THEORIES OF EDUCATION AND COMPLEXITY

The course falls within the supplementary training activities of the Master's Degree Course in Philosophical Sciences and has as its purpose to introduce the need for a training idea that goes beyond the emphasis on learning, to establish itself as an intersubjective practice aimed at the co-generation of value. The objectives of the teaching are: to know the functioning of complex systems; to explore the link between complexity and sustainability; to emancipate training from a marginal position with respect to the other key structures of pedagogical investigation and to make it the central, unitary and generative object of pedagogical science; detect the training needs expressed by the complex society; recognize the strategic function of pedagogy understood as the theory of training with respect to the human 'destination'; decline it in teaching / learning paths based on the emergencies expressed by historical time.

Knowledge and understanding
- Know and understand complexity from a systemic perspective
- Know and understand classical systems theories
- Know and understand the new concept of learning
- Know and understand the link between complexity and sustainability;
- Know and understand the evidences of Pedagogy
- Know and understand the methodology of the research programs
- Know and understand the principles of Pedagogy
- Know and understand the heuristics of Pedagogy
- Know and understand complex, plural, transcultural systems
- Know and understand the problems of education in the perspective of new humanism

Applied knowledge and understanding
- Know how to analyse concrete training situations using the theoretical references acquired
- Know how to identify training needs

Making judgments
- Know how to analyse reflect, discuss, deepen and re-elaborate emerging themes in a personal way
- Know how to decentralize one's point of view and understand different points of view
- Know how to analyse one’s own training experience critically
- Know how to select the most reliable and relevant sources
- Know how to analyse proposed texts and work materials critically and argumentatively
- Know how to develop course readings independently

Communication skills
- Know how to communicate in groups and how to support their ideas
- Know how to listen actively, and how to carry out tasks to develop the task and relational dynamics
- Know how to communicate and analyse problems in team

Learning skills
- Know how to use the pedagogical terminology appropriately in the discussion of cases, in the formulation of problems, in the exposition of topics
- Know how to describe, analyse, and interpret training situations;
- Know how to reflect on one's own training and on the relative self-assessment of the concepts and skills learned
- Know how to integrate the frameworks of prior knowledge with the new ones

Knowledge of the general frameworks of contemporary history and of the problems that characterize it, acquired through the basic teachings of the three-year period.

Problems of our time and complex thinking.
Paradigmatic assumptions in the representations of Pedagogy.
The concept of system.
Order and disorder.
Continuity and discontinuity.
Constraint and possibility.
The method of complexity.
Complexity and sustainability.
Planetary citizenship.

G. Annacontini (2008). Pedagogia e complessità. Attraversando Morin. Pisa: ETS.
Materials provided by the teacher through the moodle platform.

Verification of learning outcomes takes place through an oral test, during which the student must demonstrate that they: know the topics covered during the course, know how to present them in a formal way; knowing how to make creative connections; analyze them with a critical spirit.
For ATTENDING STUDENTS, the discussion will focus on the REFERENCE TEXT. In particular, the contents of the power point and the flipped material explicitly indicated as such are MANDATORY. All the others are to be considered OPTIONAL.
Furthermore, the involvement of students in the classroom and online, the relevance of the interventions, the commitment during the exercises on the proposed contents, as well as the willingness to actively participate in the discussion and moments of intermediate collegial review are considered fundamental components for a profitable attendance and they constitute evaluation elements that contribute to the outcome of the final exam.

For NON ATTENDING STUDENTS the discussion will focus on the REFERENCE TEXT and on the MATERIALS provided by the teacher and made available on the moodle platform. In particular, power points and the flipped material explicitly indicated are MANDATORY. All the others are to be considered OPTIONAL.

The course is frontal and uses the approach known as "Partially Flipped Learning", which allows you to recover, enhance and integrate student-centered pedagogical models and laboratory and collaborative teaching methodologies, all equally aimed at optimizing the time resource and promote the personalization and self-regulation of learning with a view to achieving the student's full autonomy. It will be delivered in web-enhanced mode with the support of the University Moodle platform, on which in-depth materials (articles, videos, interviews) and self-assessment materials will be made available. Attendance is strongly recommended.

Italian

Accessibility, Disability and Inclusion

Ca' Foscari abides by Italian Law (Law 17/1999; Law 170/2010) regarding support services and accommodation available to students with disabilities. This includes students with mobility, visual, hearing and other disabilities (Law 17/1999), and specific learning impairments (Law 170/2010). If you have a disability or impairment that requires accommodations (i.e., alternate testing, readers, note takers or interpreters) please contact the Disability and Accessibility Offices in Student Services: disabilita@unive.it.

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This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development