Università Roma Tre

Bridging in phenomenological terms a) the objectives and results of present international interdisciplinary research on

care, education, socialization of children and adults, with specific attention to gender, individual and intercultural differences, cognitive, learning, expressive, communicative, linguistic, lexical, ludic, emotional and affective, social styles, b) with

observations, experiences, information, data collected within the operational settings of socio-educational professions, c)

with analytical, logical, reflexive reading and interpretation, professional comments of the characteristics of emerging and

already urgent educational needs, of their impact on micro- and macro-social contexts, on minors and adults.

Knowledge and understanding:

- defining and identifying the epistemological and methodological field of the subject;

- adopting a reflexive, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and

interdisciplinary thematic links;

- knowing the contents and objectives of those pedagogical approaches that promote the idea of care as valorisation of

the individual and of its reference micro-groups;

- knowing the usability of those tools that allow effective educational relationships;

- adopting an educational approach based on listening and on the ability in translating an educational need into an ed-

ucational goal;

- knowing the role and function of present educational agencies.

Applying knowledge and understanding: - adopting a professional style based on the attribution of value to those educational practices which choose a learner centred pedagogical approach; - being available to networking and group-working; - being aware of the reasons of his ethical and professional responsibility, of the need of being reliable and credible; - being able to build inclusive contexts for all users with cognitive and social problems; - identifying, explaining, commenting educational phenomena and processes, their contents and the impact they pro-duce on all their users’ learning styles; - reading, grasping, identifying, defining care, educational and socialization needs within the all his users’ life contexts; - identifying, explaining, commenting, detailing the effects produced by changes on the learning styles of new genera-tions of users.

Making judgements:

- bridging pedagogical theory to individual and social learning processes and to value attributions;

- recognising the usability of strategies, methodologies, techniques, operational tools for the valorisation of reliable

pedagogical approaches;

- using a systemic thinking.

Communication skills:

- using effective interaction strategies within traditional educational settings, parallel schools, educational and socio-

educational services;

- listening to and understanding the needs communicated by users while implementing care, education and socializa-

tion activities;

- adopting projectual styles based on a pedagogical thinking and a reliable educational action;

- adopting a pedagogic vocabulary based on keywords able to define and explain meanings, processes and aims;

- significantly interacting in a L2 and knowing its pedagogical vocabulary.

Learning skills:

- being available to participate in scientific and cultural research within traditional educational settings, parallel

schools, educational and socio-educational services;

- understanding the meaning of present educational challenges;

- valorising the sense of pedagogical approaches able to support the perspective of inclusive education and didactics;

- interacting within traditional educational settings, parallel schools, educational and socio-educational services, with

the aim of supporting the perspective of lifelong and lifewide learning.

Educational emergencies, echoes, information, data from operational settings is a deeply interdisciplinary subject that

bridges the solicitations coming - at least - from the educational objectives of General Pedagogy, Social Pedagogy, Educa-

tional models for integration, Literature for children, Didactics for inclusion, Sociology of cultural processes, Sociology of

changes, Development psychology, Coordinating activities of supervision for trainees, from their epistemological and methodological fields. Namely, the subject will adopt an interdisciplinary-oriented and seminar-based approach aiming at giving

to thinking a central role within systemic connections, transversal reflections, networks of ideas, manipulations and networks of manipulations, associations, distinctions, representations, codifications and decodifications. Educational emergencies, echoes, information, data from operational settings is a subject that adopts a phenomenological and comparative approach oriented to deconstruct, reconstruct, engage the methodological narrations of humanities as sources and tools for

learning.