THEORIES OF EDUCATION AND COMPLEXITY

The course will explore the distinctive nature of pedagogy as a theory of education and examine its relationship with philosophy and the sciences of complexity. Particular attention will be devoted to the paradigmatic assumptions that shape different conceptions of education, as well as to the concepts of system, organisation, relationship, order and disorder, continuity and discontinuity, constraint and possibility. These categories will be used to analyse educational processes as dynamic phenomena that are neither entirely predictable nor reducible to the sum of their constituent elements. The course also aims to show how the complexity paradigm makes it possible to rethink education in relation to the challenges of the contemporary historical context.

By the end of the course, students should be able to: 1) understand the meaning and scope of the concepts discussed during the course; 2) reflect critically on them; 3) apply them to the different issues that shape educational processes.

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.

The course will be devoted to exploring complexity as an interpretative paradigm capable of providing appropriate tools for understanding contemporary phenomena. The topics addressed will be examined from an educational perspective in order to show how the categories of complexity can contribute to rethinking processes of knowledge, learning, and the transformation of the subject. Particular attention will also be devoted to the principal scholars in the field, whose major theoretical contributions and significance in the development of a systemic, relational, and non-reductionist conception of education will be explored in depth.

Materials made available by the lecturer.

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.

oral

The instructor is responsible for ensuring the authenticity and originality of all examinations and coursework. In cases of suspected academic misconduct, an additional on-site assessment may be required during the exams, which may differ from the standard format.

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