Primary teacher education | Course catalogue

History of Pedagogy

Course objectives

I) To know in depth the main pedagogical theories that have marked out the history of education and scholastic and educational institutions, with a special reference to the European and North American cultures, through the analysis of many documentary sources (cf. the Dublin Descriptor 1) II) To be able to autonomously examine and expand to a number of areas and contexts the acquired knowledge, also through the application to special researches of the main hermeneutic theories (cf. the Dublin Descriptor 2) III) To apply to a research area skills of making judgements and critically interpreting, applying the acquired knowledge in documentary, archival and bibliographic researches, and in writing compositions of different kinds (essays, PowerPoint presentations, etc.) on the main exponents of history of thought, literature and arts, significant on a historical and educational level, as well as on the main characteristics of scholastic education during the ages (cf. the Dublin Descriptor 3) IV) To acquire communication skills of the outcomes deriving from the discussion and the comparison of the above-mentioned compositions in group, with experts in the field, and in the multimedia diffusion (cf. the Dublin Descriptor 4) V) To be able to autonomously carry on the research activity, continuing one's studies and investigations, according to models of source analysis, and coherent and fitting hermeneutic points of view (cf. the Dublin Descriptor 5)

Channel 1

FURIO PESCI Lecturers' profile

Program - Frequency - Exams

Course program

Part I (Prof. Furio Pesci) This part is organized into twoparts: a) historical overview regarding the epistemology and methodology of the history of education (10 hours); b) historical overview regarding education and the main cultural trends in Western history from platonism to modern naturalism and contemporary postmodernism (20 hours); c) summary (2 hours). The focus of the whole course will be placed on a critical and hermeneutic approach of classical texts. Part II (Prof. Simona Finetti) The second module aims to offer a theoretical framework regarding prodromes of the Italian idea of “povertà educativa”, as traceable in the Italian history of pedagogy and education, pioneering educational practices for preventing and combating the phenomenon of educational poverty and oppression, theories and practices of media education for minors in Italy’s 20th century, analysis of sources conveying school memory. It also aims to promote a critical study of the proposed contents, paying particular attention to the interconnections between past and present. The first part of the module focuses on prodromes of the Italian construct of “povertà educativa” as traceable in the Italian history of pedagogy and education. Aglieri M., Augelli A. (a cura di) (2020). A scuola dai maestri. La pedagogia di Dolci, Freire, Manzi, don Milani. Milano: FrancoAngeli, pp. 31-82. Finetti S. (2023). Povertà educativa, un costrutto con radici lontane. L’esperienza di don Bosco tra vecchie e nuove povertà. Nuova Secondaria Ricerca, XL(8), 158-170. https://www.edizionistudium.it/riviste/nuova-secondaria-ricerca-n-8-aprile-2023 Finetti S. (2021). Poveri ma ricchi. L’esperienza di don Lorenzo Milani e il dibattito attuale sulla povertà educativa. Studium Educationis, XXII(1), 39-48. http://dx.doi.org/10.7346/SE-012021-05 The second part of the module involves classroom reading of Paulo Freire’s classic “Pedagogy of the Oppressed”, accompanied by exercises that connect to the present and contextualize its contents. Classroom exercises will aim to develop critical thinking in order to understand the dynamics of oppression, enabling to promote educational actions for prevention in an intercultural perspective. Freire P. (2022). Pedagogia degli oppressi. Torino: EGA, pp. 41-208. The third part of the module introduces the student to the history of media education, with a focus on pioneering Italian experiences dedicated to minors. Felini D. (2008). Crossing the Bridge: Literacy between School Education and Contemporary Cultures. In J. Flood, S. Brice Heath e D. Lapp (Eds.), Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts. Volume II (pp. 19-26). New York-Oxon (Oxfordshire, UK): Lawrence Erlbaum Associates, Taylor & Francis Group. Felini D. (2009). Galassia elettronica, comunicazione globale e questione educativa. Pedagogia e Vita, 67(2), 144-159. Finetti S. (2023). Cooperazione educativa e comunità educante. L’esperienza di Ulisse Adorni tra scuola e politiche giovanili. Rivista di Storia dell’Educazione, 10(2), 11-23. https://doi.org/10.36253/rse-14661 Finetti S. (2024). L’appello di don Lorenzo Milani arriva a Parma. L’esperienza di Ulisse Adorni tra scuola democratica inclusiva ed educazione ai media. In V. Boffo, G. Del Gobbo, P. Malavasi (a cura di), Dare la parola: professionalità pedagogiche, educative e formative. A 100 anni dalla nascita di Don Milani. Junior Conference (pp. 348-353). Lecce: Pensa MultiMedia. Finetti S. (2024). Il film-making scolastico come risorsa educativa, inclusiva ed emancipativa nell’Italia degli anni Sessanta e Settanta. Critical Hermeneutics, 8(1), 169-190. https://doi.org/10.13125/CH/6330 Debè A., Finetti S. (2024). Tra cinema e TV: la proposta educativa del Centro Studi Cinematografici negli anni Sessanta. Studium Educationis, XXV(1), 7-15. https://doi.org/10.7346/SE-012024-01 Finetti S. (2024). Adorni: Pioneering Inclusive Democratic Schools and Media Education in 1960s-1980s Italy. Nuova Secondaria Ricerca, XLI(9), 207-219. Finetti S. (in press). Educare all’immagine e all’audiovisivo nella scuola elementare ai tempi del D.P.R. 12 febbraio 1985, n. 104. L’esperienza di Roberto Casalini. Atti del convegno Siped 2024, Bressanone, 28-30 novembre 2024. The fourth part of the module deals with the classification of sources that convey school memory with a particular focus on the analysis of representations offered by the culture industry for collective school memory. Students will be involved in hands-on classroom exercises with audiovisual sources.

Prerequisites

Analysis and comprehension of written texts Prof. Simona Finetti Prerequisite of the module is basic knowledge of modern and contemporary history, general and social pedagogy.

Books

Part I (Prof. Furio Pesci) F. Pesci, Storia delle idee pedagogiche, Milano, Mondadori Università, 2015; G. Chiosso, Novecento pedagogico e nuovo millennio, Milano, Mondadori Università, 2022; Part II (Prof. Simona Finetti) PART 1: Aglieri M., Augelli A. (a cura di) (2020). A scuola dai maestri. La pedagogia di Dolci, Freire, Manzi, don Milani. Milano: FrancoAngeli, pp. 31-82. Finetti S. (2023). Povertà educativa, un costrutto con radici lontane. L’esperienza di don Bosco tra vecchie e nuove povertà. Nuova Secondaria Ricerca, XL(8), 158-170. https://www.edizionistudium.it/riviste/nuova-secondaria-ricerca-n-8-aprile-2023 Finetti S. (2021). Poveri ma ricchi. L’esperienza di don Lorenzo Milani e il dibattito attuale sulla povertà educativa. Studium Educationis, XXII(1), 39-48. http://dx.doi.org/10.7346/SE-012021-05 PART 2: Freire P. (2022). Pedagogia degli oppressi. Torino: EGA, pp. 41-208. PART 3: Felini D. (2008). Crossing the Bridge: Literacy between School Education and Contemporary Cultures. In J. Flood, S. Brice Heath e D. Lapp (Eds.), Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts. Volume II (pp. 19-26). New York-Oxon (Oxfordshire, UK): Lawrence Erlbaum Associates, Taylor & Francis Group. Felini D. (2009). Galassia elettronica, comunicazione globale e questione educativa. Pedagogia e Vita, 67(2), 144-159. Finetti S. (2023). Cooperazione educativa e comunità educante. L’esperienza di Ulisse Adorni tra scuola e politiche giovanili. Rivista di Storia dell’Educazione, 10(2), 11-23. https://doi.org/10.36253/rse-14661 Finetti S. (2024). L’appello di don Lorenzo Milani arriva a Parma. L’esperienza di Ulisse Adorni tra scuola democratica inclusiva ed educazione ai media. In V. Boffo, G. Del Gobbo, P. Malavasi (a cura di), Dare la parola: professionalità pedagogiche, educative e formative. A 100 anni dalla nascita di Don Milani. Junior Conference (pp. 348-353). Lecce: Pensa MultiMedia. Finetti S. (2024). Il film-making scolastico come risorsa educativa, inclusiva ed emancipativa nell’Italia degli anni Sessanta e Settanta. Critical Hermeneutics, 8(1), 169-190. https://doi.org/10.13125/CH/6330 Debè A., Finetti S. (2024). Tra cinema e TV: la proposta educativa del Centro Studi Cinematografici negli anni Sessanta. Studium Educationis, XXV(1), 7-15. https://doi.org/10.7346/SE-012024-01 Finetti S. (2024). Adorni: Pioneering Inclusive Democratic Schools and Media Education in 1960s-1980s Italy. Nuova Secondaria Ricerca, XLI(9), 207-219. Finetti S. (in press). Educare all’immagine e all’audiovisivo nella scuola elementare ai tempi del D.P.R. 12 febbraio 1985, n. 104. L’esperienza di Roberto Casalini. Atti del convegno Siped 2024, Bressanone, 28-30 novembre 2024.

Teaching mode

Lectures regarding specific texts; workshops with students. The frontal lectures will be based on the critical analysis of didactical texts, in particular regarding the first part (methodological and epistemological framing), the second part (history of educational ideas contextualized into the wider history of occidental culture) and the third part of the course. Students will be guided by the Professor in order to run the main presentations. During the third part of the course students will be encouraged to follow an autonomous research project (mainly bibliographical), specifically regarding the list of materials available on the Professor's page. During the semester, if explicitly asked by the students, it will be provided the supplement material used during the lectures (slides, presentations, etc.).

Frequency

Strongly recommended Part I (Prof. Furio Pesci) Those students who do not attend lessons must arrange with the teacher their personal homework. Part II (Prof. Simona Finetti) Students are strongly encouraged to actively participate in classroom exercises and make use of the material and information available online.

Exam mode

For Part I (Prof. Pesci) Preparation of one or more written papers during the course period, according to the specifications given below; (for both parts (Prof. Pesci and Finetti) Final written/oral exam.

Bibliography

M. Adler, Come leggere un libro, Roma, Armando, 1985 M. Adler, La proposta Paideia, Roma, Armando, 1983 A. Huxley, Il mondo nuovo - Ritorno al mondo nuovo, Milano, Mondadori, 2015 Part. II (Prof. Simona Finetti) Aglieri M., Augelli A. (a cura di) (2020). A scuola dai maestri. La pedagogia di Dolci, Freire, Manzi, don Milani. Milano: FrancoAngeli. Alfieri P. (2019). Immagini dei nostri maestri. Memorie di scuola nel cinema e nella televisione dell’Italia repubblicana. Roma: Armando. Debè A., Finetti S. (2024). Tra cinema e TV: la proposta educativa del Centro Studi Cinematografici negli anni Sessanta. Studium Educationis, XXV(1), 7-15. https://doi.org/10.7346/SE-012024-01 Felini D. (2008). Crossing the Bridge: Literacy between School Education and Contemporary Cultures. In J. Flood, S. Brice Heath e D. Lapp (Eds.), Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts. Volume II (pp. 19-26). New York-Oxon (Oxfordshire, UK): Lawrence Erlbaum Associates, Taylor & Francis Group. Felini D. (2009). Galassia elettronica, comunicazione globale e questione educativa. Pedagogia e Vita, 67(2), 144-159. Finetti S. (2021). Poveri ma ricchi. L’esperienza di don Lorenzo Milani e il dibattito attuale sulla povertà educativa. Studium Educationis, XXII(1), 39-48. http://dx.doi.org/10.7346/SE-012021-05 Finetti S. (2023). Povertà educativa, un costrutto con radici lontane. L’esperienza di don Bosco tra vecchie e nuove povertà. Nuova Secondaria Ricerca, XL(8), 158-170. https://www.edizionistudium.it/riviste/nuova-secondaria-ricerca-n-8-aprile-2023 Finetti S. (2023). Cooperazione educativa e comunità educante. L’esperienza di Ulisse Adorni tra scuola e politiche giovanili. Rivista di Storia dell’Educazione, 10(2), 11-23. https://doi.org/10.36253/rse-14661 Finetti S. (2024). L’appello di don Lorenzo Milani arriva a Parma. L’esperienza di Ulisse Adorni tra scuola democratica inclusiva ed educazione ai media. In V. Boffo, G. Del Gobbo, P. Malavasi (a cura di), Dare la parola: professionalità pedagogiche, educative e formative. A 100 anni dalla nascita di Don Milani. Junior Conference (pp. 348-353). Lecce: Pensa MultiMedia. Finetti S. (2024). Il film-making scolastico come risorsa educativa, inclusiva ed emancipativa nell’Italia degli anni Sessanta e Settanta. Critical Hermeneutics, 8(1), 169-190. https://doi.org/10.13125/CH/6330 Finetti S. (2024). Adorni: Pioneering Inclusive Democratic Schools and Media Education in 1960s-1980s Italy. Nuova Secondaria Ricerca, XLI(9), 207-219. Finetti S. (in press). Educare all’immagine e all’audiovisivo nella scuola elementare ai tempi del D.P.R. 12 febbraio 1985, n. 104. L’esperienza di Roberto Casalini. Atti del convegno Siped 2024, Bressanone, 28-30 novembre 2024. Freire P. (2022). Pedagogia degli oppressi. Torino: EGA.

Lesson mode

Part I (Prof. Furio Pesci) Lectures regarding specific texts; workshops with students. The frontal lectures will be based on the critical analysis of didactical texts, in particular regarding the methodological and epistemological framing and the history of educational ideas in their links with the history of Occidental culture). Students will be encouraged to follow an autonomous research project (mainly bibliographical), specifically regarding the list of materials available on the Professor's Elearning and Google Drive pages. Part II (Prof. Simona Finetti) Lectures and interactive lessons, reading and commentary on documents and historical sources, case studies, viewing plus analysis of films, and classroom exercises are planned.

SIMONA FINETTI Lecturers' profile

Lesson code1049659
Academic year2025/2026
CoursePrimary teacher education
CurriculumSingle curriculum
Year3rd year
Semester2nd semester
SSDM-PED/02
CFU8