The teaching is organized as follows:
See the unit page
Knowledge and understanding Module 1: Adult education 1. Know the main elements that characterize the complexity of adult life and the theories that deepen its meaning from a behavioral, psychological and existential point of view. 2. Know and understand the evolutionary dimension, present in adulthood, and the possibility of its being delineated in the direction of an ever-greater awareness of the meaning of one's social role and of one's existential task, also in relation to the other ages of life. 3. Understand the problematic nature of the experiences that are at the base of crisis, hardship, marginality and deviance situations, which characterize the existential personal experiences of young people and adults. Identification, in these cases, of the most appropriate educational intervention methods. Module 2: Life cycle education 1. Understanding of the double deep connection, of continuity and discontinuity, between all the ages of life; understanding a single age of life requires understanding other ages as well. 2. Know and understand that in every age of life we live, in different times and in different ways, all the dimensions that are proper to human existence. Module 3: Life cycle education laboratory 1. Understand that the desire of the human being is to live fully every age of life. 2. Reflect on the fact that the experiences of hardship, marginality and deviance are linked to experiences of lack or lack of positive experiences. Applying knowledge and understanding Module 1: Adult education 1. Apply the knowledge learned from the literature and related to specific problems on adult life, in order to contribute to developing educational projects that are adequately contextualized and close to common experiences. 2. Formulate educational methods of dialogue with adults, according to methods and projects that respect adults' desire for conscious learning that respects their own history and experience of reality. 3. Formulate projects and educational interventions aimed at strengthening the essential elements for a reactivation of the process of recovery and development of one's own existential path, which characterizes adulthood, from youth to old age. Module 2: Life cycle education 1. Reflect on the analogies of meaning that are present in different ages of life, even if the ways in which we live are apparently quite different. 2. Search for direct or indirect, experiential or literary testimonies of how it is possible to communicate and share values and meanings between all ages of life, even with different languages and levels of understanding. Module 3: Life cycle education laboratory Understanding, through personal and group work, the use of memory, storytelling and reflection can be used to heal wounds, reconcile internal and interpersonal conflicts, and rediscover the sense of one's identity and dignity. 2. Experiment, through appropriate group activities, also in e-learning mode, how one would like to live in another age of life.
The teaching of Education in the ages of life is divided into three teaching modules: 1) Adult education; 2) Pedagogy of the life cycle; 3) Pedagogical workshops of the life cycle.
Each module has its own training objectives, its own contents and its own teaching methods, which are in turn attributable to a single overview:
The programmatic objectives, contents and organization of the teaching activity of the three modules are presented below in summary form. For a more complete view, please refer to the presentation of the individual modules.
The programmatic objectives of the teaching, relating to the set of three modules that constitute it, are as follows:
• deepen the knowledge of adulthood through a careful understanding of its many individual and social aspects, and reflection on the existential meanings that characterize it;
• within a unitary and at the same time articulated vision of human existence, deepen the awareness that adulthood, in order to be fully understood and lived in a responsible way, requires to be analyzed not only for itself, but also in relation to all other ages of life, from infancy to old age;
• deepen the ability to synthesize between the "theoretical" part of the teaching contents, represented by the first two modules, and the "practical" part of the exercise, represented by the laboratory activity, which in turn is functional to the next direct internship experience.
The contents of the first module: Adult education, are divided into four main parts or themes:
• "epistemological" part: indicative reference to the foundations of a general theory of education, rethought according
• "descriptive" part: indicative reference to an evolutionary view of the functions, processes and states of awareness
that characterize adulthood, from the young adult stage to the threshold of old age;
• "critical" part: indicative reference to an overall view of the problems, related to roles, experiences, choices and
socio-cultural contexts that mark the experience of each adult in various ways;
• "methodological" part: indicative reference to the "way" (methods and means) with which to address the specific
problems of adulthood, with the awareness of having to constantly adapt the educational action to the reality of the
adults with whom one works.
The contents of the second module: Pedagogy of the life cycle, are roughly articulated on some themes:
• identity and changes that characterize the cycle of human life in its evolution;
• continuity and discontinuity not only between the phases of human life but also within each of them, especially within adulthood;
• psychological elements that characterize the development phases of the life cycle;
• in-depth study of the transition from adulthood to old age and reflection, in particular, on the existential and educational significance of old age.
The contents of the third module: Life cycle laboratories, address different problems, all related to adult life. In common there is the methodological approach, aimed not only at deepening knowledge but also at researching "how" one could intervene from an educational point of view, to accompany the adults with whom one works along the search for a positive response to their problems. Some methodological elements that will be kept present in the laboratory activity:
• starting from the concrete experience of the adults you work with, for example through life stories, case studies, testimonies, videos;
• deepening the reflection on their problematic situations, with reference to texts or documents;
• research, through individual or group work, of elements for the formulation of a possible educational project.
Organization of didactic activity
The didactic organization of teaching is diversified in relation to the individual modules, in each of which the teaching method most appropriate to the contents of the modules will be chosen as a priority:
• In the first module, the theoretical element will prevail, typical of the traditional "frontal lesson". This element is justified by the need to present the contents related to adult life in the most conceptually correct and complete way. The frontal lesson may in some moments also take the form of a participatory lesson, useful for encouraging interventions, asking questions, formulating reflections and giving space to brief debates on the issues addressed from time to time;
• In the second module the element of "reflective" sharing will prevail, typical of a "participatory lesson" in which the teacher and students are simultaneously engaged in identifying the elements of continuity and difference between the ages of life, with the aim of search for the "specific" existential of each age, in particular of adulthood and the elderly, an essential element to recognize the existential value of each age of life.
• In the third module, the "experiential" element will prevail, typical of a "workshop activity" and group. From a methodological point of view, it is crucial to practice interpreting the specific adult experience in the light of the theoretical knowledge possessed, and then move on to the design phase.
Texts for the exam
• To prepare the part of the exam relating to the first and second modules, in relation to the educational objectives
and programs listed above, it is necessary to study the texts, indicated as mandatory, presented within the respective
modules, to which reference is made. Other texts may be recommended for any personal in-depth analysis on
• For the preparation of the part of the exam relating to the third module, the texts to be studied consist of the
didactic material used during the workshop activity. Other material may also be indicated for further personal study.
Method of examination (except for any changes caused by the health emergency, which will be communicated in time)
• The exam concerning the first and second modules will be held simultaneously, in the manner of the written test,
lasting a maximum of 2 hours and 30 minutes. The written test will consist of a total of 5 open questions: four
questions will concern the contents of the first module; 1 question will concern the second module. The questions
will be differentiated not only for their content, but also for the logical / expository aspect. They could be
"descriptive", "conceptual", "argumentative", "applicative" and "critical" questions.
• The examination concerning the third module will normally take place in the form of the presentation of a "written
report" regarding the activity carried out during the laboratory. The drafting of the report can be carried out,
optionally, in the form of an individual or group work (max 4 people). Based on the time available, individual and
group reports (or only some of them, at the discretion of the teacher) may be presented in the classroom, in the
presence of the other participants in the workshop. At the end of the workshop all the reports, individual and group,
can be delivered to the teacher in person and in paper format or sent by email to the teacher, in PDF format.
Methods of evaluating the exam and composing the final score
• The final exam score will result from the sum of the scores acquired in the three modules, distributed among the three modules in proportion to the number of credits attributed to each module.
• The evaluation of the three exams will take place in the same way, that is, by articulating the score on the basis of four levels of judgment: Sufficient - Fair - Good - Excellent, as follows:
─ Adult education (6 credits): 21 points out of 30 (Suff. 18; Disc. 19; Good 20; Excellent 21).
─ Pedagogy of the life cycle (2 credits): 6 points out of 30 (Suff. 3; Disc. 4; Good 5; Excellent 6).
─ Laboratory of pedagogy of the life cycle: (1 credits): 3 points out of 30 (Suff. 0,5; Disc. 1; Good 2; Excellent 3).
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