Teaching code

4S008154

Teacher

Daniele Loro

Credits

6

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION

Period

Sem. 2A dal Feb 15, 2021 al Apr 1, 2021.

Lessons timetable Moodle Seminars 0

To show the organization of the course that includes this module, follow this link:  Course organization

Learning outcomes

Knowledge and understanding
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.

Ability to apply knowledge and understanding
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.

Program

Programmatic contents
The contents of the program are divided into four parts, closely related to each other according to a conceptual approach that has as its starting point the figure of the socio-pedagogical professional educator, and as an end point the indication of some ways in which work with adults.

A) "Epistemological" part: it concerns the educator's way of approaching the reality of adults. This approach requires:
1) to have clear the "model of thought" (or paradigm) with which to know and understand adult life in its many aspects;
2) to have a "general vision of education", as a theoretical reference point for interpreting the reality of adults in a pedagogical sense and developing a coherent educational proposal;
3) to clarify in a preliminary way what is meant when we talk about "adults", that is, subjects who are living, each in their own way, a specific age of human life.

B) The "experiential" part: concerns the description of an overall vision of adult life, with particular regard to the "phases" in which it appears to be articulated, the processes that characterize them and the gradual existential awareness that arises from the different experiences that follow one another along the entire course of adulthood:
1) from "youth to adulthood": a difficult transition that manifests itself through a complex process of developing one's personality, which is marked by choices and life passages;
2) the gradual "rooting in personal and social life", which for the adult involves the experience of self-fulfillment, the assumption of roles and the recognition of one's social position;
3) the need to "get to know himself again" starting from the reflection on his own life, which leads the adult to experience a complexification of his life, which leads him to recognize that he is living two dimensions of his life at the same time: one "exterior" life and an "interior" life, in close relationship with each other and with not only formative but also transformative effects;
4) from "adulthood to old age": a further passage of life, on the part of the adult, which brings with it the awareness of living together the fulfillment of the meaning of adulthood and the beginning of old age.

C) "Problematic" part: it concerns the various critical situations which, especially in recent years and for various reasons, characterize adult life. The diversity of situations and their problems requires some descriptive and operational distinctions, internal to the problems themselves:
1) issues related to the "developmental process" of the adult person: from the effort of becoming adults, to the commitment related to the responsibilities to be assumed, to the acceptance of becoming elderly;
2) Problems related to the exercise of roles (family, professional and social) and the difficulties associated with them;
3) Problems connected in particular to unforeseen experiences or individual behaviors, which lead to situations of particular discomfort, marginality and deviance;
4) Problems related to the very idea of "adulthood" in the economic, social and cultural context of our time.

D) "Methodological" part: it concerns the way in which the educational intervention can be organized, which is able to address the above problems. The basic methodological approach consists in activating gradual "training" processes in adults that, if necessary, become aware of the need for a "transformation" process.
1) starting from the experience of the adults with whom you work (eg, autobiographical narration) and reflecting on the meaning of this experience;
2) deepen the knowledge of the specific problem, in its various aspects;
3) stimulate in the adult a process of personal involvement, aimed at formulating a decision to change;
4) accompany the adult in the initial phase in which he experiences a new way of thinking and acting.

Organization of didactic activity
In the didactic organization of teaching, 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.

Examination Methods

Texts for the exam
For the preparation of the part of the exam relating to the Adult Education module it is necessary to study the two texts, indicated as mandatory for all students, attending and non-attending students.
- D. Loro, The educational work with adults. Epistemological, experiential and methodological elements. The new edition of the handout will be available towards the end of the lessons, at the Ateneo Stationery, Lungadige Porta Vittoria, 37 (email: ateneo@ateneovr.it).
- A. Canevaro, Being born fragile. Educational Processes and Care Practices, Bologna, ed. EDB, 2015, fifth reprint 2020.

Suggested texts for those wishing to deepen their knowledge of one of the three ages of life, object of study for this exam:
Texts relating to youth:
- M. Aime, G. Pietropolli Charmet, The effort of growing up. The disappearance of the rites of passage, Turin, ed. Einaudi, 2014
- G. Pietropolli Charmet, The unsustainable need for admiration, Rome-Bari, ed. Laterza, 2018.
- C. Secci, Young people, pain and growth. Culture, training, educational perspectives, Parma, ed. junior - Spaggiari, 2017.
- F. Togni, The "invention" of adolescence. Rituality, modesty, tenderness and "delayed adulthood", Rome, ed. Studium, 2016.

Texts relating to adulthood
- R. Bodei, Generations. Age of life, age of things, Rome-Bari, ed. Laterza, 2014.
- M. Cornacchia, S. Tramma (edited by), Vulnerability in adulthood. A pedagogical look, Rome, ed. Carocci, 2019.
- I. Lizzola, Education in the shadows. Educate and heal in frailty, Rome, ed. Carocci, 2013.
- A. M. Mariani, Becoming adults. Training and new models to combat the disappearance of adults, Milan, ed. Unicopli, 2014.
- E. Marescotti, Adultescenza and surroundings. The value of adulthood, the sense of education, Milan, ed. FrancoAngeli, 2020.

Texts relating to the elderly:
- E. Bianchi, Life and days. On old age, Bologna, ed. il Mulino, 2018.
- D. Di Leo, M. Trabucchi (edited by), Enemy solitude. Analysis and proposals to combat the loneliness of the elderly, Padua, ed. The Polygraph, 2019.
- E. Luppi, Pedagogy and the third age, Rome, ed. Carocci, 2008 (reprint 2014).
- V. Mariani, M. Musaio (edited by), Pedagogy, relationship of help and elderly person, Personalized accompaniment in residences, Rome, ed. Studium, 2019.
- S. Tramma, Pedagogy of aging. Living (well) the late age, Milan, ed. FrancoAngeli, 2017.
Method of examination (except for any changes caused by the health emergency, which will be communicated in time)
• The exams concerning the Adult Education and Life Cycle Pedagogy modules will be held together, on the same dates and in the same manner, ie in the form 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 from each other not only for their content, but also for the logical / expository aspect. In fact, they could be "descriptive", "conceptual", "argumentative", "applicative" and "critical" questions. Towards the end of the lessons, further explanations and operational indications will be given regarding the conduct of the exam.

Methods of evaluating the exam and composing the final score
• The evaluation of the examination tests, relating to the three modules that make up the teaching of Education in the ages of life, 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.
• The score out of thirty will be distributed in proportion to the number of credits attributed to each module, as follows:
─ Adult education (6 credits): max. 21 points out of 30 (Suff. 18; Fair 19; Good 20; Excellent 21).
─ Pedagogy of the life cycle (2 credits): max. 6 points out of 30 (Suff. 3; Fair. 4; Good 5; Excellent 6).
─ Life cycle pedagogy workshop: (1 cfu): max. 3 points out of 30 (Suff. 0.5; Fair 1; Good 2; Excellent 3).
• The final exam score will arise from the sum of the scores acquired in the three modules that make up the course.

NEED FOR THE CONNECTION BETWEEN THE EXAM PROGRAM AND THE ACADEMIC YEAR IN WHICH THE TEST IS TAKEN

To ensure the connection, as required by the "diploma supplement" document, between the exam program and the academic year in which the student takes the exam, and since each year the course program it is in-depth and updated in its contents, compared to the programs of previous years, it is culturally and didactically appropriate that students enrolled in previous academic years take the exam bringing the program of the current academic year, except for serious and justified reasons, to be communicated in any case and in advance to the teacher.