Giulio GORIA | HISTORY OF EDUCATIONAL CULTURES AND PHILOSOPHICAL THEORIES OF THE MIND / BODY RELATIONSHIP

cod. 4412400090

HISTORY OF EDUCATIONAL CULTURES AND PHILOSOPHICAL THEORIES OF THE MIND / BODY RELATIONSHIP

	4412400090
	DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES
	EQF6
	EDUCATIONAL SCIENCE
	2024/2025

CURRICULUM STUDY PLAN FOR EDUCATORS IN CHILDHOOD SERVICES

	OBBLIGATORIO
	YEAR OF COURSE 1
	YEAR OF DIDACTIC SYSTEM 2019
	FULL ACADEMIC YEAR

TEACHING UNITS

	SSD	CFU	HOURS	ACTIVITY	TYPE OF ACTIVITY
1	STORIA DELLE CULTURE EDUCATIVE
	M-FIL/06	6	36	LESSONS	SUPPLEMENTARY COMPULSORY SUBJECTS
2	TEORIE FILOSOFICHE DELLA RELAZIONE MENTE/CORPO
	M-FIL/01	6	36	LESSONS	BASIC COMPULSORY SUBJECTS

PROFESSORS

	GIULIO GORIA2 T Curriculum
	ANGELO MARIA VITALE1 Curriculum

	Objectives
	THIS TEACHING PROVIDES AN INTRODUCTION TO PHILOSOPHICAL REFLECTION ON MIND DEVELOPMENT AND EDUCATION. THE FIRST CYCLE OF LECTURES (WINTER SEMESTER) INTRODUCES THE STUDENT TO THE BASIC OUTLINE OF WESTERN EDUCATIONAL TRADITIONS. THE SECOND CYCLE (SUMMER SEMESTER) AIMS AT PROVIDING A BASIC UNDERSTANDING OF THE PHILOSOPHICAL PARADIGMS UNDERPINNING THE ANALYSIS OF THE RELATIONSHIP BETWEEN THE PSYCHOLOGICAL AND THE BODILY-PHYSICAL DIMENSIONS, AND TEACHES HOW TO RELATE THE THEORETICAL CHOICES MADE IN THIS AREA TO ISSUES ARISING IN UPBRINGING AND CHILDCARE.

THIS TEACHING PROVIDES AN INTRODUCTION TO PHILOSOPHICAL REFLECTION ON MIND DEVELOPMENT AND EDUCATION.
THE FIRST CYCLE OF LECTURES (WINTER SEMESTER) INTRODUCES THE STUDENT TO THE BASIC OUTLINE OF WESTERN EDUCATIONAL TRADITIONS.

THE SECOND CYCLE (SUMMER SEMESTER) AIMS AT PROVIDING A BASIC UNDERSTANDING OF THE PHILOSOPHICAL PARADIGMS UNDERPINNING THE ANALYSIS OF THE RELATIONSHIP BETWEEN THE PSYCHOLOGICAL AND THE BODILY-PHYSICAL DIMENSIONS, AND TEACHES HOW TO RELATE THE THEORETICAL CHOICES MADE IN THIS AREA TO ISSUES ARISING IN UPBRINGING AND CHILDCARE.

	Prerequisites
	NONE

	Contents
	THE FIRST MODULE, "HISTORY OF EDUCATIONAL CULTURES", AIMS FIRSTLY TO INVESTIGATE THE DECISIVE ROLE PLAYED BY EDUCATION IN THE MODERN NOTION OF SUBJECTIVITY, STARTING WITH ONE OF THE FOUNDING TEXTS OF MODERN PHILOSOPHICAL-PEDAGOGICAL THOUGHT, THE EMILE BY JEAN-JACQUES ROUSSEAU. IN THE WORK OF THE FRENCH PHILOSOPHER, THE EDUCATIONAL PROCESS IS IN FACT THE COMPULSORY STEP TOWARDS THE CONSTRUCTION OF A SUBJECTIVE CONSCIENCE THAT IS THE FOUNDATION OF THE SOCIAL ORDER. SECONDLY, THE MODULE INTENDS TO OFFER, THROUGH A REFERENCE TO THE WESTERN PHILOSOPHICAL TRADITION, A RECONSTRUCTION OF THE HISTORICALLY AND THEORETICALLY MOST SIGNIFICANT ASPECTS OF THE NOTIONS AT STAKE: NATURE, SUBJECT, SOCIETY, HISTORY, ETC. THE SECOND MODULE, "PHILOSOPHICAL THEORIES OF THE MIND-BODY RELATIONSHIP," WILL ADDRESS THE PERSPECTIVE OF THE PRAGMATIST PHILOSOPHER G.H. MEAD ON THE THEMES OF SOCIAL CONSCIOUSNESS, ITS EMERGENCE FROM GESTURE, AND ITS DEVELOPMENT IN THE CHILD'S UNIVERSE OF SELF AND THE CONSCIOUSNESS OF MEANING. SPECIFIC ATTENTION WILL BE DEDICATED TO THE RELATIONSHIP BETWEEN THESE THESES AND THE IMPLICATIONS FOR THE IDEA OF EDUCATION PROPOSED BY MEAD. THE COURSE AIMS TO PROVIDE AN OVERVIEW OF THE TWENTIETH-CENTURY DEBATE SURROUNDING THE QUESTION OF THE INDIVIDUAL AND SOCIAL NATURE OF THE MIND, BRIDGING PHILOSOPHY AND COGNITIVE SCIENCES, AND TO HIGHLIGHT THE MOST SIGNIFICANT ASPECTS OF THE PRAGMATIST PERSPECTIVE AND MEAD IN PARTICULAR. ALL TOPICS DISCUSSED IN CLASS WILL BE SUPPORTED BY TEXTS MADE AVAILABLE TO STUDENTS THROUGHOUT THE COURSE.

Contents

THE FIRST MODULE, "HISTORY OF EDUCATIONAL CULTURES", AIMS FIRSTLY TO INVESTIGATE THE DECISIVE ROLE PLAYED BY EDUCATION IN THE MODERN NOTION OF SUBJECTIVITY, STARTING WITH ONE OF THE FOUNDING TEXTS OF MODERN PHILOSOPHICAL-PEDAGOGICAL THOUGHT, THE EMILE BY JEAN-JACQUES ROUSSEAU. IN THE WORK OF THE FRENCH PHILOSOPHER, THE EDUCATIONAL PROCESS IS IN FACT THE COMPULSORY STEP TOWARDS THE CONSTRUCTION OF A SUBJECTIVE CONSCIENCE THAT IS THE FOUNDATION OF THE SOCIAL ORDER. SECONDLY, THE MODULE INTENDS TO OFFER, THROUGH A REFERENCE TO THE WESTERN PHILOSOPHICAL TRADITION, A RECONSTRUCTION OF THE HISTORICALLY AND THEORETICALLY MOST SIGNIFICANT ASPECTS OF THE NOTIONS AT STAKE: NATURE, SUBJECT, SOCIETY, HISTORY, ETC.

THE SECOND MODULE, "PHILOSOPHICAL THEORIES OF THE MIND-BODY RELATIONSHIP," WILL ADDRESS THE PERSPECTIVE OF THE PRAGMATIST PHILOSOPHER G.H. MEAD ON THE THEMES OF SOCIAL CONSCIOUSNESS, ITS EMERGENCE FROM GESTURE, AND ITS DEVELOPMENT IN THE CHILD'S UNIVERSE OF SELF AND THE CONSCIOUSNESS OF MEANING. SPECIFIC ATTENTION WILL BE DEDICATED TO THE RELATIONSHIP BETWEEN THESE THESES AND THE IMPLICATIONS FOR THE IDEA OF EDUCATION PROPOSED BY MEAD. THE COURSE AIMS TO PROVIDE AN OVERVIEW OF THE TWENTIETH-CENTURY DEBATE SURROUNDING THE QUESTION OF THE INDIVIDUAL AND SOCIAL NATURE OF THE MIND, BRIDGING PHILOSOPHY AND COGNITIVE SCIENCES, AND TO HIGHLIGHT THE MOST SIGNIFICANT ASPECTS OF THE PRAGMATIST PERSPECTIVE AND MEAD IN PARTICULAR. ALL TOPICS DISCUSSED IN CLASS WILL BE SUPPORTED BY TEXTS MADE AVAILABLE TO STUDENTS THROUGHOUT THE COURSE.

	Teaching Methods
	BOTH THE CYCLES OF LECTURES COMPOSING THE TEACHING USE THE FOLLOWING METHODOLOGIES: -LECTURES WITH WIDE CONTENTS, WITH A FINAL DISCUSSION ON THE CENTRAL TOPICS OF THE LESSON. -LECTURES TRANSMITTING MORE APPLICATIVE KNOWLEDGES AND WHICH ARE FOLLOWED BY EXERCISES AND PROBLEMS ON WHICH THE CLASS WORKS IN ORDER TO FIND SOLUTIONS. -LECTURES BASED ON TEXTS, WITH THEIR ANALYSIS AND THE DISCUSSION BY THE WHOLE CLASS. - PROJECTION OF MOVIES AND VIDEOS CONCERNING THE TOPICS WHICH WERE ADDRESSED. SINGLE ISSUES CAN BE DEVELOPED THROUGH SEMINARIAL METHODS AND – MAINLY AT THE GOAL TO IMPROVE STUDENTS’ ARGUMENTATION ABILITIES – MAY BE DEVELOPED IN THE LOGIC OF A “ENQUIRE COMMUNITY” OR THROUGH THE METHOD OF “DEBATE”.

Teaching Methods

BOTH THE CYCLES OF LECTURES COMPOSING THE TEACHING USE THE FOLLOWING METHODOLOGIES:
-LECTURES WITH WIDE CONTENTS, WITH A FINAL DISCUSSION ON THE CENTRAL TOPICS OF THE LESSON.
-LECTURES TRANSMITTING MORE APPLICATIVE KNOWLEDGES AND WHICH ARE FOLLOWED BY EXERCISES AND PROBLEMS ON WHICH THE CLASS WORKS IN ORDER TO FIND SOLUTIONS.
-LECTURES BASED ON TEXTS, WITH THEIR ANALYSIS AND THE DISCUSSION BY THE WHOLE CLASS.
- PROJECTION OF MOVIES AND VIDEOS CONCERNING THE TOPICS WHICH WERE ADDRESSED.

SINGLE ISSUES CAN BE DEVELOPED THROUGH SEMINARIAL METHODS AND – MAINLY AT THE GOAL TO IMPROVE STUDENTS’ ARGUMENTATION ABILITIES – MAY BE DEVELOPED IN THE LOGIC OF A “ENQUIRE COMMUNITY” OR THROUGH THE METHOD OF “DEBATE”.

	Verification of learning
	THE FINAL PROOF IS ORGANIZED AS AN ORAL INTERVIEW . ALONG THIS INTERVIEW, A SINGLE STUDENT DISCUSSES WITH THE TEACHERS THE ISSUES OF THE WHOLE TEACHING. THERE WILL ALSO BE THE POSSIBILITY OF AN INTERCOURSE WRITTEN OR ORAL PROOF, ON THE BASIS OF THE AGREEMENTS MADE WITH THE PARTICIPANTS, ON THE CONTENTS OF THE FIRST MODULE. THE PROOF COULD TAKE PLACE IN THE PERIOD BETWEEN THE END OF THE FIRST MODULE AND THE BEGINNING OF THE SECOND. IN ABSENCE OF FORMER INTERCOURSE PROOFS, THE ORAL INTERVIEW USUALLY INCLUDES THE DISCUSSION OF AT LEAST THREE ISSUES OF THE LECTURES FOR EACH OF THE TWO PARTS OF THE TEACHING. THE ORAL PERFORMANCE OF THE STUDENT IS EVALUATED ON THE BASIS OF THE FOLLOWING QUALITIES: (I) THE COMPLETENESS OF THE INFORMATION CONCERNING THE ISSUE; (II) THE ABILITY OF EXPOUNDING CLEARLY AND ANALYSING LOGICALLY THE POINTS; (III) THE ABILITY OF USING CORRECTLY THE TERMINOLOGY AND PROPERLY DEFINING WORDS, (IV) THE ABILITIES TO ARRIVE ON A DEEPER KNOWLEDGE ON SOME PARTICULAR ISSUE AND TO ARRIVE TO AUTONOMOUSLY GROUNDED JUDGEMENTS, ARE OTHER ELEMENTS WHICH CONCUR TO A POSITIVE EVALUATIONS.

Verification of learning

THE FINAL PROOF IS ORGANIZED AS AN ORAL INTERVIEW . ALONG THIS INTERVIEW, A SINGLE STUDENT DISCUSSES WITH THE TEACHERS THE ISSUES OF THE WHOLE TEACHING.
THERE WILL ALSO BE THE POSSIBILITY OF AN INTERCOURSE WRITTEN OR ORAL PROOF, ON THE BASIS OF THE AGREEMENTS MADE WITH THE PARTICIPANTS, ON THE CONTENTS OF THE FIRST MODULE. THE PROOF COULD TAKE PLACE IN THE PERIOD BETWEEN THE END OF THE FIRST MODULE AND THE BEGINNING OF THE SECOND.
IN ABSENCE OF FORMER INTERCOURSE PROOFS, THE ORAL INTERVIEW USUALLY INCLUDES THE DISCUSSION OF AT LEAST THREE ISSUES OF THE LECTURES FOR EACH OF THE TWO PARTS OF THE TEACHING.
THE ORAL PERFORMANCE OF THE STUDENT IS EVALUATED ON THE BASIS OF THE FOLLOWING QUALITIES: (I) THE COMPLETENESS OF THE INFORMATION CONCERNING THE ISSUE; (II) THE ABILITY OF EXPOUNDING CLEARLY AND ANALYSING LOGICALLY THE POINTS; (III) THE ABILITY OF USING CORRECTLY THE TERMINOLOGY AND PROPERLY DEFINING WORDS, (IV) THE ABILITIES TO ARRIVE ON A DEEPER KNOWLEDGE ON SOME PARTICULAR ISSUE AND TO ARRIVE TO AUTONOMOUSLY GROUNDED JUDGEMENTS, ARE OTHER ELEMENTS WHICH CONCUR TO A POSITIVE EVALUATIONS.

	Texts
	REFERENCE READINGS (MANDATORY): FIRST CYCLE OF LECTURES: JEAN-JACQUES ROUSSEAU, EMILIO, EDIZIONE RIDOTTA A CURA DI G.A. ROGGERONE, SCHOLÉ, 2023 SECOND CYCLE OF LECTURES: GOERGE H. MEAD, LA VOCE DELLA COSCIENZA A CURA DI C. BOMBARDA, JACA BOOK 1996 ENGLISH ORIGINAL VERSION, OR ITALIAN COUNSELLED TEXTS: THE TEACHER WILL INTRODUCE ALONG THE LECTURES OTHER ELEMENTS FOR A FULLER UNDERSTANDING OF THE TOPIC. AT THE END OF THE CYCLE OF LECTURES, THESE INDICATIONS WILL BE COLLECTED INTO A PAPER FREELY DISTRIBUTED TO THE FOLLOWERS AND PARTICULARLY TO THEM WHO WERE NOT ABLE TO FOLLOW COMPLETELY.

Texts

REFERENCE READINGS (MANDATORY):

FIRST CYCLE OF LECTURES:
JEAN-JACQUES ROUSSEAU, EMILIO, EDIZIONE RIDOTTA A CURA DI G.A. ROGGERONE, SCHOLÉ, 2023

SECOND CYCLE OF LECTURES:
GOERGE H. MEAD, LA VOCE DELLA COSCIENZA A CURA DI C. BOMBARDA, JACA BOOK 1996 ENGLISH ORIGINAL VERSION, OR ITALIAN

COUNSELLED TEXTS:
THE TEACHER WILL INTRODUCE ALONG THE LECTURES OTHER ELEMENTS FOR A FULLER UNDERSTANDING OF THE TOPIC. AT THE END OF THE CYCLE OF LECTURES, THESE INDICATIONS WILL BE COLLECTED INTO A PAPER FREELY DISTRIBUTED TO THE FOLLOWERS AND PARTICULARLY TO THEM WHO WERE NOT ABLE TO FOLLOW COMPLETELY.

	More Information
	ATTENDANCE IS STRONGLY RECOMMENDED

Lessons Timetable

BETA VERSION Data source ESSE3 [Ultima Sincronizzazione: 2024-11-18]

Giulio GORIA | HISTORY OF EDUCATIONAL CULTURES AND PHILOSOPHICAL THEORIES OF THE MIND / BODY RELATIONSHIP