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 13, 2023 al Mar 30, 2023.

Erasmus students

Not available

Lessons timetable Moodle Seminars 0

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

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.

Bibliography

Didactic methods

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.

Learning assessment procedures

Given the profound cognitive continuity between knowledge of adult life and that of elderly life, the methods for verifying the learning of the contents of module 1 (Adult education) will take place within the same exam with the verification of the learning the contents of module n. 2 (Pedagogy of the life cycle). The verification will be held in writing, 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 written test will be evaluated using the score out of thirty, divided as follows:> 18 (Insufficient); 18 (just enough); 19-21 (Sufficient); 22-24 (Fair); 25-27 (Good); 28-30 (Distinguished); 30 cum laude (excellent). The final grade will result from the average of the two marks acquired respectively in the written exam, (relating to modules 1 and 2), and in the oral interview (relating to module 3).
To be truly formative, teaching must be considered as a single learning entity, even if divided into two large parts: the theoretical part (modules 1 and 2) and the practical-experiential part (module 3). To preserve, deepen and enhance the connection between theoretical and practical training, it is mandatory to take both exams (written and oral) in the same exam session.
During the lessons, further explanations and operational indications will be given regarding the execution of the written exam. During the lectures, further explanations and operational indications regarding the execution of the exam will be given.

Evaluation criteria

The assessment of the tests will be divided according to the following criteria: - from the point of view of the "contents", students must demonstrate that they are able to: a) describe and summarize the contents of a given topic; b) identify and define the fundamental concepts relating to the contents of the program; c) expose the arguments that explain certain critical aspects that characterize adult life; d) demonstrate the ability to reflect on the value of certain issues; e) knowing how to connect theoretical contents with practical experience: - from the point of view of the expository form, clarity and expository and linguistic correctness will also be evaluated.

Exam language

Italiano