SCIENZE FILOSOFICHE E PEDAGOGICHE

Pedagogist (Educationalist)
Professional activities include the coordination of educational services and the provision of pedagogical consultancy in the planning and management of interventions within schools and across various educational, training, and socio-educational services in the healthcare sector. These services may be delivered by public and private bodies, including third-sector organisations, as well as by steering, guidance, support, and supervisory structures operating at different levels of Public Administration.

Human Resources Specialists
Employment opportunities include public and private organisations operating across a wide range of sectors.

Specialists in the Education and Training of Persons with Disabilities
Employment opportunities include public and private educational and training institutions.

Philosophical Consultant – Philosopher
This professional activity may be carried out on a self-employed basis or within public and private institutions, including universities.

2.6.5.1.0 - Pedagogist
Professional activities include the coordination of educational services and the provision of pedagogical consultancy in the planning and management of interventions within schools and across a wide range of educational, training, and socio-educational services, including those operating in the healthcare sector. Such services may be provided by public bodies, private organizations, and third-sector institutions, as well as by agencies responsible for guidance, support, supervision, and quality assurance at various levels of public administration.

2.5.1.3.1 - Human Resources Specialists
Graduates may find employment in public and private organizations across a wide range of sectors, including education and training, social and healthcare services, cultural institutions, public administration, human resources management, non-profit organizations, and third-sector entities. Their interdisciplinary competencies enable them to operate in diverse professional contexts requiring advanced analytical, educational, organizational, and relational skills.

2.6.5.1.0 - Specialists in the education and training of persons with disabilities
public or private educational and training facilities

2.5.3.4.4 - 2.5.1.6.0 - Philosophical Consultant
Philosophical consultants may work as independent professionals, offering consultancy services to individuals, groups, and organizations. They may also be employed within a variety of public and private institutions, including universities, cultural organizations, educational and training centres, research institutes, healthcare and social service organizations, and other settings where critical reflection, ethical analysis, and support for decision-making processes are valued.

ITALIAN

2.6.5.1.0 - Pedagogist
A Pedagogist is a professional who works in the fields of formal and non-formal education, in accordance with the regulations governing the profession, its professional profile, and its specific code of ethics. Pedagogists employ methodologies and approaches specific to the discipline and may work as self-employed professionals, employees, or, where appropriate, through various forms of professional collaboration.

Graduates in Educational Sciences (Scienze Pedagogiche) are qualified to operate in the coordination of educational and social care services, providing pedagogical consultancy and managing the design, supervision, and evaluation of educational and rehabilitative projects. They are also responsible for managing time, tools, technical, human, and financial resources, as well as monitoring and promoting the quality, innovation, and development of educational and social initiatives within local communities.

2.5.1.3.1 - Human Resources Specialists
Human Resources Specialists are responsible for a range of activities related to the management and development of personnel within organizations. Their duties include the recruitment, assessment, and hiring of new employees; the design and management of professional development and career advancement pathways; the monitoring and evaluation of employee performance; the management of workplace relations, problem-solving, and conflict mediation; and ensuring compliance with labour laws and employment regulations.

2.6.5.1.0 - Specialists in the education and training of persons with disabilities
Specialists in the Education and Training of Persons with Disabilities carry out teaching and educational activities for learners of different age groups who experience learning difficulties and are recognized as persons with disabilities. Their responsibilities include designing curricula tailored to the specific needs of learners; training individuals in the use of targeted educational techniques and specialized learning supports; fostering self-confidence and autonomy by identifying methods and strategies that enable learners to address, as consciously as possible, the limitations associated with the social and institutional construction of disability; administering specific assessments to evaluate learning outcomes; contributing to decisions concerning school organization, teaching practices, and educational provision; and managing relationships with families and other relevant stakeholders involved in the educational process.

2.5.3.4.4 - 2.5.1.6.0 - Philosophical Consultant
Philosophical Consultants help individuals clarify their thinking and make decisions by guiding them through a process of philosophical dialogue aimed at exploring their values, assumptions, and understanding of meaning in life. Rather than offering psychological or therapeutic solutions, they foster independent and critical reflection, including in the face of challenging existential situations, while remaining outside the scope of issues requiring specific psychopathological intervention.

Their role is to facilitate a more conscious and reflective understanding of reality and everyday problems, acting as guides who help individuals think more clearly, critically, and coherently, and ultimately live in a more authentic and self-aware manner.

The interclass Master’s Degree Programme in Philosophical and Educational Sciences (LM-78 and LM-85) is designed to train highly qualified professionals in the use of theoretical and methodological tools that foster independent research, critical reflection, and understanding in areas concerning human life and its relationship with the natural and social environment, including aesthetic, religious, and gender dimensions (LM-78). It also provides solid and in-depth theoretical and practical knowledge and skills in educational and pedagogical sciences, as well as in related disciplines such as philosophy, history, and psychology, which both contribute to defining the conceptual framework of education and support its application in diverse educational and training contexts (LM-85).

Graduates will therefore acquire a strong cultural foundation, combined with critical analytical skills, problem-solving abilities, and expertise in the design, implementation, and evaluation of effective interventions across different settings. Specifically, graduates in Philosophical Sciences are prepared for positions involving high levels of responsibility in cultural consultancy services, cultural institutions, and all fields requiring specialized disciplinary knowledge combined with critical thinking and the ability to represent and communicate knowledge effectively. Graduates in Educational Sciences, on the other hand, will develop the competencies needed to work in the coordination of educational and social care services, providing pedagogical consultancy, designing, supervising, and evaluating educational and rehabilitation projects, managing time, tools, technical, human, and financial resources, and ensuring quality, innovation, and the promotion of activities within local communities.

The common curriculum is designed to provide students with core competencies for the critical analysis of cultural and social situations and contexts, while the specialized track (60 ECTS credits for each curriculum) offers graduates distinct competencies tailored to the different professional fields in which they will be expected to operate.

The structure of the programme combines theoretical and methodological teaching, delivered mainly through lectures and seminars, with practical, laboratory-based, and internship activities carried out in cultural institutions, educational and training organizations (public or private), and publishing houses. These experiences integrate the scientific and applied dimensions of learning, strengthening the connection between university education, research, and the labour market, while promoting the acquisition of practical and interpersonal skills.

Knowledge and Understanding

Graduates in Philosophical and Educational Sciences will possess solid knowledge in the core disciplinary areas of the programme and will be able to organize this knowledge within a coherent and systematic framework. Through a course of study that consistently integrates pedagogical and philosophical perspectives, students will acquire strong critical skills for interpreting reality and the texts or symbolic systems through which it is represented and transmitted, particularly with regard to the historically determined ways in which society reproduces, transforms, and conceives itself, including the tensions and conflicts that characterize it.

The programme aims to foster an understanding of the processes through which human subjects are formed, transformed, and interact with their context, thereby becoming intersubjective beings. The convergence of pedagogical, psychological, philosophical, and anthropological disciplines is central to this objective. Students will gain knowledge of the specific methodologies and technical aspects of these fields while also developing the ability to engage with them critically and actively.

Teaching is aimed at ensuring autonomous mastery of the disciplines involved, both in terms of their historical development and their contemporary relevance, as well as the research perspectives they open up. Knowledge and competencies are acquired through lectures, seminars, individual study, and the presentation of written work, all of which encourage the development of analytical and critical discussion skills. Levels of knowledge and understanding are assessed through entry tests, ongoing evaluations, and final oral and/or written examinations in the individual disciplines.

Applying Knowledge and Understanding

Knowledge of the disciplines that prepare students for advanced roles in the philosophical and educational fields is continuously directed toward developing the ability to apply such knowledge, each discipline according to its specific nature, to relevant real-world contexts.

This applies both to the way these disciplines are taught and to their interaction with one another, contributing coherently to the overall education of students. The convergence between philosophy and education makes this possible.

Particular attention is devoted to understanding both the theoretical and practical structure of each discipline, its actual content—whether technical, methodological, historical, or theoretical—and the ability to apply this knowledge in both conventional and unforeseen contexts.

These objectives are achieved not only through internships but also through the student’s role as a point of convergence among different yet complementary disciplinary perspectives.

Making Judgements

Students are constantly encouraged to develop their ability to formulate independent, well-reasoned, and articulate judgments. This is achieved through engagement with the most recent developments in disciplinary research across all areas of specialization, while also encouraging students to contribute original perspectives.

Two distinctive features of the programme are particularly important in this regard: the continuous dialogue between the historical and theoretical study of thought within its socio-historical context, and the analysis of the processes and mechanisms of education, training, and governance of subjectivities within their specific contexts.

Philosophy contributes by cultivating critical distance and independent judgment regarding any activity undertaken, while pedagogy fosters a deeper understanding of the effects of systems of thought on individuals and evaluates their educational significance.

Independent judgment is developed through participation in lectures, seminars, cultural events (such as conferences, debates, and workshops), and the study of texts representing different critical perspectives. Assessment takes place through examinations, written assignments, ongoing evaluations, practical exercises, and the final thesis.

Communication Skills

Graduates of the interclass programme will be able to present and discuss the topics of their research at an advanced level, demonstrating mastery of oral, written, and multimedia forms of communication.

They will be capable of developing and organizing a style of communication appropriate to the presentation of their ideas, both orally and in writing, using the standard textual conventions of their academic field. At the same time, the integration of philosophical and pedagogical perspectives equips them with the ability to teach and foster learning in others.

Graduates will be able to adapt their communication strategies according to the chosen communication channel and the target audience, including through the use of the most modern and appropriate educational technologies.

These skills are developed through participation in lectures, seminars, cultural events, practical and theoretical internships, and the study of texts representing diverse critical perspectives. Assessment is carried out through examinations, written assignments, practical exercises, and the evaluation of the final thesis.

Learning Skills

Graduates will have developed flexibility in understanding and argumentation, as well as the ability to independently organize their own study and research pathways. These skills will support possible further academic pursuits, such as doctoral programmes, additional master’s degrees, teacher training programmes, or postgraduate specialization courses.

With regard to professional employment, graduates will possess the tools needed to learn from the experiences generated by their own professional practice.

They will also have developed the ability to navigate advanced educational opportunities through a thorough understanding of the various research orientations within the humanities, knowledge communication, and educational planning.

These learning skills are acquired through participation in lectures, seminars, cultural events (conferences, debates, workshops), and the study of texts representing different critical approaches. Their acquisition is assessed through examinations, written assignments, practical exercises, and the evaluation of the final thesis.