Art History

LAURA CERROCCHI
LAURA CERROCCHI

The student will be able to know, understand, apply, judge, communicate and learn in the following areas:
1. Knowledge and understanding:
recognize and describe the main problems, conceptual nuclei, systems of hypotheses and methodological choices as indicated in the educational objectives.
The student will be able to apply the knowledge and understanding skills acquired to:
2. Knowledge and Applied Understanding:
understand and interpret the main problems, conceptual nuclei, systems of hypotheses and methodological choices as indicated in the educational objectives.
3. Making judgments:
• Analyze, detect and deconstruct elements related to:
• reorganize the knowledge learned and implement one's own ability to critically and autonomously evaluate what has been learned.
• make analysis, interpretation, comparison and synthesis between different currents and pedagogical perspectives, ends and means, systems of hypotheses and organizational frames of the interventions as well as bringing the models and operational strategies back to their values, epistemological and methodological dimension.

4. Communication skills:
Students will be able to:
effectively communicate concepts and models (also through the appropriation of a sector language through the study of the bibliography, lessons and meetings with privileged witnesses) functional to knowledge and understanding, to intervention in agencies, contexts and with subjects in education, as well as with the parental and professional actors with whom they will come into contact through their trainingship and future occupations.
- appropriate a language of the sector - through the study of the bibliography, lessons and meetings with privileged witnesses - functional to knowledge and understanding but also to intervention in agencies, contexts and with subjects in education as well as with actors parents and professionals meet in trainingship and future occupation(s).
- orientate and access sources and international and national bibliography of the sector, to update one's knowledge and skills during the academic career and in the subsequent in-service training of personnel, knowing how to work in a teaching and in interdisciplinary and multi-professional teams
Communication skills will be functional to work in the field of educational research and pedagogical coordination as well as to the educational relationship, the educational alliance with families and the synergy with the local realities, forwork in in interdisciplinary and multiprofessional teams.
5. Ability to learn:
Design, monitor and verify
• Deriving from the previous constructs and structuring in planning and critical-reflective terms original processes of analysis/monitoring/verification and planning/intervention on target (age of life) and contexts (scholastic and extra-scholastic), with particular reference to the development of the pedagogical setting (as a system of hypotheses and organizational framework of the interventions), in the recurrence between the theory and the pedagogical practice, the systems of hypotheses and the organizational frames of the education and educational interventions in the perspective of lifelong education and the integrated bildung system and/or the network of services.

The student will be able to know, understand, apply, judge, communicate and learn in the following areas:
1. Knowledge and understanding:
recognize and describe the main problems, conceptual nuclei, systems of hypotheses and methodological choices as indicated in the educational objectives.
The student will be able to apply the knowledge and understanding skills acquired to:
2. Knowledge and Applied Understanding:
understand and interpret the main problems, conceptual nuclei, systems of hypotheses and methodological choices as indicated in the educational objectives.
3. Making judgments:
• Analyze, detect and deconstruct elements related to:
• reorganize the knowledge learned and implement one's own ability to critically and autonomously evaluate what has been learned.
• make analysis, interpretation, comparison and synthesis between different currents and pedagogical perspectives, ends and means, systems of hypotheses and organizational frames of the interventions as well as bringing the models and operational strategies back to their values, epistemological and methodological dimension.

4. Communication skills:
Students will be able to:
effectively communicate concepts and models (also through the appropriation of a sector language through the study of the bibliography, lessons and meetings with privileged witnesses) functional to knowledge and understanding, to intervention in agencies, contexts and with subjects in education, as well as with the parental and professional actors with whom they will come into contact through their trainingship and future occupations.
- appropriate a language of the sector - through the study of the bibliography, lessons and meetings with privileged witnesses - functional to knowledge and understanding but also to intervention in agencies, contexts and with subjects in education as well as with actors parents and professionals meet in trainingship and future occupation(s).
- orientate and access sources and international and national bibliography of the sector, to update one's knowledge and skills during the academic career and in the subsequent in-service training of personnel, knowing how to work in a teaching and in interdisciplinary and multi-professional teams
Communication skills will be functional to work in the field of educational research and pedagogical coordination as well as to the educational relationship, the educational alliance with families and the synergy with the local realities, forwork in in interdisciplinary and multiprofessional teams.
5. Ability to learn:
Design, monitor and verify
• Deriving from the previous constructs and structuring in planning and critical-reflective terms original processes of analysis/monitoring/verification and planning/intervention on target (age of life) and contexts (scholastic and extra-scholastic), with particular reference to the development of the pedagogical setting (as a system of hypotheses and organizational framework of the interventions), in the recurrence between the theory and the pedagogical practice, the systems of hypotheses and the organizational frames of the education and educational interventions in the perspective of lifelong education and the integrated bildung system and/or the network of services.

The fundamental basics of general and social Pedagogy.

The teaching of Groups and General Pedagogy course will be carried out on three levels: A) foundative-introductive, addressing: the object of study and intervention of pedagogy, the concept of bildung and the definition of pedagogy; the reasons and the path taken by pedagogy to become an "autonomous" "science" from the philosophy that thinks and envisages education with critical rationalism; the current of pedagogical problematicism; pedagogy as a discipline: theoretical statute and empirical framework; the complexity and pedagogy of reason: therefore, the main decentralizations of the twentieth century (with reference to those of biology, psychology with psychoanalysis and anthropology) and their respective pedagogical repercussions; the pedagogy between nature and technique (also with regard to biology and cybernetics; the contribution of the psychology of Logos and Eros: main characters, authors and pedagogical implications; the contribution of anthropology: with the concepts of culture, inculturation and acculturation and the evolution of anthropology with reference to the authors addressed and the pedagogical repercussions; the contribution of sociology: the ages of life as the ages of education from the point of view of education as a constant reconstruction of life experiences (with reference to the of childhood, adolescence, young people, adults and the elderly) and the places of life (with reference to school, family and extracurricular educational agencies) also explaining the difference between the bildung system and the integrated bildung system; B) of the contribution of the cultural canon, with regard to A.S. Makarenko: political-pedagogical position of the author in the twentieth century and main characteristics of thought and of the Collective as a method of education; C) monographic: education between emergency and utopia; the educational planning typical of the educational professions for the social; the social, psychological and cultural factors that mark knowledge and pedagogical and didactic planning; the reciprocity between social representations, systems of self-perception-sense of self-efficacy-agency and real images; theories/definition of group, concept of setting (main points); anti-group phenomena/dynamics and economistic and fusional deviation; pragmatics of human communication (axioms and educational implications); the training curriculum and professionalism of the socio-pedagogical professional educator and childcare services and of the pedagogist; characteristics and factors of insertion/permanence/leave and/or employment, organization and dynamics of educational settings: family, parenting support, foster care and adoption, community for minors; childcare services and youth aggregation centres; structures of and for psychosocial distress: prison and women's prison, intermediate structures for External Penal Execution, SerDP; work as a human activity, illegal hiring, between crisis and activation of resources and skills assessment practices, corporate welfare, targeted job placement; gangs and bullying, street education, interventions in emergency contexts, self-help groups, international cooperation; services and residential services for ederly; cultural services for different audiences (literacy and museum).

BIBLIOGRAFY for Exam

1. Frabboni F., Pinto Minerva F. (2003), Introduzione alla pedagogia generale, Laterza, Roma-Bari.
2. Cerrocchi L. (2022), Anton Semënovič Makarenko. Educare vuol dire cambiare nell’«alternativa» di una disciplina cosciente. In Mariuzzo A. (a cura di), Dalla compassione all'educazione. Vie emancipative comunitarie nel Novecento, il Mulino, Bologna, pp. 37-91.
3. Cerrocchi L., Dozza L. (2018) (a cura di), Contesti educativi per il sociale. Progettualità, professioni e setting per il benessere individuale e di comunità, Franco Angeli, Milano

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The modality of carrying out the teaching of General Pedagogy advanced course will be in presence (in the frontal lessons will be included in-depth itineraries with privileged testimonies - scholars and / or professional figures - of the settings, in interactive mode, individual and in groups, as well as possibly presentation of materials/tasks/cases by students).
The support materials for the lessons (course slides and any in-depth essays/articles) (which are in no way intended to replace the study of the bibliography) will be made available (also) on the teaching Moodle page.
Students will be able to find indications on topics and guidelines for drafting degree theses on the Moodle page of the course.

Attendance at the course is optional, but particularly recommended for importance curriculum and formative purposes.

The final exam will be oral and will focus on all the bibliography indicated for the preparation of the exam. The vote will be expressed out of thirty and the exam is considered passed with a minimum score of 18/30;
In evaluating the test, the following general indexes of judgment will be taken into account: accuracy of the answer; mastery and conceptual organization of thematic contents; thematic breadth and coherence of the treatment; specialized lexical correctness; level of detail and ability to connect theoretically; ability to critically re-elaborate knowledge; ability to infer the theoretical knowledge of the operational plan in a professional context.

EXAMPLES OF QUESTIONS
The exam will test all the volumes in the bibliography. Examples of questions are given

BASIC MANUAL (Frabboni-Pinto Minerva)
1. Explain what the object of study and intervention of pedagogy consists of, define the concept of bildung and provide an argued definition of pedagogy.
2. Reconstruct the reasons and the path taken by pedagogy to become an "autonomous" "science" from the philosophy that thinks and envisages education with critical rationalism.
3. Pedagogical problematicism: what are the characteristics of this current of pedagogy?
4. Pedagogy as a discipline: explain the theoretical status and the empirical framework.
5. Complexity and pedagogy of reason: explain the main decentralizations of the twentieth century (with reference to those of biology, psychology with psychoanalysis and anthropology) and their respective pedagogical repercussions; pedagogy as a science that acts as a connector between the educational sciences;
6. Pedagogy between nature and technique (also with regard to biology and cybernetics): explain the recurrence between nature and technique and the impact on education and on forms of life and, therefore, the repercussions and pedagogical precautions
7. The contribution of the psychology of Logos and Eros: questions on the authors and courrent and pedagogical implications
8. The contribution of anthropology: explain the concepts of culture, inculturation and acculturation and the evolution of anthropology with reference to the authors addressed and the pedagogical implications
9. The contribution of sociology: explain the ages of life as the age of education from the point of view of education as a constant reconstruction of life experiences (with reference to the main characteristics of childhood, adolescence, young people, adults and elderly) and the places of life (with reference to school, family and extracurricular educational agencies) also explaining the difference between the bildung system and the integrated bildung system.

WISE MAKARENKO (Cerrocchi)
10. AS Makarenko: with specific questions on the political-pedagogical position of the author in the twentieth century, the main characteristics of thought and the Collective as a method of education

EDUCATIONAL CONTEXTS VOLUME (Cerrocchi-Dozza)
11. Explain what Frabboni means in his essay with education between emergency and utopia
12. Educational professions for the social: explain the main points of the planning grid in the Dozza chapter
13. With reference to the chapters of Dozza-Cerrocchi, questions relating to: social, psychological and cultural factors that mark knowledge and pedagogical and didactic planning; reciprocity between social representations, systems of self-perception-sense of self-efficacy-agency and real images; theories/definition of group, concept of setting (main points); anti-group phenomena/dynamics and economistic and fusional deviation; pragmatics of human communication (axioms and educational implications)
14. Explain the main characters that mark (should mark) the training curriculum and the professionalism of the socio-pedagogical professional educator and of childcare services and of the pedagogist
15. With reference to the third part of the volume, in-depth questions relating to the following educational settings (with regard to the characteristics and factors of inclusion/permanence/leave and/or employment, organization and dynamics): family, parenting support, foster care and adoption , community for minors; nursery and childcare services and youth aggregation centres; structures of and for psychosocial distress: prison and women's prison, intermediate structures for External Penal Execution, SerDP; work as a human activity, illegal hiring, between crisis and activation of resources and skills assessment practices, corporate welfare, targeted job placement; gangs and bullying, street education, interventions in emergency contexts, self-help groups, international cooperation; services and residential services for the senile age; cultural services for different audiences (literacy and museum).