Teaching code

4S008154

Credits

9

Coordinator

Daniele Loro

Language

Italian

Erasmus students

Not available

Courses Single

Not Authorized

Moodle Seminars 0

The teaching is organized as follows:

Learning objectives

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.

Prerequisites and basic notions

1. Education in the ages of adult life and elderly life requires specific teaching which is placed among the "applied"; pedagogical disciplines, that is, aimed at a specific field of educational work. The cognitive skills required as pre-requisites for this educational work are of two types:
a) “general” interdisciplinary knowledge;
b) “specific” interdisciplinary knowledge.
2. Interdisciplinary knowledge of a general nature was acquired during the first year of study. Therefore, it is necessary to remember and return to reflect on what has been learned from the fundamental teachings of the first year:
- Fundamentals of educational work,
- History of education and pedagogy
- Philosophical problems and theories;
- Developmental and educational psychology:
- Sociology and analysis of social dynamics;
- Cultural antropology.
3. Specific interdisciplinary knowledge, related to the study of educational activity aimed at adults and the elderly, are the subject of this teaching. It may be useful to remember one's personal knowledge of adulthood and old age.

Bibliography

Criteria for the composition of the final grade

The teaching is formally divided into three modules, however in the teaching practice the learning path is divided into two parts: a) the part focused above all on the theoretical learning of the contents relating to adulthood and the elderly, related to the first and second module; b) the part mainly focused on the knowledge and reflection of practical experiences, also animated by the direct testimony of some professionals, who represent the specific contents of the third module, relating to the laboratories. ─ The exam concerning the first and second module will be held within the same session and in the same way. The assessment method for the first part of the exam will be in written form, with a maximum duration of 3 hours. The written test will consist of a total of 5 open questions. The evaluation of the individual answers will focus on two elements: a) the content element, relating to adulthood and old age; b) the logical/expository element, which is expressed in the ability to memorize, argue, define, plan and reflect, demonstrated through the formulation of the answers. ─ The evaluation method of the second part of the exam will normally take place through 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 work, or in a group (max 4 people). Individual and group reports can be presented in the classroom, in the presence of the other workshop participants. More precise indications regarding the exam modalities for each laboratory will be given by the teacher of each laboratory. Both exam methods will be evaluated with a score expressed out of thirty, divided internally into the following levels: 18 (Barely Sufficient); 19-21 (Sufficient); 22-24 (fair); 25-27 (Good); 28-30 (Very Good); 30 cum laude (Excellent).
The final grade of exam to "Education in the ages of life" is unique, expressed out of thirty. The mark will derive from the "weighte"; average of the two scores, acquired in the two exams.
To safeguard the content and didactic unity of teaching as a whole, students are strongly advised to take both exams (the written exam and the oral exam) in the same exam session. If this is not possible, it should be remembered that in order to pass the exam, the written test and the oral test must be carried out within the same academic year.