Learning objectives
The course aims to achieve the following goals, in line with the “Dublin descriptors”:
1. To know theories, authors, and approaches of moral education.
2. To know, understand, critically analyse, and elaborate concepts, connecting themes, authors, and trends.
3. To connect theories to case of educational work, in connection with the professions of educator and pedagogical coordinator.
4. To analyse and design educational interventions in moral education – at individual and/or group level.
5. To develop critical-reflective thinking during proposed activities, in order to recognize its importance for educational work.
6. To communicate orally – at individual and group level – their knowledge and thoughts on educational and moral issues.
Prerequisites
None
Course unit content
The course will try to acquaint students with the ethical character of educational practices, by addressing the main psycho-pedagogical theories of moral education, the moral development, approaches and related educational implementations.
In particular, the following topics will be addressed:
1. The moral development, from childhood to adulthood, in relation to twentieth-century theories and some reference authors.
2. Educational-moral approaches, which come up with psycho-pedagogical trends and are implemented in educational contexts.
3. The construct of “school moral atmosphere” and aspects of norms, relationships, and individual development.
4. Moral education and educational professionals.
5. Educational planning in relation to moral education and moral atmosphere.
Full programme
Bibliography
The texts required to take the exam are:
(1) Bacchini, D. (2011), Lo sviluppo morale, Carocci, Roma (tutto)
(2) Baldacci, M. (2020), Un curricolo di educazione etico-sociale. Proposte per una scuola democratica, Carocci, Roma (tutto)
(3) Materiali disponibili su Elly, ovvero:
• Baldacci, M. (2021), “Editoriale – La necessità di un curricolo di educazione etico-sociale”, Pedagogia più Didattica, 7(1), 1-3;
• Rizzardi M., Tognazzi B. (2021), “Mente e corpo nello sviluppo del preadolescente”, Pedagogia più Didattica, 7(1), 63-76.
• D’Ugo R., (2021), “Valutare il curricolo di educazione morale”, Pedagogia più Didattica, 7(1), 95-128.
• Nucci L.P. (2001), Integrare l’educazione si valori nel curricolo: l’approccio degli ambiti, in ID., Educare il pensiero morale. La costruzione di sé e i concetti di giustizia, diritti, uguaglianza e benessere, Erickson, Trento, 193-204.
• Felini D. (2021), “Educazione morale scolastica: l’approccio della Character education”, Studium Educationis, XXII(1), 6-16.
• Zobbi E. (2021a), “L’atmosfera morale scolastica come complesso di norme e sistemi di significato. Una ricerca esplorativa su concezioni e interventi”, Ricerche di Pedagogia e Didattica – Journal of Thoeries and Research in Education, 16(1), 123-135.
• Zobbi E. (2021b), “Io e l’altro: l’atmosfera morale scolastica come luogo di relazioni e sviluppo di sé. Una ricerca esplorativa su concezioni e interventi”, Annali online della Didattica e della Formazione Docente, 13(21), 249-262.
Teaching methods
The course consists of a “learning environment”, prepared by the teacher and composed of several elements:
1. Lectures.
2. Paper and digital texts, to be prepared individually.
3. Classroom discussions.
4. Classroom and/or on the Elly platform workshops.
Assessment methods and criteria
The final evaluation will take place through an oral examination, which also considers the work produced by students during the course, as a result of the proposed activities.
The questions concern the concepts of moral education, in relation to conceptions, authors, trends and approaches; moreover, connections between theories and cases of educational work are evaluated.
The examination that shows, with proper language and terminology, the understanding of the basic concepts of moral education is considered sufficient. The elements that will define a score higher than sufficiency are: appropriate references to authors and trends; connection or comparison between different theories; application of theory to practice (and vice versa); the reflective, critical-argumentative, and analytical skills in order to compare different theories, authors, and practices.
Therefore, the evaluation criteria considered are the following:
1. Correct use of pedagogical language.
2. Knowledge of texts and the connection between them.
3. Reflective, critical-argumentative, analytical, and comparative skills.
Other information
The professor receives, by appointment, on Tuesday mornings, by appointment, from 9 am to 11:00 am, at Borgo Carissimi, 10 (Parma), Third Floor, Education Unit.
