Modern humanities

GIORGIO CRESCENZA

The students will acquire high level knowledge and ability to interpret events in the field of Pedagogy, paying attention to the latest developments in the disciplinary debate and bibliography. The students will be able to collect and interpret the data on which to base a judgment that is critically aware, even in the ethical-social dimension underpinning the discipline. The students will therefore be able to use their knowledge in critical thinking, in addressing open issues, in implementing methods of study and research. The students will manage to communicate the results of their work both to specialists and to a broader audience. Finally, the students will be provided with the necessary skills to successfully undertake a future degree course that includes Pedagogy.

Knowledge and understanding:

At the end of the course, students will: - have acquired basic knowledge of the main lines of epistemological debate in general pedagogy, with particular reference to its constituent elements (problems and methods) and its relationship with other educational sciences; - demonstrate an understanding of the fundamental concepts of general pedagogy covered in the course.

Applying knowledge and understanding:

At the end of the course, students will: - demonstrate an understanding of the theoretical and methodological approaches to pedagogy; - recognise the operational dimensions of pedagogy and its educational directions; - demonstrate the ability to use knowledge and concepts to reason according to the logic of general pedagogy.

Making judgements:

At the end of the course, students will be able to: - recognise issues and problems in general pedagogy in school and extracurricular settings; - critically evaluate the appropriateness of pedagogical choices in relation to specific educational problems; - identify the most appropriate pedagogical strategies for solving specific educational problems; - interpret problematic situations by formulating hypotheses for pedagogical intervention.



Communication skills:

At the end of the course, students will have acquired: - the ability to clearly express the course content and explain its meaning; - the ability to communicate using specific disciplinary language; - the ability to discuss topics and issues characteristic of general pedagogy.

Learning skills:

At the end of the course, students will demonstrate the ability to use knowledge and concepts that enable them to reason according to the specific logic of the discipline. In particular, students should be able to: - use knowledge and concepts for planning activities; - identify planning methodologies appropriate to the contexts; - analyse certain educational situations along predefined lines; - simulate the planning of educational interventions; - propose certain pedagogical planning hypotheses around specific problems.

No one in particular

The General Pedagogy course aims to introduce students to an understanding of the theoretical and methodological foundations of education, promoting critical reflection on the meaning of education in contemporary society. The course brings together the main pedagogical paradigms with the cultural, social and institutional transformations of our time, exploring the relationship between school, the Constitution and citizenship. Particular attention will be paid to the ethical and political dimensions of educational action, to the values of respect, justice, democracy and peace, as well as to the construction of inclusive and sustainable educational communities. In addition to lectures, there will be workshops dedicated to exploring topics related to emergency pedagogy, which will be led not only by the course lecturer, but also by Prof. M. Leggieri and other collaborators.

For attending students:
1) Frabboni F., Pinto Minerva F. (Ultima edizione). Introduzione alla pedagogia generale. Roma- Bari: Laterza. (Studiare la parte prima e la parte seconda; nello specifico da pag. 1 a pag. 87 e da pag. 128 a pag. 184);
2) Crescenza G. (Ed.), (2024). Educare in tempi di odio e violenza. Sfide pedagogiche e istituzionali. Bari: Progedit;
3) Baldacci M. (2025). La scuola e la Costituzione. Valori di riferimento per la vita tra i banchi. Roma: Carocci;

For those not attending Book 2, it should be replaced with the following until February 2026:
2-bis) Crescenza G. (2024). Ritratti di maestri. Suggestioni pedagogiche sulla professione docente. Roma: Edizioni Conoscenza.
For subsequent appeals:
2- ter) Crescenza G., Stillo L. (2026). Nessuno è mio nemico. Sguardi pedagogici e pratiche di umanità nelle marginalità sociali. Pisa: ETS.

The course will be structured over two days per week.

Depending on the topics covered, the sessions will consist of lectures and workshops during which students will be asked to reflect on specific aspects of the subject together with the lecturer.

The course does not require compulsory attendance, but attendance is strongly recommended. For attending students, the topics will be covered starting from the basic ideas necessary to meaningfully assimilate the new conceptual material covered in the course.

The objectives are assessed through a written test (which is considered passed if a score of at least 18/30 is achieved).
The assessment criteria are as follows: - relevance and effectiveness of the answers in relation to the programme content; - the level of articulation of the answer; - appropriateness of the disciplinary language used.
If there are exam sessions with a small number of candidates, i.e. fewer than 15, the exam will be conducted orally.

The study of the epistemological aspects of pedagogy and reflection on the practical implementation of education constitute the articulations of a single process of creating theoretical-conceptual knowledge in which the methodological values of the discipline are revealed.