different ages, especially grandparents and grandchildren.
Analysis of sources and documents relating to the history of pedagogy and education.
R. Lanfranchi-J.M. Prellezo, Elementary School and pedagogy in the furrows of history, vol. 2, the Enlightenment era of globalization, LAS, Rome, 2008.
M. Gecchele, The image of grandparents in children and pre-adolescents. Thirty years of research, Think MultiMedia, Lecce-Rovato (Bs), 2015.
J. Korczak, The child's right to respect, Donkey Editions, Rome, 2011.
M. R. Storchi, Childhood violated. History of "abuse" against children in the nineteenth and twentieth century, Manna, Naples, 2015.
Written exam with open questions