Università Roma Tre

Self-care and autobiography
This course intends to offer an opportunity for critical reflection on a crucial category of the pedagogical-educational dimension such as care, in its intertwining with the dimension of autobiography. There will be several focal points of this journey:
A) A philosophical-educational analysis of the notion of care, following the twentieth-century ethical-moral orientations of the philosophies of dialogue and of the person: Lévinas, Buber, Scheler and Ricoeur in particular;
then taking up ideas and themes relating to the philosophies of existence, in their different expressions (Heidegger, Marcel, Jaspers) and the phenomenological psychiatry of the first decades of the twentieth century (again Jaspers, Binswanger, Minkowski), along a constant reference to the anthropological dimension of the subject/person.
B) The course will also be aimed at the analysis of care within socio-health pedagogical areas, in terms of pedagogy of care, through a critical reading of those categories such as health, illness, pain, body, empathy, vulnerability, consubstantial at the act of treating, within a pedagogical perspective based on the humanization of treatment and the use of an approach methodology inspired by that theoretical and practical orientation that goes under the name of illness narratives, according to the definition given by Arthur Kleinman .
C) The pedagogical reflections developed, in Italy, by Franco Cambi will be analysed, in particular, in the field of "self-care" and the autobiographical method as a fruitful and precious practice for the purposes of personal training. Autobiographical writing, self-narration, appear rich in formative, emancipatory, reflective-critical implications. At the basis of them, we can identify a radical need for self-expression, a "giving shape", a making oneself recognisable, to oneself and to others, thus making "recognition" a key category of identity development, which he calls At issue is the intimately social, relational (and, as we will see, political) nature of every "private", individual, intimate narrative. Autobiography is, therefore, first of all a "need", but also, then, a method and model. And it has become such within the pedagogical and training practices that, in recent decades, have taken shape, starting from the daily, "anonymous" dimension of telling one's story. Think of the experience of the Memorial Archives in Pieve Santo Stefano, up to the Free University of Autobiography, near Anghiari. It is obvious that these processes always involve at least three aspects of personal identity: 1) the more intimate one, connected to the "representation of oneself", imbued with affective, cognitive, imaginative values, which is played out on the level of a dialectic between what I am and what I would like to be, in the light of what I have been 2) That of a social nature, relating to my "being for others", and therefore also to how others see myself, which is nourished, in the of my life, of a series of expectations (family, social, work, etc.) that my social environment of reference creates for me, and which is in turn received by me, always within a dialectic between adhesion/conflict 3 )That of an eminently professional/work matrix which, especially in the current "liquid" condition, to quote Bauman, marked by flexibility, precariousness, dynamics of sudden change, forces the person to a constant process of revision, re-adaptation and possible new developments of the knowledge/skills acquired, with a view to redefining one's professional role.
D) Laboratory part: self-narrative, training and cinema
The experience we have of cinema, of watching a film, is part of a space characterized by profound and crucial educational values. It is a space in which the person can recreate, experiment, rework reality, without risks and constraints, within a dialectic that lives under the banner of a creative tension between identification and estrangement, between illusion and truth, between appearance and reality. The performative pressure of the film induces in the spectator the possibility of feeling emotions, meditating, thinking. Cinema carries within itself, therefore, a peculiar educational value to the extent that it works on the possibility of bringing out the subject's experiences, the complex emotional dynamics, which are stimulated by the potential for cathartic fascination that the filmic language brings within itself, both on a narrative level and on an iconic-imaginative level, thus making its contents analyzable and conscientious. cinema shows the "course of things", while inscribing them within the constant transformation that animates them. Cinema, therefore, as an example of significant pedagogical-educational practice in terms of self-care and self-rereading through "life stories".

M. Giosi, Le radici pedagogiche della cura, Roma, Anicia, 2022.
D. Demetrio, Raccontarsi. L'autobiografia come cura di sé, Raffaello Cortina Editore, Milano, 2022 (i primi 8 capitoli).
E. Morin, Il cinema o l'uomo immaginario, Raffaello Corina Editore, Milano, 2016 ( Di questo testo andranno studiati soltanto tre capitoli)

Parte Laboratoriale. Un film a scelta tra:
Il posto delle fragole di Ingmar Bergman
Truman Show di Peter Weir
L'attimo fuggente di Peter Weir
Ladri di biciclette di Vittorio De Sica
Farenheit 451 di François Truffaut
American beauty di Sam Mendes
Un angelo alla mia tavola di Jane Campion
Bellissima di Luchino Visconti
Sweet Sixteen di Ken Loach
Gente comune di Robert Redford
Il signore delle mosche di Peter Brook
Noi siamo infinito di Stephen Chbosky
Favolacce di D e F. D’ Innocenzo
Christiane F. Noi, i ragazzi dello zoo di Berlino di Uli Edel
Ragazze interrotte di Jane Mangold
Il film scelto sarà oggetto di un elaborato (non meno di due pagine) attraverso il quale gli studenti/studentesse forniranno una libera interpretazione, applicando, altresi’, alcune della categorie pedagogiche esperite durate il Corso
The chosen film will be the subject of an essay (no less than two pages) through which the students will provide a free interpretation, also applying some of the pedagogical categories experienced during the Course