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. Life cycle pedagogy workshops.
Taken together, the three modules aim at the realization, each for its part, of the same educational and formative vision.
The 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.
1) The contents of the first module: Adult education, are roughly divided into three parts, with the respective themes:
• introductory or "epistemological" part: presents the cognitive and methodological foundations that are necessary to carry out an educational practice designed specifically for the adult and / or elderly age;
• content or "cognitive" part: first presents an overall vision of adulthood, divided into four phases, each of which is characterized by specific behaviors, developmental processes and states of awareness that mark the change of adulthood, from the phase of young man who becomes an adult to that of an adult who is moving towards old age. Secondly, it presents an overview of the many problems that mark, each in its own way, the experience of every adult person;
• "methodological" operational part: it presents a set of practical indications that can be useful for defining the "way" (methods and means) with which to address the specific problems of adulthood, with the awareness of constantly having to adapt the action educational to the reality of the adults with whom one works.
2) The contents of the second module: Pedagogy of the life cycle, are roughly articulated on three themes:
• presentation of an attempt to define old age, also considered starting from the complexity of the aging processes;
• reflection on the meaning of old life, in itself and in relation to the previous ages of human life;
• presentation of some methodological elements to outline an educational path with the elderly, in particular in nursing homes.
3) The contents of the third module: Life cycle pedagogy workshops.
Each of the three laboratories, foreseen for the realization of this module, addresses some specific issues, different from those faced in the other laboratories. All the themes, however, are relevant to educational issues concerning adult life or old life; at the same time, the diversity of the topics addressed and the ways of organizing the workshop reflect the cultural interests and the educational and professional experience of the three teachers who lead and animate their workshop.
A second element common to the three workshops is given by the desire to carefully reflect on the delicate transition from "theory" to "practice". In this sense, the methodological approach is also similar, aimed at researching "how" one could intervene from an educational point of view to accompany adults and / or the elderly in finding the best way to respond 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, etc .;
• in-depth reflection on their problematic situations, with reference to texts or documents, provided by the teachers;
• research, through individual or group work, of possible 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 objectives and contents of each of them will be chosen as a priority.
• In the first and second modules, 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 and elderly life in the most conceptually correct and complete way possible.
• The frontal lesson will 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.
• Alongside the cognitive element, the "reflective" attitude towards the contents under study will also be particularly important, since it is something that also concerns the personal life of "adult" subjects, bearers of their own history and own experience.
• In the third module, the "experiential" element, both theoretical and practical, will be prevalent, typical of a "laboratory activity" and group. From a methodological point of view, it is crucial to practice interpreting the specific experience of the adult and / or the elderly in the light of the theoretical knowledge possessed, and then move on to the design phase.
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Texts for the exam
• For the preparation of 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 should be made. Other texts may be recommended for any personal in-depth analysis on individual issues.
• 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 laboratory activity. The teacher who coordinates each laboratory may also indicate other material for further personal study.
The exam concerning the first and second modules will be held within the same session and in the same way.
• The exam will be held in written form, lasting a maximum of 3 hours. The written test will consist of a total of 5 open questions: four questions will concern the contents of the first module; a question will concern the second module. The questions will be differentiated not only for their content, but also for the logical / expository aspect. They may be "descriptive", "argumentative", "conceptual", "operational" and "reflective" questions.
• The examination concerning the third module will usually 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.
More precise indications regarding the examination methods for each laboratory will be given by the teacher of each laboratory.
Methods of evaluating the exam and composing the final score
• The final grade of the "Education in the ages of life" exam is unique, and will arise from the sum of the scores acquired in the three modules. The overall score, out of thirty, is distributed among the three modules in proportion to the work required and 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 positive judgment: Sufficient (S) - Fair (D) - Good (B) - Very Good (MB), as follows :
─ Adult education (6 credits): 21 points out of 30 (S. = 18; D. = 19; B = 20; MB = 21).
─ Pedagogy of the life cycle (2 credits): 5 points out of 30 (S. = 2; D. = 3; B. = 4; MB = 5).
─ Life cycle pedagogy workshop: (1 credits): 4 points out of 30 (S. = 1; D. = 2; B. = 3; MB = 4).