SOCIAL AND INTERCULTURAL PEDAGOGY

The course is included among the core educational activities of the Bachelor’s Degree Programme in Philosophy and aims to investigate the relationship between education and society, with particular attention to the processes through which ethical dispositions, social orientations, and forms of citizenship are shaped. More specifically, starting from the complexity of contemporary sociopolitical and cultural contexts, the course will examine the role of social pedagogy in understanding and addressing phenomena such as individualism, indifference, civic disengagement, and the weakening of community bonds.

By the end of the course, students will be able to: analyse the epistemological identity of social pedagogy in the light of contemporary debate, with particular reference to its relationship with general pedagogy; understand ethical and social education as an explicit and systematic dimension of educational action; develop pathways of critical reflection on the models and strategies best suited to addressing the emerging needs of contemporary society; interpret the norms, values, conflicts, and responsibilities that shape collective life; foster the development of dispositions oriented towards dialogue, solidarity, participation, and responsibility towards others; and design new educational settings capable of supporting encounter, cooperation, and the conscious exercise of democratic citizenship.

No prerequisites required.

The course will address the epistemological identity of social pedagogy and its relationship with general pedagogy; the relationship between education and society in contemporary contexts; emerging educational needs and sociocultural transformations; ethical and social education and the aims of educational action; the phenomena of individualism, indifference, and civic disengagement; the weakening of community bonds and new forms of sociality; the role of norms, values, conflicts, and responsibilities in collective life; the educational value of dialogue, solidarity, cooperation, and participation; education for democratic citizenship; and the design of educational settings and interventions oriented towards encounter, responsibility, and social participation.

M. Baldacci (2020). Un curricolo di educazione etico-sociale. Roma: Carocci.
Anders, G. (2007). Noi figli di Eichmann: lettera aperta a Klaus Eichmann (Vol. 55). Giuntina.
The teacher also makes thematic materials available on the moodle platform to those who wish to integrate or deepen their preparation.

The verification of the learning results will take place through an oral test, which will aim to ascertain the mastery of the topics covered, the presentation ability and the critical approach. In particular, the discussion will be divided into two moments, one dedicated to the verification of the reference texts and one to that of the creative path drawn up by the student and previously agreed with the teacher. Both will be evaluated out of fifteen: the final mark will be determined by the sum of the two partial marks. Class participation will be assessed.

oral

The lecturer has a duty to ensure that the rules regarding the authenticity and originality of exam tests and papers are respected. Therefore, if there is suspicion of irregular conduct, an additional assessment may be conducted, which could differ from the original exam description.

Concerning grading (how the marks will be awarded):
Scores in the 18-22 range will be awarded in the presence of:
- sufficient knowledge and ability to apply understanding concerning the examination materials;
- sufficient originality and accuracy of the project;
- sufficient communication skills, especially in relation to the use of language specific to education.

Scores in band 23-26 will be awarded in the presence of:
- fair knowledge and ability to apply understanding concerning the examination materials;
- discrete originality and accuracy of the project;
- fair communication skills, especially in relation to the use of language specific to education
Scores in the 27-30 range will be awarded in the presence of:
- good or excellent knowledge and ability to apply understanding concerning examination materials
- good or excellent originality and accuracy of the project
- fully appropriate communication skills, especially concerning the use of language specific to education.
Honours will be awarded for knowledge and ability to apply understanding concerning the syllabus, judgement and communication skills programme, judgement and communication skills, excellent.

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.

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.

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