PEDAGOGY

The course is designed to present educational and pedagogical issues by adopting a psychological approach. First, the aim of this course is to address general and basic pedagogical concepts, that can provide students the opportunity to establish a pedagogical perspective within ordinary psychological settings.

Therefore, the first part of the course aims to: foster students’ knowledge in the history of education; explore the main contemporary pedagogical theories; address general educational issues, such as learning, training, teaching, long-life learning, etc.

The ultimate goal is to provide students the tools to interpret the current status of pedagogy and of the educational outcomes. From there, the course aims to identify the reasons for certain pedagogical failures, which are rooted, on one hand, in the denial of the unconscious psychic processes affecting education and, on the one hand, in the denial of the microscopic reality as a ‘setting’ of formative processes. The course will explore these two dimensions which has been often neglected, by presenting analyses and studies to confirm the reliability of the real formative nature that reign in them.

In the second part of the course, the students will have the opportunity to build a pedagogical mind-set trough the autobiographical narrative. This is a pedagogical practice that in recent times has taken a central role in the epistemological reflection and in the ordinary practices. This pedagogical tool has been developed and established at a national and international level because of the explanatory power of the conditions affecting post-modern human being in relation to its gender, ethnicity, class, culture and age. The autobiographical narrative has a double formative value. On one hand it has a methodological efficacy that create a pedagogy of the subject who is committed to develop an educational and self-formative path and, on the other hand, it determines helping behaviours towards itself, others and to the world.

The purpose of the course is to define the features of a possible educative identity, pursued in a scientific perspective, that sheds light on both the multiplicity of interactions and

forms, from which the peculiar problematic and dialectical character, and the specificity, in well grounded original directions of sense.

The course of Pedagogy proposes the study and the critical reflection on the "places" of education (subjects, contexts, knowledge), as well as how they are configured, how they interact and are reproduced within contemporary culture. Epistemological, methodological and social issues will be discussed and topics related to the specificity of pedagogical reflection.

A. Mariani, F. Cambi, M. Giosi, D. Sarsini, Pedagogia generale. Identità, percorsi, funzione, Carocci, Roma, 2017.

G. Bonetta, L’invisibile educativo. Pedagogia, inconscio e fisica quantistica, Armando Editore, Roma, 2017.

D. Sarsini, a cura di, Percorsi dell’autobiografia tra memoria e formazione, Edizioni Unicopli, Milano, 2005.

G. Bonetta, Fuga dall’identità, Armando Editore, Roma, 2014.