Learning objectives
Knowledge and understanding: knowledge of an historical outline of the period and its main educational institutions; ability in interconnecting these two aspects.
Applying knowledge and understanding: being able to explain some texts of the given period, using historical-comparative tools.
Making judgements: being able to express opinions with due motivation: this is the main transversal goal of the course.
Communication skills: Ability to explain one's own work in reading and interpretating texts with a correct and appropriate language.
Learning skills: being able to reflect critically on one's own knowledge, in proportion with individual talents.
Prerequisites
None.
Course unit content
SELF-EDUCATION, HETEROEDUCATION. Two perspectives in dialogue.
The course aims to reflect on some key texts for the history of education, from antiquity to the Enlightenment, in order to analyse their proposal of the model of self-education (where the subject, autonomously o with the help of a guide, is the sole author of the educational process) or the model of heteroeducation (where the teacher, trainer or tutor, is the true agent of the educational action, and can also go beyond the subject's talents).
The aim of the course is to encourage autonomous reflection on the texts and the development of a small original research.
Full programme
See "Contents".
Bibliography
TEXT SELECTION
All texts by Plato, Plutarch and Quintilian can be substituted by translations in English, French or German language.
Texts or links are available on Elly.
PLATONE, Menone, to be read in full.
PLATONE, Teeteto. Pages to read:
Presentazione dei personaggi. L’allievo ideale. La maieutica. Prima ipotesi di Teeteto: la conoscenza è sensazione
(pp. 1-10 fino a “Non saprei”).
Polemica contro Protagora (Socrate finge di essere Protagora e discute con Teodoro). La memoria
(p. 11 da “Dunque è stato detto molto bene da te” – p. 15)
Seconda ipotesi: la conoscenza è opinione vera. La falsa opinione; ancora sulla memoria
(p. 26 da “Molto bene. Ma chiami tu pensare quello che dico io?”- p. 29)
Terza ipotesi: Conoscenza è l'opinione vera accompagnata da ragione. Conclusione aperta del dibattito, senza trovare una soluzione; è necessario tornare di nuovo al processo maieutico
(p. 36 da “Un sogno fu dunque, sembra” fino alla fine).
PLUTARCO, L'educazione dei figli (De liberis educandis), to be read in full.
Selection of sources on Renaissance preceptors Vittorino da Feltre and Guarino Veronese (da E. Garin, L'educazione umanistica in Italia).
QUINTILIANO, L'institutioni oratorie (Italian translation: 1566), p. 6 - p. 21.
LA MOTHE LE VAYER, Instruttione de'prencipi (Italian translation: 1647, French original edition: 1640), cap. I (up to p. 26).
JOHN LOCKE, Pensieri sull'educazione (1693), Italian translation (1950), selection on Elly.
Teaching methods
Lecture; reading with comments; debate with students; close reading training on selected texts.
Assessment methods and criteria
Oral examination (conference-like presentation by the student, with or without images, a powerpoint or other supports).
After the presentation, the student will be briefly queestioned to promote discussion and assess the reading of the texts.
The passing mark is achieved if the students shows both these accomplishments:
a) Has read thoroughly the compulsory and chosen texts and is able to locate them in time and space;
b) Has reflected upon the problems/questions posited in the texts and has tried to give a personal interpretation.
Other information
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2030 agenda goals for sustainable development
