Philosophy of education

The teaching is aimed at promoting the following skills:

– Conceptual skills (content knowledge): knowledge of the cultural reason of the philosophy of education; knowledge of fundamental educational theories; knowledge of the implications of the various theories in terms of educational policies;

– Procedural skills (methodological knowledge): develop reasoning models for the construction of theoretical discourses on education; know how to develop processes of critical analysis of educational theories.

The teaching methodologies will lead students to deal with empirical fields of study and application through the methodology of case analysis, focus groups, workshops, also making reference to opportunities for participation and exchange with external privileged witnesses, developing autonomous application skills of the models and practices studied in the professional field;

- Furthermore, through lectures, stimulate the ability to learn, also through access to sources, through in-depth analysis and further stimulating independent research also on frontier themes (ancient theatre, social photography, etc.).

During the course, the fundamental principles of the philosophy of care will be explored in depth, as a reference horizon for the development of a philosophy of education, which will then be declined in some specific fields.

In particular, the following topics will be covered:

- The ontological reasons for care

- The ethical essence of care

- The ways and postures of being there that qualify care as a practice

- The ethics of care and the ethics of virtues

 

After having founded the philosophy of care, through classical philosophy and dialogue with contemporary authors, some particularly sensitive and urgent themes in the contemporary panorama of education will be explored in depth:

• a philosophy for education

• a philosophy for the care of thinking, which translates into a form of freedom responsibly engaged in humanistic education

• Mortari, L. (2015). Philosophy of care. Milan: Raffaello Cortina (pp.11-219)

• Nussbaum, M.C. (2022). Building capacity: The Mill (pp.7-187)

 

A text chosen from:

§  D'Amante M.F. (2021) Because everything is music: Anicia (pp.7-179)

• Nussbaum, M.C. (2021). Not for profit: Il Mulino (pp.7-166)

 

2 items to choose from:

1.SOFT SKILLS AND JAZZ IN CURRICULUM DESIGN (2021) http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/189

2. EDUCATION TO LEADERSHIP: SHAKESPEARE’S EXEMPLA AND SOFT SKILLS http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/153/154 

3. Soft Skills and European Labour Market: Interviews with Finnish and Italian Managers https://www.ledonline.it/index.php/ECPS-Journal/article/view/1575/1183 

4. Soft Skills degli insegnanti: verso un nuovo ambito di ricerca e formazione nella scuola secondaria italianahttps://iris.uniroma3.it/retrieve/e397d80e-9edd-b0de-e053-6605fe0a1c76/admin-092-103%2B-%2B7.%2BBiasi-Caggiano-Ciraci%20%283%29.pdf 

5. Crisis in the classroom: Education for what by Charles Silberman

6. Personhood: Person Fully by Leo Buscaglia PHD

 

Please remember that in compliance with art 171 L22.04.1941, n. 633 and its amendments, it is illegal to copy entire books or journals, only 15% of their content can be copied.

For further information on sanctions and regulations concerning photocopying please refer to the regulations on copyright (Linee Guida sulla Gestione dei Diritti d’Autore) provided by AIDRO - Associazione Italiana per i Diritti di Riproduzione delle opere dell’ingegno (the Italian Association on Copyright).

All the books listed in the programs can be consulted in the Library.