0001060 - FUNDAMENTALS OF HISTORY OF PEDAGOGY AND CHILDREN'S LITERATURE IN ITALY

Learning Objectives

In its first part, the course aims to reconstruct the historical development of educational theories and pedagogy, with particular reference to the major figures in pedagogical thought and the philosophy of education, from Classical Antiquity to the present day. This historical-pedagogical foundation is intended to provide graduate students with essential theoretical knowledge for their future professional careers, particularly in educational and school settings.

The second part of the course aims to develop and strengthen students' cultural and literary understanding of childhood. The relationship between literature and childhood is explored not only through the study of children's literature itself but also through an examination of the many forms of interaction between narrative and childhood. The course analyses the pedagogical and narrative dynamics of different historical periods and their socio-cultural contexts, with the objective of identifying the educational dimensions embedded in a wide range of narrative forms, including literature, journalism, the visual arts, music, cinema, and digital media.

Expected Learning Outcomes

Building upon the knowledge, skills, and understanding typically acquired during first-cycle studies, the course enables students to achieve the following learning outcomes.

Students acquire a historically grounded understanding of educational thought through the paradigms of historical-educational research, developing awareness of the evolution of pedagogical theories over time.

Within the field of Italian children's literature, students develop competence in literary, narratological, and interdisciplinary analysis. They gain an understanding of the historical development of children's literature, the interpretation of narrative texts and other artistic forms, and the ability to identify the educational meanings embedded in different forms of storytelling.

Students develop a thorough understanding of the evolution of educational theories and children's literature and become capable of applying this knowledge independently.

They are able to design and implement educational strategies and interventions within narrative-based learning environments, supporting both historical-pedagogical inquiry and the analysis of educational contexts in schools and other educational settings. They apply interdisciplinary perspectives drawn from psychology, the history of education, literary studies, anthropology, aesthetics, and sociology to the pedagogical interpretation of narratives.

Students are also able to design educational activities, workshops, and professional development initiatives based on historical, pedagogical, and literary knowledge, responding to contemporary educational needs and promoting intercultural approaches to teaching and learning.

Students critically examine the relationships between their own fields of study and the historical development of educational and literary theories. They are able to evaluate the presence of pedagogically significant elements in literary texts and in a wide range of artistic, expressive, and communicative forms.

They develop the ability to recognise concepts such as paideia, education, Bildung, and self-narration, adopting an interdisciplinary analytical perspective and exercising independent judgement in selecting texts and media appropriate for teaching, educational practice, and advanced professional training.

Students are able to produce oral and written presentations on historical-pedagogical and narrative issues across different forms of communication. They communicate effectively in both formal and non-formal contexts, employing appropriate pedagogical and literary terminology and adapting their linguistic and communicative register to different audiences and educational contexts.

They also develop an interdisciplinary understanding of the relationship between language and forms of expression, integrating historical perspectives into the presentation and interpretation of knowledge.

Students develop the capacity for independent and lifelong learning by designing individual study and research pathways that deepen their understanding of historical-educational and pedagogical-narrative issues. They extend their knowledge in preparation for teaching, educational dissemination, and professional practice in both formal and non-formal learning environments.

Finally, students acquire the ability to plan their continuing professional development by integrating the historical, pedagogical, and narrative competencies developed throughout the course, both in relation to future academic research and to advanced educational and professional contexts.