Learning objectives

Knowledge and understanding 1. To know the philosophical grounds of the main ethical and moral notions intervening in the sphere of training experiences, with specific attention to the themes of the subject, of the person and of the interpersonal relationship. 2. To know the main philosophical and cultural patterns for describing personal identity and to be able to read the structure and complexity of educational processes in their multiple features, in particular those related to the emotions and the corporeality of the person. 3. To know and understand the ethical and philosophical nature of the concept of formation, which should be understood not only as training for learners or users, but also as a process that transforms the trainer itself. 4. Understanding the issue of personal identity formation, exploring the narrative dimension of the self and discussing the relationship between identity and the digital environment, an increasingly negligible dimension in today's educational practices. Applying knowledge and understanding 1. To orientate critically oneself among the main theoretical, cultural and philosophical perspectives concerning the ethical and moral questions connected to the pedagogic processes, with specific attention to the themes of the subject, of the person and of the interpersonal relationship. 2. To use correctly the philosophical lexicon, gaining a greater awareness of the major concepts in the ethical and educational field, aiding the acquisition of a more responsible and aware action capacity in the different relational and educational contexts. 3. To conduct autonomously analysis of empirical situations typical of the contemporary world, inherent both the educational and the relational practices in general, tracing the terms of the problem of personal identity to philosophical categories. 4. To elaborate philosophically founded connections with respect to the ethical problem of the child understood as a "person", deepening not so much the question of a philosophy for childhood but that of childhood as a place of a different possibility for philosophy.