Education and Educational Institutions (Modulo A) a.y. 2026-2027 – Corso di laurea magistrale in Scienze pedagogiche

Teacher: Prof. Carlo Cappa

CFU: 12
Course code: 804002807
SSD: M-PED/02
Master’s Degree: Scienze pedagogiche
Language: Italian

Course delivery modalities: In-presence/on-line learning
Period: I semestre
Attendance: Optional
Assessment method: Oral examination/Valutazione in itinere

Modulo A
History of Education and Educational Institutions History (6 CFU)

Pre-requisites:
Bachelor’s degree (Italian class L-19) in Education Sciences, or an equivalent undergraduate qualification within humanities disciplines

Program:
1) “Education” and “formation” as concepts in the Italian context 2) Pedagogical traditions and foundational texts 3) Education and self-education in the letters of Lord Chesterfield to his son The course is delivered in a blended format, featuring two two-hour face-to-face lectures per week; live streaming and recordings will nevertheless be guaranteed. Additionally, one e-learning session per week will be provided via the course’s Microsoft Teams channel. Finally, students will engage in group work encompassing the contents of both modules.

Program:

1) “Education” and “formation” as concepts in the Italian context
2) Pedagogical traditions and foundational texts
3) Education and self-education in the letters of Lord Chesterfield to his son
The course is delivered in a blended format, featuring two two-hour face-to-face lectures per week; live streaming and recordings will nevertheless be guaranteed. Additionally, one e-learning session per week will be provided via the course’s Microsoft Teams channel. Finally, students will engage in group work encompassing the contents of both modules.

Text books:
1) Giuseppe Bertagna (a cura di), Educazione e formazione. Sinonimie, analogie, differenze, Roma, Edizioni Studium, 2018  2) Lord Chesterfield, Lettere al figlio, Milano, Adelphi, 2001

Bibliography:
No additional reading materials are assigned.

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: The module focuses on the various conceptual frameworks defining education and formation in Italy, highlighting ideological shifts and the multitude of contemporary traditions. Among these, the course deeply explores the legacy of liberal education. Since the fifteenth century, this tradition has rooted itself in a complex understanding of Greek and Latin heritage, subsequently reinterpreted alongside Christian culture and evolving historical conditions. Over six centuries, liberal education has become the cornerstone of European and Western cultural development, generating essential pedagogical ideas that remain highly relevant today. The course enables students to master the contemporary concepts of “education” and “formation,” fostering a dialogue between these modern ideas and long-term historical phenomena. KNOWLEDGE AND UNDERSTANDING: Comprehending the historical development shaping “education” and “formation” as theoretical concepts. APPLYING KNOWLEDGE AND UNDERSTANDING: Independent reading and analysis of both classic and contemporary works within the pedagogical tradition. MAKING JUDGEMENTS: Critical interpretation of the studied texts and theoretical frameworks. COMMUNICATION SKILLS: Clear, detailed, and effective articulation of the acquired concepts. LEARNING SKILLS: Ability to confidently navigate the diverse pedagogical and cultural traditions examined throughout the course.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES:
The module focuses on the various conceptual frameworks defining education and formation in Italy, highlighting ideological shifts and the multitude of contemporary traditions. Among these, the course deeply explores the legacy of liberal education. Since the fifteenth century, this tradition has rooted itself in a complex understanding of Greek and Latin heritage, subsequently reinterpreted alongside Christian culture and evolving historical conditions. Over six centuries, liberal education has become the cornerstone of European and Western cultural development, generating essential pedagogical ideas that remain highly relevant today. The course enables students to master the contemporary concepts of “education” and “formation,” fostering a dialogue between these modern ideas and long-term historical phenomena.
KNOWLEDGE AND UNDERSTANDING:
Comprehending the historical development shaping “education” and “formation” as theoretical concepts.
APPLYING KNOWLEDGE AND UNDERSTANDING:
Independent reading and analysis of both classic and contemporary works within the pedagogical tradition.
MAKING JUDGEMENTS:
Critical interpretation of the studied texts and theoretical frameworks.
COMMUNICATION SKILLS:
Clear, detailed, and effective articulation of the acquired concepts.
LEARNING SKILLS:
Ability to confidently navigate the diverse pedagogical and cultural traditions examined throughout the course.

Methods and criteria for verifying the learning:
The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills). The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking. The exam will be evaluated according to the following criteria: – Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language. – 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language. – 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical. – 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical. – 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language. 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Methods and criteria for verifying the learning:

The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills).
The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking.
The exam will be evaluated according to the following criteria:
– Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language.
– 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language.
– 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical.
– 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical.
– 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language.
30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Attendance modalities:
Traditional lectures Seminar sessions Online learning activities Class attendance, engagement in thematic discussions, and collaborative group activities