HISTORY OF EDUCATIONAL INSTITUTIONS IN THE MIDDLE AGES

Academic Year 2024/2025 - Teacher: EMANUELE PIAZZA

Expected Learning Outcomes

The expected learning objectives, declined according to the Dublin Descriptors, are the following:

- Knowledge and understanding (DD1) = The course investigates the historical dimension of the educational institutions along the Middle Ages, offering students a critical approach to the different cultural, social and religious facets of this issue, also framing it in the context of the political transformations that occurred in this era.

- Applying knowledge and understanding (DD2) = The student will acquire the skills to connect the theoretical and methodological contents learned with the interpretation of past, present and future events and processes.

- Making judgements (DD3) = The student will acquire the ability to make critical judgments of the content learned and grasp the connection between the objectives and results of research in the field of medieval educational institutions.

- Communication (DD4) = Student's competence in justifying historiographical knowledge and methodologies in oral and written form is one of the educational objectives of the discipline.

- Lifelong learning skills (DD5) = The student will acquire the cognitive tools necessary to deal with complex historiographical issues and also to focus on training needs.

Course Structure

Lectures.

Required Prerequisites

Basic knowledge of the Middle Ages.

Attendance of Lessons

Optional.

Detailed Course Content

In the course of the lectures, topics such as, for example, the ancient school, the Carolingian reform, the Cultural Renaissance of the 12th century, and the birth and development of universities will be explored.

Contribution of the Course to the Objectives of the 2030 Agenda for Sustainable Development, GOAL 4: Quality Education.

Textbook Information

1) P. Riché, J. Verger, Nani sulle spalle di giganti. Maestri e allievi nel Medioevo, trad. it., Milano, Jaca Book, 2019 (ISBN: 9788816415072).

2) C. Frova, Istruzione e educazione nel medioevo, Torino, Loescher, 1973 (ISBN: 9788820121105).

3) P. Rosso, Le università nell'Italia medievale. Cultura, società e politica (secoli XII-XV), Roma, Carocci editore, 2021 (ISBN: 9788829005079), pp. 23-78.

4) Scrittrici del Medioevo. Un’antologia, a cura di E. Bartoli, D. Manzoli, N. Tonelli, Roma, Carocci editore, 2023 (ISBN: 9788829017560), pp. 11-79.

Course Planning

	Subjects	Text References
1	IL TEMPO DELLE SCUOLE (VI-XII SECOLO)	TESTO 1), PP. 9-154
2	L'EPOCA DELLE UNIVERSITA' (XIII-XV SECOLO)	TESTO 1), PP. 157-267
3	I 2: RIFORMA DELL'INSEGNAMENTO ELEMENTARE-I 3: L'«ENCYCLICA DE LITTERIS COLENDIS»-I 4: CARLOMAGNO E GLI STUDENTI-I 6: UN RICHIAMO DI LUDOVICO IL PIO-I 9: L'AUTENTICA «HABITA» DI FEDERICO BARBAROSSA	TESTO 2), P. 21; 22; 24; 27; 29 (SI INDICANO, RISPETTIVAMENTE, LE PAGINE INIZIALI DI CIASCUNA FONTE)
4	II 2: LA LETTURA NELLA REGOLA DI SAN BENEDETTO-II 4: NASCITA DELLE SCUOLE PARROCCHIALI-III 1: GRAMMATICA E ERESIA-III 4: CORRISPONDENZA TRA MAESTRO E ALLIEVO	TESTO 2), P. 40; 44; 64; 64 (SI INDICANO, RISPETTIVAMENTE, LE PAGINE INIZIALI DI CIASCUNA FONTE)
5	IV 2: PEDAGOGIA MONASTICA-IV 4: COME SI PLASMA L'ADOLESCENTE-V 1: LETTERA ENCICLICA INTORNO ALLA CORREZIONE DEI LIBRI DESTINATI ALL'UFFICIO DIVINO-VII 1: LA BOLLA «PARENS SCIENTIARUM» DI GREGORIO IX (1231)	TESTO 2), P. 75; 78; 91; 129 (SI INDICANO, RISPETTIVAMENTE, LE PAGINE INIZIALI DI CIASCUNA FONTE)
6	LE ORIGINI DELLE UNIVERSITA'-AUTORITA' E LEGITTIMAZIONE DELLE UNIVERISTA'-L'ORGANIZZAZIONE DELL'INSEGNAMENTO	TESTO 3), PP. 23-78
7	INTRODUZIONE-L'EDUCAZIONE	TESTO 4), PP. 11-79

Learning Assessment

Learning Assessment Procedures

Oral exam. During the course of the lessons, specific indications will be provided regarding the carrying out of an optional test. These indications will also be published online by the teacher.

Examples of frequently asked questions and / or exercises

Rather than a list of frequently asked questions, which, moreover, refer to the topics indicated in the above-mentioned syllabus, it is pointed out that in the examination the student is asked to:

- a correct spatial-temporal collocation of the events;

- an adequate critical re-elaboration of the topics addressed by the teaching;

- an effective ability to make connections between the various topics addressed in the course of the lectures.

Degree Course in

Pedagogical sciences and educational planning