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 aim of the course is to guide students towards learning the "basics" inherent discipline. To do this, you will make a digression of the discipline, from its birth to the most recent developments, addressing the size, both theory and application in the field, on the means of psychological analysis of the work, with reference to the new types of organization
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, concerning the connections between logic and ethics, cognitive sphere and social domain, will be studied in-depth
- F. Frabboni- F. Pinto Minerva, Manuale di pedagogia e didattica, Roma-Bari, Laterza, 2013 (da p. 136 a p. 210 e da p. 255 a p. 322; complessive pp. 141);
-M. Tomarchio, G. D'Aprile, La terra come luogo di cura educativa. Metafore e tracce nel tempo, Acireale-Roma, Bonanno, 2014 (pp.155)
- J. Dewey, Esperienza ed educazione, Firenze, la Nuova Italia, 1993 (pp.85);
- Argentero, P., Cortese, C., Piccardo, C. (2008). Psicologia del lavoro. Milano: Raffaello Cortina (everything with the exception of chapters. 1-2 e 13)
- Lecture notes by the teacher