Italy Secondaria di secondo grado – classe 1ª Human sciences (pedagogy, psychology, anthropology, sociology)
Chapters: 2
1. Pedagogy: antiquity to Middle Ages
Education in ancient and medieval societies
- History of Education: From Ancient Schools to the 19th Century – Education began at home and in the workshop. Writing societies (Egypt, Israel, Greece, Rome) created schools and teachers. In the early Middle Ages monasteries kept learning alive and nobles trained knights. From about 1100 towns, guilds and universities spread learning; from about 1400 humanists, the printing press and reformers opened colleges and schools for ordinary people. The Enlightenment claimed a right to education and discovered childhood; in the 1800s states built school systems, and thinkers like Pestalozzi, Froebel and Durkheim shaped modern teaching.
2. Psychology
Psychology as a science · Educational relationship and learning · Study method
- Nature of Psychology: The Science of Mind and Behaviour – Psychology is the science that studies mental processes (like thinking and remembering), experiences (our private feelings) and behaviour (what we do). Mental processes cannot be seen, so psychologists infer them from behaviour. Behaviour can be overt (seen from outside) or covert (hidden inside, like a racing heart). Psychology is a discipline with its own methods and theories. It is a natural science because it uses experiments and studies the brain and body, and a social science because it studies people in families, groups and culture. Mind and brain are linked but not the same. Many popular beliefs about psychology, like "psychologists read minds", are not true.
- Learning by Conditioning – Learning is a fairly lasting change in behaviour that comes from practice or experience. In classical conditioning (Pavlov), a neutral stimulus paired with one that naturally causes a response starts to cause that response by itself. In operant conditioning (Skinner), behaviour is shaped by its consequences: reinforcement makes it more likely, punishment less likely. Timing, strength and type of stimuli, and the amount, delay and schedule of reinforcement decide how well learning happens. Key processes are acquisition, extinction, spontaneous recovery, generalisation and discrimination.
- Metacognition: Thinking About Your Own Thinking – Metacognition is knowing how you think and learn, and steering it. It has two parts: knowing (about yourself, the task and strategies) and controlling (plan, monitor, evaluate). Plan a goal, a strategy and a time. Monitor your understanding as you go and use fix-up strategies when lost. Evaluate by comparing what you expected with what happened. The same habit helps in reading, speaking, listening, presentations and debates.