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 14, 2022 al Mar 26, 2022.

Lessons timetable Moodle Seminars

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

Learning outcomes

Knowledge and understanding
1. Know and understand the main elements that characterize, on the one hand, the complexity of the life of adults, and on the other, thetheories that allow us to understand their behavior and deepen their meanings.
2. Knowing and understanding the evolutionary dimension, also present in adulthood, and the possibility of its taking shape in the direction of an ever greater awareness of the existential meaning of this age of life, also in relation to the other ages of life.
3. Knowing and understanding the problematic nature of the experiences underlying the situations of difficulty, discomfort, marginalization, deviance and loneliness, which can characterize the experiences of adults.

Ability to apply knowledge and understanding
1. Use in a coherent and effective way both general and specific pedagogical knowledge relating to issues relating to adult life in order to help develop educational projects that are conceptually articulated and adequately contextualized.
2. Apply appropriate methods of communication and dialogue with adults, according to methods and projects that respect the desire of adults for an aware and respectful learning of their own history and experience of reality.
3. Formulate educational projects and interventions aimed at strengthening, in adults, the processes of development, recovery, reconstruction and strengthening of their existential path, which characterizes the course of adult life, from the young adult stage to the adult stage thresholds of old life.

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.

Bibliography

Examination Methods

Texts for the exam
To prepare 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.
The first text contains the contents of the first and second modules, confirming the continuity of knowledge in the study of adulthood and old age.
- D. Loro, Between the ages and experiences of life. Educational work with adults and older people. 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).
- M. Cornacchia and S. Tramma, Vulnerability in adulthood. A pedagogical look, Rome, ed. Carocci, 2019.

Exam procedure
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.
• During the lessons, further explanations and operational indications regarding the conduct of the exam will be given.

Methods of evaluating the exam and composing the final score
• The evaluation of the exams, 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 to say by articulating the score on the basis of five levels of judgment: Insufficient (I) - Sufficient (S ) - Fair (D) - Good (B) - Very Good (MB).
• The score out of thirty will be distributed in proportion to the number of credits attributed to each module and the complexity of the respective contents, as follows:
─ Adult education (6 credits): max. 21/30 (S. = 18; D. = 19; B = 20; MB = 21).
─ Pedagogy of the life cycle (2 credits): max 5/30 (S. = 2; D. = 3; B. = 4; MB = 5).
─ Lab of pedagogy of the life cycle: (1 credits): max 4/30 (S. = 1; D. = 2; B. = 3; MB = 4).
• The final exam score will come 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 is in-depth and updated in its contents, compared to the programs of previous years, it is 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 every case and in advance to the teacher.