Formative objectives in relation to the professional profile of the educator The teaching of the philosophy of education, bearing in mind the educator's cultural and professional training profile, is intended to contribute to the enhancement of the reflexive and meta-reflective capacity of those enrolled in the Sciences of Education, focusing on the sphere of the many "Meanings" of education and the search for its "total meaning". In this way, the philosophy of education, placed in the third year of the course, aims to help students learn more personal, cultural and professional motivations that can enhance their ability to operate in a competent and responsible manner. His contribution to the achievement of the general educational purpose of the degree program is therefore of essentially cognitive and reflective nature, which is not directly addressed to educational practice but which can help to build the cognitive premises to understand more thoroughly what education means then act accordingly. Specific learning objectives On the basis of the above-mentioned general training purpose, to which it refers, the teaching aims to achieve some specific training objectives expressed in the form of expected learning outcomes.
1) First training objective: knowledge and understanding skills. At the end of the lessons, the student will have to show some of the major educational questions and understand their meaning better through the contribution of philosophical reflection on these issues, which are also the themes of philosophy. In this way, the student will experience an interdisciplinary, pedagogical and philosophical approach to the important content of education and will "recognize" the presence of the philosophical component within many educational content, which are expressed in particular by the language that it is typical of education and pedagogical reflection.
2) Second objective: knowledge and understanding applied to education. At the end of the lessons the student will have to show: a) knowing the "way" through which we can deepen from the philosophical point of view the meaning of certain concepts used in education and pedagogy; b) knowing how to apply this approach in the analysis of other concepts or problems, including the cognitive process. In this way it will be able to justify the relationship between educational experience, pedagogical reflection and philosophical theorization, and to appreciate the cultural and educational value that is implied in that connection.
3) Third training objective: autonomy of judgment. At the end of the lessons the student will have to understand how building their own way of knowing, evaluating and then acting is closely related to the ability to comprehend in depth all that concerns the educational activity, including its cognitive dimension of character philosophical and pedagogical.
4. Fourth Objective Goal: Communication Skills. At the end of the lessons the student will be able to communicate all that concerns the educational experience in a more articulate and meaningful way, even of a symbolic nature, thanks to the work of reflection on words of educational and pedagogical language, rethought by philosophical point of view. The enhancement of communicative competence is an essential relational and professional element; For this reason, the student will be invited, in the classroom, to express their own reflections on what is to be learned.
5) Fifth goal: ability to continue learning. At the end of the lessons the student will be able to understand and interpret a certain educational problem not only in pedagogical terms but also in philosophical terms, with the possibility of further enhancing and differentiating comprehension both in relation to other philosophical theories and in relation to the pedagogical theories of philosophical matrix. To ensure the opportunity to continue learning, it will work to start reflecting on the epistemology of the Philosophy of Education.
The "general" (or institutional) part of the program addresses the following core content, aimed at achieving the expected training goals. For their content, the "general" part of the program is "directly" the first two training objectives; successive goals are pursued "indirectly" through the classroom activity and the implications that result from the gradual assimilation of the content envisaged.
A) Content of the general part of the program.
1. From educational and pedagogical experience to the philosophical implications that are connected to them.
2. The cognitive model, just about the philosophy of education; b) General elements of discipline epistemology; c)
The "circular" methodological structure of the relationship between educational issues, philosophical reflection and
3. Applying the method of the philosophy of education to specific educational-philosophical content: a) The "person":
at the center of educational experience; b) The educational purpose and the problem of its "truth"; c) The mistake
as a way to seek the truth; d) The educational method, between the functional dimension and the size of art
and "beauty"; E) The educator's action and the need for "ethics in educational professions" F) Looking for the
ultimate meaning: education as "experience", as "symbol" and as "way of being" of existence.
B) Content of the monographic part of the program.
1. Experience of the "limit", general aspects
2. The "limit" of education and its distinction with regard to educational "problems"
The lessons will be held in three ways: a) the front lesson for the presentation of the contents; b) the lesson of the laboratory, in relation to the moments of collaboration between the students in the classroom. In addition, favors will be favored, questions and short debates on issues from time to time faced.
|Remo Bodei||Limite||il Mulino||2016||9788815260499|
|Daniele Loro||Questioni educative e riflessioni filosofiche. Teoria e pratica della filosofia dell'educazione||2019||Dispensa, anno accademico 2017-2018|
|Massimo Baldini||Virtù dell'errore. Fra epistemologia e pedagogia||La Scuola||2012||9788835032861|
Texts for the exam
For the general part: it is mandatory for all, attending and non-attending, to study the following text:
• D. Loro, Among Educational Issues and Philosophical Reflections. Handbook of theory and practice of the philosophy of education. Lecture a. to. 2017-2018. The Text will be available at the end of the course at the Ateneo stationery, Lungadige Porta Vittoria, 37. www.ateneovr.it.
For the monographic part, it is compulsory for all, attending and non-attending, the following text:
• R. Bodei, Limite, Bologna, ed. Il Mulino, 2016.
Suggested texts for possible personal in-depth:
• M. Baldini, Error Virtue. Between epistemology and pedagogy, Brescia, ed. The School, 2012.
The objective of the exam is to verify the presence of students in an adequate level of learning of the contents of the program and of the acquisition of the objectives and competences required by the specific training objectives.
The exam will take the form of a written test of 2 hours and 30 minutes. The written test will consist of:
• 9 closed-ended questions aimed at verifying the learning of general content aspects;
• 3 questions centered on the definition of the most important concepts; there are questions aimed at verifying the learning of the structural nodes of the issues addressed;
• 1 request for an understanding of a written text taken from the examination material; the application is aimed at verifying the ability to understand a written text;
• 3 open-ended questions aimed at verifying the descriptive and argumentative capacity in relation to the content studied.
Questions are assigned the following score:
9 closed-ended questions: 1 point for each correct answer;
3 concept definitions: max. 3 points;
1 request for understanding the text; max. 3 points;
3 open answer questions: max. 4 points.
The ability to communicate effectively will also be evaluated by the quality of the written composition, which must be corrected graphically, grammatically and syntactically.
To ensure the connection, as required by the "Diploma Supplement" (Diploma Supplement) document, between the Examination Program and the academic year in which the student submits the exam, and since each year the course program is deepened and updated in its contents, compared to the programs of previous years, it is culturally and didactically appropriate that students enrolled in the academic years preceding pass the examination by carrying out the program of the current academic year, except for serious and motivated reasons, to be communicated in any case and in advance to the teacher.