Teaching code

4S008154

Teacher

Daniele Loro

Credits

2

Language

Italian

Scientific Disciplinary Sector (SSD)

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

Period

Sem. 2B dal Apr 14, 2021 al May 29, 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. To know and understand that the life of each individual is both radically unitary in its identity and value, while it is complex and changeable in its forms and manifestations The same is true for education, whose foundations are constant, while the way of being realized in the different phases of existence and its contexts.
2. Understand that in every age of life the subject faces the same basic problems, even if they do so in different ways and at different levels of depth. From an educational point of view it is necessary to know these issues in depth to understand how to help them face them in the most appropriate way at any age.
3. Since every age of life has its own way of dealing with problems, from the educational point of view this allows us to understand that every age has its specific formative objectives, even if the great educational goals are always the same.

Ability to apply knowledge and understanding
1. As in every age of his life the individual has tasks to carry out and problems to overcome in order to fully realize himself, in the same way the educational objective of the educational activity with adults is to contribute to placing the adult person in the conditions of carrying out their duties and responsibilities.
2. Understand more deeply, through reference to all the ages of life, the specific meaning of elderly life, as the most favorable age to elaborate an overall vision of the meaning of one's life and, with them, the importance of educational work with Older people.
3. Use the knowledge learned from pedagogical research and from literary works, to deepen the reciprocal link between all ages of life.

Program

Programmatic content
The contents of the Life Cycle Pedagogy are roughly divided into two parts, which revolve around two questions, respectively: a) why consider the entire life cycle, if the teaching concerns adulthood; b) because in every individual the old age should be decisive, from the point of view of the search for the meaning of one's life.
Part A)
1) Philosophical approach: the diversity of every age of life and the profound unity of the person.
2) Psychological approach: life cycle and stages of development.
3) Pedagogical approach: the presence of education throughout the life span:
Part B)
1) Every age of life has a big problem to face and with it a task and a responsibility. What is the problem and the task of the elderly?
2) Old age and the completion of the life cycle: the risk of an "unfinished" life if deprived of old age?
3) Loneliness: characteristic of old life or of human life in its entirety?

Organization of didactic activity
Also in the didactic organization of this new teaching will be present the modality of the frontal lesson. However, the element of "reflective" sharing will prevail, typical of a "participatory lesson" in which the teacher and students are simultaneously committed to identifying the elements of continuity and difference between the ages of life, with the aim of seeking the " specific ”existential age of every age of life, in particular of adulthood and old age, two ages that in this historical and social moment require particular attention also from the point of view of educational work.

Examination Methods

Texts for the exam
To prepare the part of the exam relating to the Life Cycle Pedagogy module, it is necessary to study the two texts indicated below. These texts are mandatory for all students, attending and non-attending.
• D. Loro, Recognize the meaning of one's life. The task and responsibility of the elderly. The handout will be available towards the end of the lessons, at the Ateneo Stationery, Lungadige Porta Vittoria, 37 (email: ateneo@ateneovr.it).
• D. De Leo, M. Trabucchi (edited by), Enemy solitude. Analysis and proposals to combat the loneliness of the elderly, Padua, ed. The Polygraph, 2019.

Texts suggested for those who want to deepen their knowledge of elderly life in particular:
- M. Benetton, A pedagogy for the course of life. Reflections on educational planning in lifelong education, Padua, ed. Cleup, 2008.
- E. Bianchi, Life and days. On old age, Bologna, ed. il Mulino, 2018.
- C. Castelli, F. Sbattella (edited by), Psychology of the life cycle, Milan, ed. FrancoAngeli, 20082 (2004).
- E. Luppi, Pedagogy and the third age, Rome, ed. Carocci, 2008 (reprint 2014).
- V. Mariani, M. Musaio (edited by), Pedagogy, relationship of help and the elderly, 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.