Course
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Credits
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Scientific Disciplinary Sector Code
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Contact Hours
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Exercise Hours
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Laboratory Hours
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Personal Study Hours
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Type of Activity
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Language
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22901843 -
HISTORY OF ANCIENT PHILOSOPHY
(objectives)
THE MOST IMPORTANT PURPOSES OF THE UNDERSTANDING OF MAIN PHILOSOPHICAL THEORIES ARE A GAINING OF THE BASIC PHILOSOPHICAL GLOSSARY, IN ITS HISTORICAL DIMENSION INSIDE THE PHILOSOPHICAL REFLECTION AND ITS DEVELOPMENT IN WESTERN CULTURE.
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IPPOLITO BENEDETTO
( syllabus)
THE MAIN OBJECTIVE OF THE COURSE IS TO PUT THE STUDENT IN DIRECT CONTACT WITH ANCIENT PHILOSOPHICAL TEXTS AND PROVIDE THEM WITH THE HISTORICAL, PHILOSOPHICAL AND PHILOLOGICAL TOOLS TO INTERPRET THEM, UNDERSTAND THEIR ORIGINALITY AND SPECIFICITY AND UNDERSTAND THEIR HISTORY, PHILOSOPHICAL AND PHILOLOGICAL TOOLS TO INTERPRET THEM, UNDERSTAND THE ORIGINALITY AND SPECIFICITY AND COMMENT ON THEM WITH ADEQUATE HERMENEUTIC COMPETENCE, EVEN AGAINST THE BACKGROUND OF APPROPRIATE REFERENCES TO THE MAIN HISTORIOGRAPHIC CURRENTS ON ANCIENT THOUGHT. THE PHAEDO IS PART OF THE SO-CALLED SOCRATIC DIALOGUES, I.E. THOSE THAT REFLECT THE TEACHING OF THE GREAT MASTER, BUT ALREADY REVEALS A STRONG AUTONOMY IN THE THOUGHT OF PLATO. THE THEME ADDRESSED AND DISCUSSED IN THIS DIALOGUE WITH CLOSE DIALECTIC AND SURPRISING PSYCHOLOGY IS THAT, UNDOUBTEDLY COMPLEX, OF THE NATURE OF THE SOUL, OF ITS CONTRASTING TENDENCIES, OF ITS IMMORTAL ESSENCE.
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6
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M-FIL/07
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36
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-
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-
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-
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Related or supplementary learning activities
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ITA |
22902181 -
CHILD NEUROPSYCHIATRY
(objectives)
Specific objectives of the discipline are the definition, the characterization, the deepening of the meaning, of the characteristics and behaviors to refer to the pathologies of infancy and adolescence. Furthermore: reading, analyzing and understanding the implications that behaviors determined by pathologies derive from an educational point of view in such a way as to make possible a formative perspective committed to improving the quality of life of the users and allowing them to give the best they can.
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22902181-1 -
NEUROPSICHIATRIA INFANTILE
(objectives)
Specific objectives of the discipline are the definition, the characterization, the deepening of the meaning, of the characteristics and behaviors to refer to the pathologies of infancy and adolescence. Furthermore: reading, analyzing and understanding the implications that behaviors determined by pathologies derive from an educational point of view in such a way as to make possible a formative perspective committed to improving the quality of life of the users and allowing them to give the best they can.
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VILLANOVA MATTEO
( syllabus)
Territorial intervention and primary prevention in developmental age and adolescence. Evolutionary Age, Adolescence, Sexual Identity, Subliminal Messages and the Internet. Evolutionary Age, Adolescence and Discomfort: emotions and the biological-aesthetic Model. Aggression, the psychic and ego functions, and the defense mechanisms of the ego. The first approach to discomfort and mismatch in developmental age and in Adolescence. Childhood depression. Childhood psychoses and Pervasive Developmental Disorders. Syndromes of Rett, Asperger, Autism and Autistic Syndromes. ADHD, Disorders of Personality. Oppositional-provocative Disorder and Conduct Disorder. Suicide in age evolutionary. DOC. Language Disorders. Specific learning disabilities. Mental delay. Epileptic syndromes. Infant paralysis. Biological, gender, role, sexual. Parenting, shared and joint custody, separation, adoption. Child maltreatment: emotional, physical, mental, sexual, pathology of care. Victimology and Child psycho-traumatology. Less Author and Victim of Crime.
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6
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MED/39
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36
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-
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-
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-
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Core compulsory activities
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ITA |
22902181-2 -
NEUROPSICHIATRIA INFANTILE
(objectives)
Specific objectives of the discipline are the definition, the characterization, the deepening of the meaning, of the characteristics and behaviors to refer to the pathologies of infancy and adolescence. Furthermore: reading, analyzing and understanding the implications that behaviors determined by pathologies derive from an educational point of view in such a way as to make possible a formative perspective committed to improving the quality of life of the users and allowing them to give the best they can.
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VILLANOVA MATTEO
( syllabus)
Territorial intervention and primary prevention in developmental age and adolescence. Evolutionary Age, Adolescence, Sexual Identity, Subliminal Messages and the Internet. Evolutionary Age, Adolescence and Discomfort: emotions and the biological-aesthetic Model. Aggression, the psychic and ego functions, and the defense mechanisms of the ego. The first approach to discomfort and mismatch in developmental age and in Adolescence. Childhood depression. Childhood psychoses and Pervasive Developmental Disorders. Syndromes of Rett, Asperger, Autism and Autistic Syndromes. ADHD, Disorders of Personality. Oppositional-provocative Disorder and Conduct Disorder. Suicide in age evolutionary. DOC. Language Disorders. Specific learning disabilities. Mental delay. Epileptic syndromes. Infant paralysis. Biological, gender, role, sexual. Parenting, shared and joint custody, separation, adoption. Child maltreatment: emotional, physical, mental, sexual, pathology of care. Victimology and Child psycho-traumatology. Less Author and Victim of Crime.
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3
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MED/39
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18
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-
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-
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-
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Core compulsory activities
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ITA |
22902413 -
CHILDREN’S LITERATURE
(objectives)
The course aims to analyze methods and techniques for the presentation of a literature for children through the construction of an educational identity by developing educational pedagogical approaches for the formation and realization of the person.
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22902413-1 -
LETTERATURA PER L'INFANZIA
(objectives)
The course aims to analyze methods and techniques for the presentation of a literature for children through the construction of an educational identity by developing educational pedagogical approaches for the formation and realization of the person.
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ZIZIOLI ELENA
( syllabus)
Educators working today in multi-cultural contexts and to risk of "educational poverty". The children'books are un importante resource to planning of educational to help the children and his/her children to grow frees, to be city persons responsible, to recognize and to welcome the differences everybody. Throug hreading plans contemplated it will be stimulated therefore the reflection on some thematic knots to oppose the risks of marginalizzazione, of homologation, of colonization of the imaginary one, widening him/it look, forming to the empathy training the critical and divergent thought. They will analyze therefore the productions that the literature for the infancy offers today, distinguishing her various forms for the different bands of age, investigating the educational potentialities of it, and also examining some projects. The focus will be on an international initiative, the experience of the library boys on the island of Lampedusa, for the choice of the texts and the originality of the methodology adopted for the realization. Finality of the Course is to offer tools and methodologies for an education to the reading, with particular attention to the more contexts to risk, in the awareness that the access to the books and the reading is a right that must be practiced since the first infancy.
( reference books)
- Lorenzo Cantatore (a cura di), Primo: leggere, Edizioni Conoscenza, Roma 2017 (il testo sarà disponibile da novembre). Nota e introduzione (Lorenzo Cantatore e Ermanno Detti) e Cinque saggi a scelta: 2 della prima parte; 1 della seconda; 2 della terza.
- Massimiliano Fiorucci, Franca Pinto Minerva, Agostino Portera (a cura di), Gli alfabeti dell’intercultura, Edizioni ETS, Pisa, 2017. Voci: Confine di Gabriella D’Aprile; Didattica dei personaggi ponte di Vinicio Ongini; Narrazioni decentrate di Elena Zizioli; Shock culturale, migrazioni, resilienza di Alessandro Vaccarelli. Il testo è disponibile anche in e-book sul sito della casa editrice.
- Anna Grazia Lopez (a cura di), Decostruire l’immaginario femminile. Percorsi educativi per vecchie e nuove forme di condizionamento culturale, Edizioni ETS. Due saggi a scelta.
- Gianni Rodari, Grammatica della fantasia (qualsiasi edizione purché integrale).
- Elena Zizioli, I tesori della lettura sull’isola. Una pratica di cittadinanza possibile, Sinnos, Roma 2017.
Selection of one of the three reading plans:
First reading plans – Time: your story, my story.
Mariana Chiesa Mateos, Migrando, Orecchio Acerbo, Roma 2010. Cecilia Bartoli, Gli amici nascosti, Topipittori, Milano 2014, o, in alternativa, Manuel Salvi (a cura di), illustrazioni di Cristina Spanò, A braccia aperte. Storie di bambini migranti, Mondadori, Milano 2016. Pina Varriale, illustrazioni di Ilaria Urbinati, Yusuf è mio fratello, Mondadori, Milano 2015. Federico Appel, Pesi Massimi. Storie di sport, Razzismi, sfide, Sinnos, Roma 2017. Paloma Valdivia, Quelli di sopra e quelli di sotto, Kalandra Italia, Firenze 2009/2014 o, in alternativa, Nicole De Cock, Aan de overkant (On the far side), Gottmer Publishing Group, Haarlem 2006.
Second reading plans – Locations: here/elsewhere;central and peripheral areas.
Ubah Cristina Ali Farah, Il comandante del fiume, 66th and 2nd, Roma 2014. AA.VV., Centrifuga. Fughe, ritorni e altre storie, Sinnos, Roma 2016. Daniela Valente, Ilaria Bochicchio, Adrian vuole andare a scuola, Edizioni Coccole e Caccole, Castrovillari (CS) 2012. Nel caso fosse irreperibile: Gaëtan Dorémus, Una ricetta miracolosa, Terre di mezzo, Milano, 2016. Ljerka Rebrovic, Ivana Pipal, Città blu, città gialla, Terre di Mezzo, Milano, 2017. Aaron BecKer, Journey, Candlewick Press, Sormeville, 2013, (trad. it. Viaggio, Feltrinelli, Milano, 2014) o, in alternativa, Istvan Banyai, Dall’altra parte (The other side), Il Castoro, Milano 2006.
Third reading plans – Actions: the courage of decisions
Fabrizio Silei, Maurizio A.C. Quarello, L’autobus di Rosa, Orecchio Acerbo, Roma 2011. Nel caso fosse irreperibile: Fulvia degl’Innocenti, Anna Forlati, Io sono Adila. Storia illustrata di Malala Yousafzai, Settenove, Cagli (PU) 2015. Mac Barnett e Jon Klassen, Filo Magico, Terre di Mezzo, Milano 2016. Alessio Surian, Diego Di Masi, Emiliano Martino, Lorenzo Martino, Danilo Dolci. Verso un mondo nuovo, Mediterraneo, Becco Giallo, Sommacampagna (VR) 2015. Luisa Mattia, Luigi Ballerini, Cosa saremo poi, Lapis, Roma 2017, o, in alternativa, Christophe Léon, Reato di fuga, Sinnos, Roma 2015.
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6
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M-PED/01
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36
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-
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-
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-
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Core compulsory activities
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ITA |
22902413-2 -
LETTERATURA PER L'INFANZIA
(objectives)
The course aims to analyze methods and techniques for the presentation of a literature for children through the construction of an educational identity by developing educational pedagogical approaches for the formation and realization of the person.
-
ZIZIOLI ELENA
( syllabus)
Educators working today in multi-cultural contexts and to risk of "educational poverty". The children'books are un importante resource to planning of educational to help the children and his/her children to grow frees, to be city persons responsible, to recognize and to welcome the differences everybody. Throug hreading plans contemplated it will be stimulated therefore the reflection on some thematic knots to oppose the risks of marginalizzazione, of homologation, of colonization of the imaginary one, widening him/it look, forming to the empathy training the critical and divergent thought. They will analyze therefore the productions that the literature for the infancy offers today, distinguishing her various forms for the different bands of age, investigating the educational potentialities of it, and also examining some projects. The focus will be on an international initiative, the experience of the library boys on the island of Lampedusa, for the choice of the texts and the originality of the methodology adopted for the realization. Finality of the Course is to offer tools and methodologies for an education to the reading, with particular attention to the more contexts to risk, in the awareness that the access to the books and the reading is a right that must be practiced since the first infancy.
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3
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M-PED/01
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18
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-
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-
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-
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Core compulsory activities
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ITA |
Optional group:
L-ART/LIN-II ANNO - (show)
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9
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22901918 -
SPANISH LANGUAGE
(objectives)
THE SPANISH LANGUAGE COURSE IS AIMED AT DEVELOPING THE FOUR LANGUAGE SKILLS TO REACH LEVEL A2 OF COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES. THE COURSE WILL BE REFLECTIONS ON LEARNING FOREIGN LANGUAGES WITH THEORETICAL AND PRACTICAL APPLICATIONS. IN PARTICULAR, WE WILL FOCUS ON THE IMPORTANCE OF LOCAL LANGUAGES IN THE LEARNING OF EUROPEAN LANGUAGES, WITH PARTICULAR ATTENTION TO THE CONVERGENCE BETWEEN ITALIAN AND SPANISH LANGUAGES. WE WILL ALSO WORK ON READING AND TRANSLATION WORK IN HOUSE AIMED AT IMPROVING UNDERSTANDING AND LINGUISTIC PRODUCTION.
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CASTORINA ANTONIO
( syllabus)
The first part of the course covers the essential aspects of Spanish grammar, in detail: a) Phonetics, spelling, accentuation b) Morphology - Definite and indefinite articles - Nouns: gender and number; diminutives and augmentatives - Adjectives and pronouns: possessive, demonstrative, numerals - Verbs. The three regular conjugations: simple and compound tenses. The main irregular verbs - Personal pronouns, subject and complement - Comparative degrees - Relative, interrogative and indefinite adjectives and pronouns - Prepositions, adverbs and conjunctions (c) Syntax - Use of the verbs ser, estar, haber, tener - Differences in the use of the present, the imperfect and the remote past of the indicative mode - The main verbal periphrases.
( reference books)
Manuel Carrera Díaz, Grammatica spagnola, Laterza, 2006.
Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008.
Dizionari:
Laura Tam, Grande dizionario di spagnolo, Hoepli, 2004.
Real Academia Española, Diccionario de la lengua española, XXII ed., disponibile on-line al sito: http://www.rae.es/
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9
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L-LIN/07
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54
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-
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-
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-
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Core compulsory activities
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ITA |
22902503 -
AMBITI ESPRESSIVI E COMUNICATIVI DELLE TECNICHE EDUCATIVE NELL’ORGANIZZAZIONE DELLO SPETTACOLO
(objectives)
The course moves through theoretical and historical aspects of the related expressive and communicative fields, with a focus on both the diachronic and the synchronic dynamics of the educational techniques that allow the organizational sides of the show to highlight the constructive and formative aspects of the person.
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22902503-1 -
AMBITI ESPRESSIVI E COMUNICATIVI DELLE TECNICHE EDUCATIVE NELL’ORGANIZZAZIONE DELLO SPETTACOLO
(objectives)
The course moves through theoretical and historical aspects of the related expressive and communicative fields, with a focus on both the diachronic and the synchronic dynamics of the educational techniques that allow the organizational sides of the show to highlight the constructive and formative aspects of the person.
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BARTALOTTA GIANFRANCO
( syllabus)
P R O G R A M M E (2017 - 2018)
THE DISTINCTION BETWEEN TEXT AND PERFORMANCE. VERBAL AND NON- VERBAL SIGNS. THE ARTISTIC AND THEATRICAL COMMUNICATION. PERFORMANCE AND CODE. THE PROBLEM OF THE REFERENT. THE STAGE AND ITS POINT OF DEPARTURE. PROCEDURES FOR ANALYSING LANGUAGE. THE THEATRICAL OBJECT. THE TEXT- PERFORMANCE RELATION AND THE OBJECT. SPACE AND PERCEPTION. STAGE AND OFF-STAGE. ORGANIZED SETS. THE DIALECTIC OF TIME. SPACE TIME. TIME AND SEQUENCES. MICRO SEQUENCES AND THEIR FUNCTION.THE ARTISTIC AND THEATRICAL ENUNCIATION. THEATRE AND EXPRESSIVE AREAS IN COMMUNITY HELP ( PRISONS, GROUP HOMES, PSYCHIATRICS HOSPITALS, PUBLIC HOSPITALS). EDUCATIONAL AND FORMATIVE TECHNIQUES. THE THEATRE AND THE CHURCH: KAROL WOJTYLA, A TRAINER OF COMMUNITY IN 20th CENTURY. SHAKESPEARE, A UNIVERSAL COMMUNITY EDUCATOR. SHAKESPERE: FROM THE TEXT TO THE SCENE. REWRITING TECHNIQUES. During the lessons will be hosted experts from the entertainment world:actors and directors of cinema and theater, playwrights, script writers, translators, musicians, costume designers, voice actors, lighting, sound and editing technicians, curators of the duels and battles...
( reference books)
BASIC TEXTS: A.Lombardo – E. Tarantino, The Hystory of British Theatre. The age of Shakespeare. Rome, Carocci, 2001. Gianfranco Bartalotta, Carmelo Bene and Shakespeare, Bulzoni, Rome 2000. Gianfranco Bartalotta, Hamlet in Italy in the 20th century, Armando Curcio editore, Rome 2013 Contemporary Theatre and Cinema (directed by Gianfranco Bartalotta), vol. 27, Pagine, Rome 2017.
ONE OF THE FOLLOWING TEXTS (at the choice of the student): Bill Bryson, Shakespeare: the world as a stage, Parma, Guanda, 2008. Anne Ubersfeld, Reading Theatre, Carocci, Rome, 2008. Paolo Impara (edited by), The professional educationalist, Pagine, Rome 2017.
READING AND ANALYSIS OF THE FOLLOWING PLAYS: W.Shakespeare, Hamlet, any edition. W.Shakespeare, Richard III, any edition. Eugene Ionesco,The Bald Soprano, any edition. Karol Wojtyla, The Jeweler's Shop, any edition.
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6
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L-ART/07
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36
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-
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-
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-
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Core compulsory activities
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ITA |
22902506 -
TEATRO D’ANIMAZIONE COME SERVIZIO ALLA PERSONA
(objectives)
The course is aimed at providing adequate knowledge of method and content on theatrical experience, with particular reference to anthropology, training and the role of the actor in the theatrical experience.
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22902506-1 -
TEATRO D’ANIMAZIONE COME SERVIZIO ALLA PERSONA
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6
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L-ART/06
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36
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-
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-
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-
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Core compulsory activities
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ITA |
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Optional group:
FIL/DEA-II ANNO - (show)
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6
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22901822 -
ETHICS AND PROFESSIONAL ETHICS
(objectives)
The course aims to make students aware of the complexity of Ethics and professional ethics in the field. The concept of responsibility and that of empathy will be examined as conditions for the possibility of an integral intersubjective communication. Concepts these fundamental for the profession of professional educator of community and more generally for those involved in human sciences.
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RUSSO MARIA TERESA
( syllabus)
1. General Part:
a) Morality, ethos, ethics, meta-ethics: clarification of terminology b) The man as a moral subject and the pursuit of happiness c) d) To be free: what does it mean?
2. Monographic Part:
a) The concept of virtue and its rediscovery in contemporary philosophy b) The moral questions through literature c) Education and virtue
( reference books)
a) General Part:
M. T. RUSSO- L. VALERA, Invito al ben-essere. Lineamenti di etica, Aracne, 2015
b) Monographic Part:
• F. RUSSO (ed.), La libertà in discussione (e-book online) • P. RICCI SINDONI, L’altro, ed. Messaggero di Padova 2015
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6
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M-FIL/03
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36
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-
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-
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-
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Basic compulsory activities
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ITA |
22901823 -
SOCIAL AND CULTURAL ANTHROPOLOGY
(objectives)
The objectives of the training are: a) retrace some conceptual nodes of the debate and ethno-anthropological research, successful completion of the concept of race to the formulation of culture, to the deconstruction of the contradictions of multiculturalism, from the perspective of a new contemporary ethnography of the worlds; b) provide critical elements to address issues and problems of contemporary globalization as a complex Web of local and transnational processes; c) develop the perspective of studies of political anthropology, historical analysis of the contradictions related to the concept of ethnic identity as in reflections that define the scope of multiculturalism, placing them in connection with the reality of migration and in the study of the different forms in which old and new racism, along with other exclusionary practices, articulate processes of social construction of difference.
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Derived from
22902520-1 ANTROPLOGIA CULTURALE E SOCIALE in SERVIZIO SOCIALE E SOCIOLOGIA L-40 N0 POMPEO FRANCESCO
( syllabus)
THE COURSE, HELD IN THE FIRST SEMESTER, OFFERS A SURVEY OF THE THEMES AND PROBLEMS OF CULTURAL AND SOCIAL ANTHROPOLOGY, WITH PARTICULAR ATTENTION TO THE REALITIES OF GLOBALISATION. AFTER HAVING RETRACED SOME OF THE MAIN POINTS OF RESEARCH - THE CONCEPT OF CULTURE, THE OVERCOMING OF "RACE", RELATIVISM/ETHNOCENTRISM, ETHNIC IDENTITY, THE ANALYSIS OF THE HISTORICAL-SOCIAL PROCESSES OF CONTACT THAT LEAD FROM THE COLONIAL SITUATION TO THE CURRENT MIGRATORY REALITIES, TWO THEMATIC LINES WILL BE EXPLORED, THE FIRST DEDICATED TO THE PROBLEMS LINKED TO THE TRANSFORMATION IN A MULTICULTURAL SENSE OF URBAN CONTEXTS AND THE SECOND CONNECTED TO THE EXPERIENCE OF CONTEMPORARY BODIES, IN THEIR DUAL GUISE OF PRACTICES AND SYMBOLS.
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6
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M-DEA/01
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36
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-
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-
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-
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Basic compulsory activities
|
ITA |
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