36
History of Pedagogy
UNIVERSITÀ DEGLI STUDI DI NAPOLI "L'ORIENTALE"
Overview
Date/time interval
Syllabus
Course Objectives
Objectives
The first part of the course aims to reconstruct the historical evolution of educational theories and pedagogy, with a particular focus on the main figures in pedagogical thought and the philosophy of education, from classical antiquity to the present day. This historical-pedagogical foundation is designed to be an essential tool for preparing graduate students for potential careers, including in schools and educational settings.
The second part of the course delves deeper into the pedagogical and narrative dynamics of different historical periods and their respective socio-cultural contexts. The goal is to examine the “pedagogical precipitates” present in various forms of narration, using an educational lens to analyze different modes of communication and storytelling: literary, journalistic, artistic, musical, cinematic, and multimedia.
The third part of the course (exclusively for MEA students) focuses on a comparative approach through the direct reading of selected texts, fostering axes of intercultural dialogue and comparison between distant narratives and literatures, and identifying possible elements of proximity.
Expected Learning Outcomes
Knowledge and understanding:
The use of paradigms from historical-educational research will help students develop knowledge and awareness of a pedagogical framework that is historically oriented. In the field of narrative pedagogy, students will navigate literary, narratological, and interdisciplinary domains, mastering the meanings of narrative texts and various artistic expressions. They will be able to extract the pedagogical content present in different forms of narration, understood as educational and dialogical tools.
Applying knowledge and understanding:
The conceptual links between the evolution of pedagogical theories and narrative pedagogy will be understood by students and they will be able to use them independently. They will also be able to design and implement cultural strategies and educational interventions within narrative-based settings useful for historical-pedagogical reconstruction and analysis of educational contexts, both formal and informal. This includes applying interdisciplinary knowledge through the pedagogical analysis of narratives, drawing on psychological, historical-pedagogical, anthropological, aesthetic, and sociological perspectives. Students will be able to develop and implement educational actions, based on historical, pedagogical, and literary frameworks, addressing current needs in different fields and the intercultural dimension of teaching. They will be capable of designing and organizing training, workshops, and professional development programs through the lens of the history of pedagogy, narrative pedagogy, and cultural mediation.
Independent judgment:
Students will explore connections between their areas of study and research, the theoretical educational frameworks, and their historical evolution. They will evaluate the pedagogical significance of literary texts and various artistic, expressive, and communicative forms.
They will identify elements related to paideia, education, bildung, and self-narration, and develop interdisciplinary analytical strategies. They will also make personal judgments in selecting texts and media most suitable for teaching, training, or postgraduate development.
Communication skills:
Students will produce reports and written work on historical, pedagogical and narrative elements of different forms of communication. They will interact in formal and informal settings using language appropriate to both pedagogical and literary registers. In teaching or sharing knowledge, they will master the different linguistic and communicative registers necessary for effectively transmitting and disseminating acquired knowledge. Students will address the intersection of language and languages in an interdisciplinary manner, both in presenting content and in connecting it to historical evolutionary frameworks.
Learning skills (further learning outcomes):
To transition from content understanding to conscious and completed learning, students will design work plans based on the acquired knowledge and skills to deepen historical-educational and narrative-pedagogical elements, as part of ongoing research and self-education.
They will expand their knowledge in preparation for teaching, dissemination, and knowledge-sharing activities in both formal and informal contexts.
Ultimately, students will be able to plan lifelong learning strategies, optimizing their understanding of historical-pedagogical and narrative-based learning, both in relational terms and with a view toward higher-level education or research.
Course Prerequisites
Although this course is offered at the master’s level, it is generally conceived as an introductory engagement with the disciplines of historical pedagogy and pedagogical narrative. As such, the only prerequisites are a foundational knowledge of historical contexts and familiarity with the cultural areas typically covered in undergraduate degree programs relevant to the field of education.
Teaching Methods
The following teaching methods are employed:
- Lectures on broad topics followed by class discussion.
- Reading of texts with analysis, discussion, and student-led reworking of the content.
- Historical description and contextualization of events, figures, and cultural drivers.
- Collaborative identification of interdisciplinary links between pedagogy and narration.
Assessment Methods
Oral exam consisting of three phases:
- One or more questions on the historical-pedagogical evolution.
- One or more questions on narrative pedagogy.
- One or more prompts for discussion on theoretical, historical, and pedagogical perspectives, regarding different application contexts and potential areas for further research.
Texts
Monographs:
- Furio Pesci, Storia delle idee pedagogiche, Mondadori, Milan 2015.
- Leonardo Acone, Bambini e ragazzi tra bande e paranze. Pedagogia della narrazione a sud dell'infanzia, Pensa Multimedia, Lecce 2018.
Selected Chapters:
- Paolo Levrero (ed.), Pedagogia della storia, Il Melangolo, Genoa 2016 (Chapters 1, 5, 6)
Articles:
- Leonardo Acone, “Mitomorfosi della volpe. Persistenza e metamorfosi del mito tra favola, fiaba, immagini e romanzo,” Paideutika, 37, 1-2023, pp. 9–28. Link
- Leonardo Acone, “Pedagogia della narrazione.” Ricerche Di Pedagogia E Didattica. Journal of Theories and Research in Education, 19(2), 21–32. Link
Additional Readings:
Various authors and readings, including novels, short stories, fairy tales, picture books, etc., will be suggested during the course to support several topics
Readings for MEA students:
- Edgar Allan Poe: A selection of at least 4 short stories (chosen by the student)
- Carlo Collodi: The Adventures of Pinocchio, any original edition
2030 Agenda Objectives Readings:
· Leonardo Acone, “Da Cosimo a Marcovaldo. La narrazione della natura tra fuga e disillusione,” in G. D’Aprile, G. Bufalino (Eds.), Eco-narrazione: Atelier formativi per la cura educativa (pp. 72–79). FrancoAngeli, Milan 2024.
· Roger Olmos, Cosimo, Logos Edizioni, Modena 2016.
Contents
In its first part, the course reconstructs a historical profile of educational ideas, from the classical concept of paideia to contemporary pedagogical theories and the relationships between philosophy of education, educational sciences, and educational practices in both formal and informal contexts. By analyzing the key concepts of education, instruction, teaching, and formation - through the lens of pedagogical macro-categories - the course leads to an exploration of theories concerning the pedagogy of history, engaging with the cultural and educational forces throughout history, particularly in relation to the interplay of historiography, reportage, and narration.
The second focus of the course concerns the dialogue between historical-pedagogical and literary knowledge, aimed at encouraging an open and free engagement with stories, tales, and narratives and emphasizing their educational potential—both in literature intended for children and adolescents, and in texts with a clear formative framework even if not explicitly aimed at younger audiences. This includes the portrayal of children and adolescents in major Italian and international literature, with the goal of highlighting a “pedagogical reading” that can help young people better understand themselves.
Connecting narration, narrative pedagogy, and self-narration is vital for decoding the complex communicative environments young people inhabit today and fosters deep and meaningful educational relationships.
Special attention will be given to “difficult stories,” the representation of marginalization, social distress, and urban or existential peripheries, and the role of reading as a tool for and through education.
Course Language
Italian