Università Roma Tre

Analysis of the development of sociology through the analysis of the historical, political, economic and social context in the XVIII and XIX centuries.

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.

Contemporary history: ab quo and ad quem term; Contemporary history: sources; historiographic schools; Industrial revolution: developments and consequences; Demographic evolution, urbanism and migrations; Restoration: subjects and ideologies; National States; Socialist and Social Christian movements; Colonialism; Apogee and crisis of progress idea; The First World War; Socialism becomes State; Interwar crisis; Authoritarian and Totalitarian regimes; The Second World War; Cold War and bipolarism; Decolonisation and Non Aligned Nations Movement; Economy Golden Age; Republican Italy; World economy, globalisation and international organisations.

The course provides an introduction to theoretical, methodological, and research approaches aimed at understanding the basic psychological processes. This course provides the skills necessary to understand cognitive and affective processes.

The course aims to cover the milestones in the history of the school Italian Unit today. In particular will be addressed issues related to the history of legal and administrative institutions school, but also issues relating to the social dimension Literacy and educational experiences to. The student will also be called to deal with the major school-educational-pedagogical theories emerged during the period under review.

HAVING KNOWLEDGE OF GENDER PREJUDICE AND STERETYPES IN REFERENCE TO MODERN AND CONTEMPORARY EDUCATION.

* Goals: The educational path aims at making students already possessing a pre-intermediate language level consolidate their skills, globally responding to Common European Framework of Reference for Languages level B1 (see European Language Portfolio at http://www.coe.int/portfolio). The tasks proposed will particularly refer to the practicing of the main linguistic constructions, the formulation of complex phrases, the enrichment of specialized vocabulary. The skills of adapting and reformulating different kinds of texts into another language will be implemented too.

THE FORMATIVE OBJECTIVES OF THE FRENCH COURSE WILL BE ADAPTED IN FLEXIBLE WAY TO THE PREVIOUS STUDENT’S KNOWLEDGE OF THIS FOREIGN LANGUAGE. THE STUDENTS THAT ALREADY HAVE GOOD LINGUISTIC BASES WILL BE STIMULATED TO IMPROVE THEIR FRENCH LEVEL THROUGH THE STUDY AND THE ELABORATION OF COMPLEX TEXTS. THE STUDENTS THAT HAVE POOR INITIAL KNOWLEDGE OF FRENCH LANGUAGE MUST HAVE ACQUIRED, AT THE END OF THE COURSE, A GOOD PRONUNCIATION OF FRENCH AND THE BASIC KNOWLEDGE OF GRAMMAR, LEXICON AND SYNTAX; THEY MUST, THROUGH THESE COMPETENCIES, BE ABLE TO UNDERSTAND AND USE SOME TEXTS ABOUT TOPICS OF EDUCATION STUDIES, EUROPEAN CITIZENSHIP, INTERCULTURALITY AND FRANCOPHONY.

Analysis of the development of sociology through the analysis of the historical, political, economic and social context in the XVIII and XIX centuries.

The course provides an introduction to theoretical, methodological, and research approaches aimed at understanding the basic psychological processes. This course provides the skills necessary to understand cognitive and affective processes.

The course provides an introduction to theoretical, methodological, and research approaches aimed at understanding the basic psychological processes. This course provides the skills necessary to understand cognitive and affective processes.

General objectives and competencies in output, defined as knowledge, skills, abilities (Dublin descriptors)
Students must show organic knowledge, coherently organized, in the field of fundamental theoretical frameworks of the discipline (the main pedagogical theories and approaches with particular reference to the contemporaneity). Students must show knowledge of the international debate on general education regarding in particular the analysis of complex society and post-modernity and the new questions posed to education by European policies.
Knowledge and understanding
Problematizations understanding of the key issues (the relationship between authority and freedom, the central position of the student, denotative characteristics of the “growth-oriented person” process, opposing theoretical approaches in the interpretation of adults training (such as personalism, the hermeneutics, etc..), the role of society – in its several systems and interaction processes – with the spheres of teaching, in reference to the scenarios and the interpretive perspectives of the late modernity (capability approach and human development).

Applying knowledge and understanding
Students must show ability to apply their knowledge and understanding with reference to a professional approach, emphasizing problem solving skills, knowing how to communicate issues, ideas and operating approaches, even dealing with specific study areas (family, micro-and macro-systems, etc.). Students will apply the acquired knowledge to reading texts, to the description and interpretation of multi-cultural contexts, to the analysis of projects and initiatives which promote multicultural societies and to solve problems arising in intercultural relations.
Making judgments
Students should be able to argue autonomously about key issues of general education with reference to interpretive perspectives of the contemporary society.
Communication skills
Students will be able to develop various forms of (oral and written) Communication in group teaching situations.
Learning skills
Students will also be able to develop learning skills (information gathering and reliable web and bibliographic sources search), in view of further discussion and elaboration of an independent research.

To understand the scenario and the dynamic of our days
To develop the skills of observation and analysis
To avoid the possibility of simplify and generalize the reality around us and relationships that characterize it
To focus on the learning process, above all on the significations that we create
To develop certain relationship skills in a intercultural background

To consider the media as brain-frames of our experience and knowledge
To be able to analyse and create digital objects
To understand the difference between a book and a digital book
To be able to apply the patterns of social networks to the reading

To consider the media as brain-frames of our experience and knowledge
To be able to analyse and create digital objects
To understand the difference between a book and a digital book
To be able to apply the patterns of social networks to the reading

To consider the media as brain-frames of our experience and knowledge
To be able to analyse and create digital objects
To understand the difference between a book and a digital book
To be able to apply the patterns of social networks to the reading

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

The adult education course is aimed to develop knowledge related to the new paradigm of Adult Education in the lifelong learning perspective. The main objectives and learning outcomes of the course are:
- to provide students with historical, theoretical, epistemological and methodological knowledge concerning the field of adult education (basic institutional activity);
- to develop abilities and competences of those professionals involved in adult education and in human resources development and management (laboratory activities);
- to promote analysis and understanding abilities through reading seminar focused on the most relevant researchers/lecturers in adult education (reading seminar).

The adult education course is aimed to develop knowledge related to the new paradigm of Adult Education in the lifelong learning perspective. The main objectives and learning outcomes of the course are:
- to provide students with historical, theoretical, epistemological and methodological knowledge concerning the field of adult education (basic institutional activity);
- to develop abilities and competences of those professionals involved in adult education and in human resources development and management (laboratory activities);
- to promote analysis and understanding abilities through reading seminar focused on the most relevant researchers/lecturers in adult education (reading seminar).

The adult education course is aimed to develop knowledge related to the new paradigm of Adult Education in the lifelong learning perspective. The main objectives and learning outcomes of the course are:
- to provide students with historical, theoretical, epistemological and methodological knowledge concerning the field of adult education (basic institutional activity);
- to develop abilities and competences of those professionals involved in adult education and in human resources development and management (laboratory activities);
- to promote analysis and understanding abilities through reading seminar focused on the most relevant researchers/lecturers in adult education (reading seminar).

To know the difference between book and digital book
To apply the patterns of social networks to reading
To find the differences among mental and social frames of communication
To consider the writing as a way to enquire into one’s own identity

To know the difference between book and digital book
To apply the patterns of social networks to reading
To find the differences among mental and social frames of communication
To consider the writing as a way to enquire into one’s own identity

To know the difference between book and digital book
To apply the patterns of social networks to reading
To find the differences among mental and social frames of communication
To consider the writing as a way to enquire into one’s own identity

The teaching of sociology of organizations will make the students acquire the basic concepts and theoretical framework of organizational sociology and examine the interconnections with other disciplines that have as their object of study, work and organizations, through the analysis of organizational theories and empirical study of new organizational models operating in innovative companies and public administrations.

The teaching of sociology of organizations will make the students acquire the basic concepts and theoretical framework of organizational sociology and examine the interconnections with other disciplines that have as their object of study, work and organizations, through the analysis of organizational theories and empirical study of new organizational models operating in innovative companies and public administrations.

The teaching of sociology of organizations will make the students acquire the basic concepts and theoretical framework of organizational sociology and examine the interconnections with other disciplines that have as their object of study, work and organizations, through the analysis of organizational theories and empirical study of new organizational models operating in innovative companies and public administrations.

The course provides basic concepts of descriptive univariate and bivariate statistics. Particular attention is devoted to the concepts of central tendency and dispersion, association and correlation.

The course provides basic concepts of descriptive univariate and bivariate statistics. Particular attention is devoted to the concepts of central tendency and dispersion, association and correlation.

THE COURSE PROVIDES BASIC CONCEPTS OF DESCRIPTIVE UNIVARIATE AND BIVARIATE STATISTICS. PARTICULAR ATTENTION IS DEVOTED TO THE CONCEPTS OF CENTRAL TENDENCY AND DISPERSION, ASSOCIATION AND CORRELATION.

The course will deal mainly with the right to work in the Italian Costitution and the rights relating to the worker: the formation and implemantation of employment and the dismissal: It will also examine the juridical nature of the term in the employment contact; project works; part time works; the apprenticeship, the concept of long life learling; labour on call; staff leasing; the notion of fair retribution; incevite wages; worker's rights and duties; the development of industrial relations, the role of the union, the bargaining and the collective right to strike.

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The course aims at providing the scientific and disciplinary contents for understanding the individual and group processes affecting (and affected by) social psychological systems (e.g., individual differences, attitudes, communication, social interaction). The course aims also at providing the tools necessary to understand the contribution of applied social psychological science to address important social issues in real-life domains, such as health promotion, environmental education, and pro-sustainability human behaviour.

THE SEMINAR AIMS:
- TO CONTRIBUTE TO DEVELOP KNOWLEDGE AND UNDERSTANDING OF THE NEW PARADIGM OF ADULT EDUCATION IN THE LLL PERSPECTIVE,-
- :TO PROMOTE ANALYSIS AND UNDERSTANDING ABILITIES CONCERNING ADULT EDUCATION LITERATURE

The Laboratory on METHODS AND TECHNIQUES IN CAREER GUIDANCE FOR ADULTS aims to:
Develop historical- cultural knowledge on Professional Guidance
Place the Lifelong Guidance paradigm within the Lifelong Learning paradigm
Qualify and define the semantic range of the Guidance for Adults concept
Develop professional skills and competences in the field of Guidance for Adults
Facilitate the learning of the better established dedicated methods in the professional practice of Guidance for Adults

Analysis of the development of sociology through the analysis of the historical, political, economic and social context in the XVIII and XIX centuries.

Contemporary history: ab quo and ad quem term; Contemporary history: sources; historiographic schools; Industrial revolution: developments and consequences; Demographic evolution, urbanism and migrations; Restoration: subjects and ideologies; National States; Socialist and Social Christian movements; Colonialism; Apogee and crisis of progress idea; The First World War; Socialism becomes State; Interwar crisis; Authoritarian and Totalitarian regimes; The Second World War; Cold War and bipolarism; Decolonisation and Non Aligned Nations Movement; Economy Golden Age; Republican Italy; World economy, globalisation and international organisations.

The course provides an introduction to theoretical, methodological, and research approaches aimed at understanding the basic psychological processes. This course provides the skills necessary to understand cognitive and affective processes.

HAVING KNOWLEDGE OF GENDER PREJUDICE AND STERETYPES IN REFERENCE TO MODERN AND CONTEMPORARY EDUCATION.

THE FORMATIVE OBJECTIVES OF THE FRENCH COURSE WILL BE ADAPTED IN FLEXIBLE WAY TO THE PREVIOUS STUDENT’S KNOWLEDGE OF THIS FOREIGN LANGUAGE. THE STUDENTS THAT ALREADY HAVE GOOD LINGUISTIC BASES WILL BE STIMULATED TO IMPROVE THEIR FRENCH LEVEL THROUGH THE STUDY AND THE ELABORATION OF COMPLEX TEXTS. THE STUDENTS THAT HAVE POOR INITIAL KNOWLEDGE OF FRENCH LANGUAGE MUST HAVE ACQUIRED, AT THE END OF THE COURSE, A GOOD PRONUNCIATION OF FRENCH AND THE BASIC KNOWLEDGE OF GRAMMAR, LEXICON AND SYNTAX; THEY MUST, THROUGH THESE COMPETENCIES, BE ABLE TO UNDERSTAND AND USE SOME TEXTS ABOUT TOPICS OF EDUCATION STUDIES, EUROPEAN CITIZENSHIP, INTERCULTURALITY AND FRANCOPHONY.

Analysis of the development of sociology through the analysis of the historical, political, economic and social context in the XVIII and XIX centuries.

The course provides an introduction to theoretical, methodological, and research approaches aimed at understanding the basic psychological processes. This course provides the skills necessary to understand cognitive and affective processes.

The course provides an introduction to theoretical, methodological, and research approaches aimed at understanding the basic psychological processes. This course provides the skills necessary to understand cognitive and affective processes.

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

Obiettivi The aim will be the achievement about the foundamentals of moral philosophy and a investigation of contemporary philosophy, starting from the collapse of monolithic subject as well the appearing of otherness or plurality inside the “self”.

Obiettivi The aim will be the achievement about the foundamentals of moral philosophy and a investigation of contemporary philosophy, starting from the collapse of monolithic subject as well the appearing of otherness or plurality inside the “self”.

Obiettivi The aim will be the achievement about the foundamentals of moral philosophy and a investigation of contemporary philosophy, starting from the collapse of monolithic subject as well the appearing of otherness or plurality inside the “self”.

The objectives of the course are as follows:
- To have a conceptual knowledge the origins and the key developments of testing and assessment techniques (docimology), and evaluation research;
- To have a knowledge of the theoretical and epistemological framework for evaluation research and docimology;
- To identify the drawbacks of mainstream assessment tests;
- To align assessing tasks to course objectives and objects;
- To identify the basic features of evaluation validity and reliability;
- To be acquainted with the main national and international surveys on adult competencies;
- To have in-depth knowledge of theoretical and methodological framework for adult education research studies.

The objectives of the course are as follows:
- To have a conceptual knowledge the origins and the key developments of testing and assessment techniques (docimology), and evaluation research;
- To have a knowledge of the theoretical and epistemological framework for evaluation research and docimology;
- To identify the drawbacks of mainstream assessment tests;
- To align assessing tasks to course objectives and objects;
- To identify the basic features of evaluation validity and reliability;
- To be acquainted with the main national and international surveys on adult competencies;
- To have in-depth knowledge of theoretical and methodological framework for adult education research studies.

The objectives of the course are as follows:
- To have a conceptual knowledge the origins and the key developments of testing and assessment techniques (docimology), and evaluation research;
- To have a knowledge of the theoretical and epistemological framework for evaluation research and docimology;
- To identify the drawbacks of mainstream assessment tests;
- To align assessing tasks to course objectives and objects;
- To identify the basic features of evaluation validity and reliability;
- To be acquainted with the main national and international surveys on adult competencies;
- To have in-depth knowledge of theoretical and methodological framework for adult education research studies.

1. Students must show knowledge of the key aspects of the discipline in its historical becoming (the vision of anthropological work starting from the Christian view up to the liberal view and to the frontiers of the "knowledge society"), the emerging issues related to the evolution of social systems in the twentieth century up to thematizations of modernity, focusing on an interdisciplinary comparison (economics, sociology of organizations, social psychology). The course will also deal with the issue of diversity management, analysing some cases of integration policies of cultural diversity in businesses’ contexts. Students will then know and understand the new challenges of integration in business and public administration. During this academic year, the programme will draw particular attention to the themes of the development of capabilities (Nussbaum, Sen) from the socio-pedagogical point of view.
2. The purpose of the workshop called “Training and Organizational Development” is to develop skills for designing training interventions: the learning activities contextualization within the People Strategy and business management; the analysis of management and development of human resources processes; the life cycle of a training programme; the planning and development of activities; the training needs analysis; the preparation of training, the planning and business development; the service delivery; the evaluation; the planning based on the model of training best practices and on total quality; the design strategies and the quality of training activities, the evaluation of educational interventions in accordance with the total quality model.

1. Students must show knowledge of the key aspects of the discipline in its historical becoming (the vision of anthropological work starting from the Christian view up to the liberal view and to the frontiers of the "knowledge society"), the emerging issues related to the evolution of social systems in the twentieth century up to thematizations of modernity, focusing on an interdisciplinary comparison (economics, sociology of organizations, social psychology). The course will also deal with the issue of diversity management, analysing some cases of integration policies of cultural diversity in businesses’ contexts. Students will then know and understand the new challenges of integration in business and public administration. During this academic year, the programme will draw particular attention to the themes of the development of capabilities (Nussbaum, Sen) from the socio-pedagogical point of view.
2. The purpose of the workshop called “Training and Organizational Development” is to develop skills for designing training interventions: the learning activities contextualization within the People Strategy and business management; the analysis of management and development of human resources processes; the life cycle of a training programme; the planning and development of activities; the training needs analysis; the preparation of training, the planning and business development; the service delivery; the evaluation; the planning based on the model of training best practices and on total quality; the design strategies and the quality of training activities, the evaluation of educational interventions in accordance with the total quality model.

1. Students must show knowledge of the key aspects of the discipline in its historical becoming (the vision of anthropological work starting from the Christian view up to the liberal view and to the frontiers of the "knowledge society"), the emerging issues related to the evolution of social systems in the twentieth century up to thematizations of modernity, focusing on an interdisciplinary comparison (economics, sociology of organizations, social psychology). The course will also deal with the issue of diversity management, analysing some cases of integration policies of cultural diversity in businesses’ contexts. Students will then know and understand the new challenges of integration in business and public administration. During this academic year, the programme will draw particular attention to the themes of the development of capabilities (Nussbaum, Sen) from the socio-pedagogical point of view.
2. The purpose of the workshop called “Training and Organizational Development” is to develop skills for designing training interventions: the learning activities contextualization within the People Strategy and business management; the analysis of management and development of human resources processes; the life cycle of a training programme; the planning and development of activities; the training needs analysis; the preparation of training, the planning and business development; the service delivery; the evaluation; the planning based on the model of training best practices and on total quality; the design strategies and the quality of training activities, the evaluation of educational interventions in accordance with the total quality model.

The course aims to achieve, in particular, the following learning objectives:

1. Providing both historical, theoretical and methodological knowledge related to the development of Human Resources Management policies, and the affirmation of training policies in a perspective of lifelong learning, the role of actors and social dialogue in Europe and in Italy.
2. Developping skills and competencies in the process analysis with respect to the evolution of three illustrative models of Personnel Management in Italy: the Office of Personnel Administration, the Directorate of Personnel Management, the Human Resources Department.
3. Promoting critical analysis regarding the evolution of main Human Resources instruments: recruiting, selection, training, communication, management by objectives, evaluation models and incentive systems.

The course aims to achieve, in particular, the following learning objectives:

1. Providing both historical, theoretical and methodological knowledge related to the development of Human Resources Management policies, and the affirmation of training policies in a perspective of lifelong learning, the role of actors and social dialogue in Europe and in Italy.
2. Developping skills and competencies in the process analysis with respect to the evolution of three illustrative models of Personnel Management in Italy: the Office of Personnel Administration, the Directorate of Personnel Management, the Human Resources Department.
3. Promoting critical analysis regarding the evolution of main Human Resources instruments: recruiting, selection, training, communication, management by objectives, evaluation models and incentive systems.

The course aims to achieve, in particular, the following learning objectives:

1. Providing both historical, theoretical and methodological knowledge related to the development of Human Resources Management policies, and the affirmation of training policies in a perspective of lifelong learning, the role of actors and social dialogue in Europe and in Italy.
2. Developping skills and competencies in the process analysis with respect to the evolution of three illustrative models of Personnel Management in Italy: the Office of Personnel Administration, the Directorate of Personnel Management, the Human Resources Department.
3. Promoting critical analysis regarding the evolution of main Human Resources instruments: recruiting, selection, training, communication, management by objectives, evaluation models and incentive systems.

To provide a body knowledge on the fundamental elements of pubblic law, on the Italian constitutional history and on the concepts of form of State and of Governement.
To analyze the historical evolution of the legal-administative structure of local authorities with the inten of gaining a profound understanding of organs and functions of regional and local authorities.
To analyze how such a formative training can accompany the processes of change and transformation of local istitutions in terms of legal, organizational and the attitude of individuals towards institutional innovation, with particular regard to the new Charter of AutonomY:

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

This course presents the main subjects in Work Psychology from a historical framework. More in detail, the course will deal with: motivation, communication, leadership, career paths, climate, organizational change and work-family relationship. There will be a particular focus on the topic entrepreneurial education and of self assessment to improve his competences. This course will present theoretical contents and fieldwork discussions. Moreover, there will be in-class works and visiting lectures

To know the differences among various typologies of tools, software, app on desktop and mobile (pc, smartphone, tablet, cloud computing)
To analyze hypertext and multimedia from web 1.0 to web 2.0 and to know the most common productivity tools
To know and to use the most used elearning platforms
To examine in depth the evolution of social media, social networking and social reading

Analysis of the development of sociology through the analysis of the historical, political, economic and social context in the XVIII and XIX centuries.

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.

Contemporary history: ab quo and ad quem term; Contemporary history: sources; historiographic schools; Industrial revolution: developments and consequences; Demographic evolution, urbanism and migrations; Restoration: subjects and ideologies; National States; Socialist and Social Christian movements; Colonialism; Apogee and crisis of progress idea; The First World War; Socialism becomes State; Interwar crisis; Authoritarian and Totalitarian regimes; The Second World War; Cold War and bipolarism; Decolonisation and Non Aligned Nations Movement; Economy Golden Age; Republican Italy; World economy, globalisation and international organisations.

The course provides an introduction to theoretical, methodological, and research approaches aimed at understanding the basic psychological processes. This course provides the skills necessary to understand cognitive and affective processes.

The course aims to cover the milestones in the history of the school Italian Unit today. In particular will be addressed issues related to the history of legal and administrative institutions school, but also issues relating to the social dimension Literacy and educational experiences to. The student will also be called to deal with the major school-educational-pedagogical theories emerged during the period under review.

HAVING KNOWLEDGE OF GENDER PREJUDICE AND STERETYPES IN REFERENCE TO MODERN AND CONTEMPORARY EDUCATION.

* Goals: The educational path aims at making students already possessing a pre-intermediate language level consolidate their skills, globally responding to Common European Framework of Reference for Languages level B1 (see European Language Portfolio at http://www.coe.int/portfolio). The tasks proposed will particularly refer to the practicing of the main linguistic constructions, the formulation of complex phrases, the enrichment of specialized vocabulary. The skills of adapting and reformulating different kinds of texts into another language will be implemented too.

THE FORMATIVE OBJECTIVES OF THE FRENCH COURSE WILL BE ADAPTED IN FLEXIBLE WAY TO THE PREVIOUS STUDENT’S KNOWLEDGE OF THIS FOREIGN LANGUAGE. THE STUDENTS THAT ALREADY HAVE GOOD LINGUISTIC BASES WILL BE STIMULATED TO IMPROVE THEIR FRENCH LEVEL THROUGH THE STUDY AND THE ELABORATION OF COMPLEX TEXTS. THE STUDENTS THAT HAVE POOR INITIAL KNOWLEDGE OF FRENCH LANGUAGE MUST HAVE ACQUIRED, AT THE END OF THE COURSE, A GOOD PRONUNCIATION OF FRENCH AND THE BASIC KNOWLEDGE OF GRAMMAR, LEXICON AND SYNTAX; THEY MUST, THROUGH THESE COMPETENCIES, BE ABLE TO UNDERSTAND AND USE SOME TEXTS ABOUT TOPICS OF EDUCATION STUDIES, EUROPEAN CITIZENSHIP, INTERCULTURALITY AND FRANCOPHONY.

Analysis of the development of sociology through the analysis of the historical, political, economic and social context in the XVIII and XIX centuries.

The course provides an introduction to theoretical, methodological, and research approaches aimed at understanding the basic psychological processes. This course provides the skills necessary to understand cognitive and affective processes.

The course provides an introduction to theoretical, methodological, and research approaches aimed at understanding the basic psychological processes. This course provides the skills necessary to understand cognitive and affective processes.

General objectives and competencies in output, defined as knowledge, skills, abilities (Dublin descriptors)
Students must show organic knowledge, coherently organized, in the field of fundamental theoretical frameworks of the discipline (the main pedagogical theories and approaches with particular reference to the contemporaneity). Students must show knowledge of the international debate on general education regarding in particular the analysis of complex society and post-modernity and the new questions posed to education by European policies.
Knowledge and understanding
Problematizations understanding of the key issues (the relationship between authority and freedom, the central position of the student, denotative characteristics of the “growth-oriented person” process, opposing theoretical approaches in the interpretation of adults training (such as personalism, the hermeneutics, etc..), the role of society – in its several systems and interaction processes – with the spheres of teaching, in reference to the scenarios and the interpretive perspectives of the late modernity (capability approach and human development).

Applying knowledge and understanding
Students must show ability to apply their knowledge and understanding with reference to a professional approach, emphasizing problem solving skills, knowing how to communicate issues, ideas and operating approaches, even dealing with specific study areas (family, micro-and macro-systems, etc.). Students will apply the acquired knowledge to reading texts, to the description and interpretation of multi-cultural contexts, to the analysis of projects and initiatives which promote multicultural societies and to solve problems arising in intercultural relations.
Making judgments
Students should be able to argue autonomously about key issues of general education with reference to interpretive perspectives of the contemporary society.
Communication skills
Students will be able to develop various forms of (oral and written) Communication in group teaching situations.
Learning skills
Students will also be able to develop learning skills (information gathering and reliable web and bibliographic sources search), in view of further discussion and elaboration of an independent research.

To consider the media as brain-frames of our experience and knowledge
To be able to analyse and create digital objects
To understand the difference between a book and a digital book
To be able to apply the patterns of social networks to the reading

To consider the media as brain-frames of our experience and knowledge
To be able to analyse and create digital objects
To understand the difference between a book and a digital book
To be able to apply the patterns of social networks to the reading

To consider the media as brain-frames of our experience and knowledge
To be able to analyse and create digital objects
To understand the difference between a book and a digital book
To be able to apply the patterns of social networks to the reading

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

The adult education course is aimed to develop knowledge related to the new paradigm of Adult Education in the lifelong learning perspective. The main objectives and learning outcomes of the course are:
- to provide students with historical, theoretical, epistemological and methodological knowledge concerning the field of adult education (basic institutional activity);
- to develop abilities and competences of those professionals involved in adult education and in human resources development and management (laboratory activities);
- to promote analysis and understanding abilities through reading seminar focused on the most relevant researchers/lecturers in adult education (reading seminar).

The adult education course is aimed to develop knowledge related to the new paradigm of Adult Education in the lifelong learning perspective. The main objectives and learning outcomes of the course are:
- to provide students with historical, theoretical, epistemological and methodological knowledge concerning the field of adult education (basic institutional activity);
- to develop abilities and competences of those professionals involved in adult education and in human resources development and management (laboratory activities);
- to promote analysis and understanding abilities through reading seminar focused on the most relevant researchers/lecturers in adult education (reading seminar).

The adult education course is aimed to develop knowledge related to the new paradigm of Adult Education in the lifelong learning perspective. The main objectives and learning outcomes of the course are:
- to provide students with historical, theoretical, epistemological and methodological knowledge concerning the field of adult education (basic institutional activity);
- to develop abilities and competences of those professionals involved in adult education and in human resources development and management (laboratory activities);
- to promote analysis and understanding abilities through reading seminar focused on the most relevant researchers/lecturers in adult education (reading seminar).

The teaching of sociology of organizations will make the students acquire the basic concepts and theoretical framework of organizational sociology and examine the interconnections with other disciplines that have as their object of study, work and organizations, through the analysis of organizational theories and empirical study of new organizational models operating in innovative companies and public administrations.

The teaching of sociology of organizations will make the students acquire the basic concepts and theoretical framework of organizational sociology and examine the interconnections with other disciplines that have as their object of study, work and organizations, through the analysis of organizational theories and empirical study of new organizational models operating in innovative companies and public administrations.

The teaching of sociology of organizations will make the students acquire the basic concepts and theoretical framework of organizational sociology and examine the interconnections with other disciplines that have as their object of study, work and organizations, through the analysis of organizational theories and empirical study of new organizational models operating in innovative companies and public administrations.

The course provides basic concepts of descriptive univariate and bivariate statistics. Particular attention is devoted to the concepts of central tendency and dispersion, association and correlation.

The course provides basic concepts of descriptive univariate and bivariate statistics. Particular attention is devoted to the concepts of central tendency and dispersion, association and correlation.

THE COURSE PROVIDES BASIC CONCEPTS OF DESCRIPTIVE UNIVARIATE AND BIVARIATE STATISTICS. PARTICULAR ATTENTION IS DEVOTED TO THE CONCEPTS OF CENTRAL TENDENCY AND DISPERSION, ASSOCIATION AND CORRELATION.

The course will deal mainly with the right to work in the Italian Costitution and the rights relating to the worker: the formation and implemantation of employment and the dismissal: It will also examine the juridical nature of the term in the employment contact; project works; part time works; the apprenticeship, the concept of long life learling; labour on call; staff leasing; the notion of fair retribution; incevite wages; worker's rights and duties; the development of industrial relations, the role of the union, the bargaining and the collective right to strike.

To provide a body knowledge on the fundamental elements of pubblic law, on the Italian constitutional history and on the concepts of form of State and of Governement.
To analyze the historical evolution of the legal-administative structure of local authorities with the inten of gaining a profound understanding of organs and functions of regional and local authorities.
To analyze how such a formative training can accompany the processes of change and transformation of local istitutions in terms of legal, organizational and the attitude of individuals towards institutional innovation, with particular regard to the new Charter of AutonomY:

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The course aims at providing the scientific and disciplinary contents for understanding the individual and group processes affecting (and affected by) social psychological systems (e.g., individual differences, attitudes, communication, social interaction). The course aims also at providing the tools necessary to understand the contribution of applied social psychological science to address important social issues in real-life domains, such as health promotion, environmental education, and pro-sustainability human behaviour.

This course presents the main subjects in Work Psychology from a historical framework. More in detail, the course will deal with: motivation, communication, leadership, career paths, climate, organizational change and work-family relationship. There will be a particular focus on the topic entrepreneurial education and of self assessment to improve his competences. This course will present theoretical contents and fieldwork discussions. Moreover, there will be in-class works and visiting lectures

THE SEMINAR AIMS:
- TO CONTRIBUTE TO DEVELOP KNOWLEDGE AND UNDERSTANDING OF THE NEW PARADIGM OF ADULT EDUCATION IN THE LLL PERSPECTIVE,-
- :TO PROMOTE ANALYSIS AND UNDERSTANDING ABILITIES CONCERNING ADULT EDUCATION LITERATURE

The Laboratory on METHODS AND TECHNIQUES IN CAREER GUIDANCE FOR ADULTS aims to:
Develop historical- cultural knowledge on Professional Guidance
Place the Lifelong Guidance paradigm within the Lifelong Learning paradigm
Qualify and define the semantic range of the Guidance for Adults concept
Develop professional skills and competences in the field of Guidance for Adults
Facilitate the learning of the better established dedicated methods in the professional practice of Guidance for Adults

Analysis of the development of sociology through the analysis of the historical, political, economic and social context in the XVIII and XIX centuries.

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.

Contemporary history: ab quo and ad quem term; Contemporary history: sources; historiographic schools; Industrial revolution: developments and consequences; Demographic evolution, urbanism and migrations; Restoration: subjects and ideologies; National States; Socialist and Social Christian movements; Colonialism; Apogee and crisis of progress idea; The First World War; Socialism becomes State; Interwar crisis; Authoritarian and Totalitarian regimes; The Second World War; Cold War and bipolarism; Decolonisation and Non Aligned Nations Movement; Economy Golden Age; Republican Italy; World economy, globalisation and international organisations.

The course aims to cover the milestones in the history of the school Italian Unit today. In particular will be addressed issues related to the history of legal and administrative institutions school, but also issues relating to the social dimension Literacy and educational experiences to. The student will also be called to deal with the major school-educational-pedagogical theories emerged during the period under review.

HAVING KNOWLEDGE OF GENDER PREJUDICE AND STERETYPES IN REFERENCE TO MODERN AND CONTEMPORARY EDUCATION.

THE FORMATIVE OBJECTIVES OF THE FRENCH COURSE WILL BE ADAPTED IN FLEXIBLE WAY TO THE PREVIOUS STUDENT’S KNOWLEDGE OF THIS FOREIGN LANGUAGE. THE STUDENTS THAT ALREADY HAVE GOOD LINGUISTIC BASES WILL BE STIMULATED TO IMPROVE THEIR FRENCH LEVEL THROUGH THE STUDY AND THE ELABORATION OF COMPLEX TEXTS. THE STUDENTS THAT HAVE POOR INITIAL KNOWLEDGE OF FRENCH LANGUAGE MUST HAVE ACQUIRED, AT THE END OF THE COURSE, A GOOD PRONUNCIATION OF FRENCH AND THE BASIC KNOWLEDGE OF GRAMMAR, LEXICON AND SYNTAX; THEY MUST, THROUGH THESE COMPETENCIES, BE ABLE TO UNDERSTAND AND USE SOME TEXTS ABOUT TOPICS OF EDUCATION STUDIES, EUROPEAN CITIZENSHIP, INTERCULTURALITY AND FRANCOPHONY.

Analysis of the development of sociology through the analysis of the historical, political, economic and social context in the XVIII and XIX centuries.

To understand the scenario and the dynamic of our days
To develop the skills of observation and analysis
To avoid the possibility of simplify and generalize the reality around us and relationships that characterize it
To focus on the learning process, above all on the significations that we create
To develop certain relationship skills in a intercultural background

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

Obiettivi The aim will be the achievement about the foundamentals of moral philosophy and a investigation of contemporary philosophy, starting from the collapse of monolithic subject as well the appearing of otherness or plurality inside the “self”.

Obiettivi The aim will be the achievement about the foundamentals of moral philosophy and a investigation of contemporary philosophy, starting from the collapse of monolithic subject as well the appearing of otherness or plurality inside the “self”.

Obiettivi The aim will be the achievement about the foundamentals of moral philosophy and a investigation of contemporary philosophy, starting from the collapse of monolithic subject as well the appearing of otherness or plurality inside the “self”.

To know the difference between book and digital book
To apply the patterns of social networks to reading
To find the differences among mental and social frames of communication
To consider the writing as a way to enquire into one’s own identity

To know the difference between book and digital book
To apply the patterns of social networks to reading
To find the differences among mental and social frames of communication
To consider the writing as a way to enquire into one’s own identity

To know the difference between book and digital book
To apply the patterns of social networks to reading
To find the differences among mental and social frames of communication
To consider the writing as a way to enquire into one’s own identity

The objectives of the course are as follows:
- To have a conceptual knowledge the origins and the key developments of testing and assessment techniques (docimology), and evaluation research;
- To have a knowledge of the theoretical and epistemological framework for evaluation research and docimology;
- To identify the drawbacks of mainstream assessment tests;
- To align assessing tasks to course objectives and objects;
- To identify the basic features of evaluation validity and reliability;
- To be acquainted with the main national and international surveys on adult competencies;
- To have in-depth knowledge of theoretical and methodological framework for adult education research studies.

The objectives of the course are as follows:
- To have a conceptual knowledge the origins and the key developments of testing and assessment techniques (docimology), and evaluation research;
- To have a knowledge of the theoretical and epistemological framework for evaluation research and docimology;
- To identify the drawbacks of mainstream assessment tests;
- To align assessing tasks to course objectives and objects;
- To identify the basic features of evaluation validity and reliability;
- To be acquainted with the main national and international surveys on adult competencies;
- To have in-depth knowledge of theoretical and methodological framework for adult education research studies.

The objectives of the course are as follows:
- To have a conceptual knowledge the origins and the key developments of testing and assessment techniques (docimology), and evaluation research;
- To have a knowledge of the theoretical and epistemological framework for evaluation research and docimology;
- To identify the drawbacks of mainstream assessment tests;
- To align assessing tasks to course objectives and objects;
- To identify the basic features of evaluation validity and reliability;
- To be acquainted with the main national and international surveys on adult competencies;
- To have in-depth knowledge of theoretical and methodological framework for adult education research studies.

1. Students must show knowledge of the key aspects of the discipline in its historical becoming (the vision of anthropological work starting from the Christian view up to the liberal view and to the frontiers of the "knowledge society"), the emerging issues related to the evolution of social systems in the twentieth century up to thematizations of modernity, focusing on an interdisciplinary comparison (economics, sociology of organizations, social psychology). The course will also deal with the issue of diversity management, analysing some cases of integration policies of cultural diversity in businesses’ contexts. Students will then know and understand the new challenges of integration in business and public administration. During this academic year, the programme will draw particular attention to the themes of the development of capabilities (Nussbaum, Sen) from the socio-pedagogical point of view.
2. The purpose of the workshop called “Training and Organizational Development” is to develop skills for designing training interventions: the learning activities contextualization within the People Strategy and business management; the analysis of management and development of human resources processes; the life cycle of a training programme; the planning and development of activities; the training needs analysis; the preparation of training, the planning and business development; the service delivery; the evaluation; the planning based on the model of training best practices and on total quality; the design strategies and the quality of training activities, the evaluation of educational interventions in accordance with the total quality model.

1. Students must show knowledge of the key aspects of the discipline in its historical becoming (the vision of anthropological work starting from the Christian view up to the liberal view and to the frontiers of the "knowledge society"), the emerging issues related to the evolution of social systems in the twentieth century up to thematizations of modernity, focusing on an interdisciplinary comparison (economics, sociology of organizations, social psychology). The course will also deal with the issue of diversity management, analysing some cases of integration policies of cultural diversity in businesses’ contexts. Students will then know and understand the new challenges of integration in business and public administration. During this academic year, the programme will draw particular attention to the themes of the development of capabilities (Nussbaum, Sen) from the socio-pedagogical point of view.
2. The purpose of the workshop called “Training and Organizational Development” is to develop skills for designing training interventions: the learning activities contextualization within the People Strategy and business management; the analysis of management and development of human resources processes; the life cycle of a training programme; the planning and development of activities; the training needs analysis; the preparation of training, the planning and business development; the service delivery; the evaluation; the planning based on the model of training best practices and on total quality; the design strategies and the quality of training activities, the evaluation of educational interventions in accordance with the total quality model.

1. Students must show knowledge of the key aspects of the discipline in its historical becoming (the vision of anthropological work starting from the Christian view up to the liberal view and to the frontiers of the "knowledge society"), the emerging issues related to the evolution of social systems in the twentieth century up to thematizations of modernity, focusing on an interdisciplinary comparison (economics, sociology of organizations, social psychology). The course will also deal with the issue of diversity management, analysing some cases of integration policies of cultural diversity in businesses’ contexts. Students will then know and understand the new challenges of integration in business and public administration. During this academic year, the programme will draw particular attention to the themes of the development of capabilities (Nussbaum, Sen) from the socio-pedagogical point of view.
2. The purpose of the workshop called “Training and Organizational Development” is to develop skills for designing training interventions: the learning activities contextualization within the People Strategy and business management; the analysis of management and development of human resources processes; the life cycle of a training programme; the planning and development of activities; the training needs analysis; the preparation of training, the planning and business development; the service delivery; the evaluation; the planning based on the model of training best practices and on total quality; the design strategies and the quality of training activities, the evaluation of educational interventions in accordance with the total quality model.

The course aims to achieve, in particular, the following learning objectives:

1. Providing both historical, theoretical and methodological knowledge related to the development of Human Resources Management policies, and the affirmation of training policies in a perspective of lifelong learning, the role of actors and social dialogue in Europe and in Italy.
2. Developping skills and competencies in the process analysis with respect to the evolution of three illustrative models of Personnel Management in Italy: the Office of Personnel Administration, the Directorate of Personnel Management, the Human Resources Department.
3. Promoting critical analysis regarding the evolution of main Human Resources instruments: recruiting, selection, training, communication, management by objectives, evaluation models and incentive systems.

The course aims to achieve, in particular, the following learning objectives:

1. Providing both historical, theoretical and methodological knowledge related to the development of Human Resources Management policies, and the affirmation of training policies in a perspective of lifelong learning, the role of actors and social dialogue in Europe and in Italy.
2. Developping skills and competencies in the process analysis with respect to the evolution of three illustrative models of Personnel Management in Italy: the Office of Personnel Administration, the Directorate of Personnel Management, the Human Resources Department.
3. Promoting critical analysis regarding the evolution of main Human Resources instruments: recruiting, selection, training, communication, management by objectives, evaluation models and incentive systems.

The course aims to achieve, in particular, the following learning objectives:

1. Providing both historical, theoretical and methodological knowledge related to the development of Human Resources Management policies, and the affirmation of training policies in a perspective of lifelong learning, the role of actors and social dialogue in Europe and in Italy.
2. Developping skills and competencies in the process analysis with respect to the evolution of three illustrative models of Personnel Management in Italy: the Office of Personnel Administration, the Directorate of Personnel Management, the Human Resources Department.
3. Promoting critical analysis regarding the evolution of main Human Resources instruments: recruiting, selection, training, communication, management by objectives, evaluation models and incentive systems.

The course will deal mainly with the right to work in the Italian Costitution and the rights relating to the worker: the formation and implemantation of employment and the dismissal: It will also examine the juridical nature of the term in the employment contact; project works; part time works; the apprenticeship, the concept of long life learling; labour on call; staff leasing; the notion of fair retribution; incevite wages; worker's rights and duties; the development of industrial relations, the role of the union, the bargaining and the collective right to strike.

To provide a body knowledge on the fundamental elements of pubblic law, on the Italian constitutional history and on the concepts of form of State and of Governement.
To analyze the historical evolution of the legal-administative structure of local authorities with the inten of gaining a profound understanding of organs and functions of regional and local authorities.
To analyze how such a formative training can accompany the processes of change and transformation of local istitutions in terms of legal, organizational and the attitude of individuals towards institutional innovation, with particular regard to the new Charter of AutonomY:

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

This course presents the main subjects in Work Psychology from a historical framework. More in detail, the course will deal with: motivation, communication, leadership, career paths, climate, organizational change and work-family relationship. There will be a particular focus on the topic entrepreneurial education and of self assessment to improve his competences. This course will present theoretical contents and fieldwork discussions. Moreover, there will be in-class works and visiting lectures

THE SEMINAR AIMS:
- TO CONTRIBUTE TO DEVELOP KNOWLEDGE AND UNDERSTANDING OF THE NEW PARADIGM OF ADULT EDUCATION IN THE LLL PERSPECTIVE,-
- :TO PROMOTE ANALYSIS AND UNDERSTANDING ABILITIES CONCERNING ADULT EDUCATION LITERATURE

Analysis of the development of sociology through the analysis of the historical, political, economic and social context in the XVIII and XIX centuries.

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.

Contemporary history: ab quo and ad quem term; Contemporary history: sources; historiographic schools; Industrial revolution: developments and consequences; Demographic evolution, urbanism and migrations; Restoration: subjects and ideologies; National States; Socialist and Social Christian movements; Colonialism; Apogee and crisis of progress idea; The First World War; Socialism becomes State; Interwar crisis; Authoritarian and Totalitarian regimes; The Second World War; Cold War and bipolarism; Decolonisation and Non Aligned Nations Movement; Economy Golden Age; Republican Italy; World economy, globalisation and international organisations.

The course provides an introduction to theoretical, methodological, and research approaches aimed at understanding the basic psychological processes. This course provides the skills necessary to understand cognitive and affective processes.

The course aims to cover the milestones in the history of the school Italian Unit today. In particular will be addressed issues related to the history of legal and administrative institutions school, but also issues relating to the social dimension Literacy and educational experiences to. The student will also be called to deal with the major school-educational-pedagogical theories emerged during the period under review.

HAVING KNOWLEDGE OF GENDER PREJUDICE AND STERETYPES IN REFERENCE TO MODERN AND CONTEMPORARY EDUCATION.

* Goals: The educational path aims at making students already possessing a pre-intermediate language level consolidate their skills, globally responding to Common European Framework of Reference for Languages level B1 (see European Language Portfolio at http://www.coe.int/portfolio). The tasks proposed will particularly refer to the practicing of the main linguistic constructions, the formulation of complex phrases, the enrichment of specialized vocabulary. The skills of adapting and reformulating different kinds of texts into another language will be implemented too.

Analysis of the development of sociology through the analysis of the historical, political, economic and social context in the XVIII and XIX centuries.

The course provides an introduction to theoretical, methodological, and research approaches aimed at understanding the basic psychological processes. This course provides the skills necessary to understand cognitive and affective processes.

The course provides an introduction to theoretical, methodological, and research approaches aimed at understanding the basic psychological processes. This course provides the skills necessary to understand cognitive and affective processes.

General objectives and competencies in output, defined as knowledge, skills, abilities (Dublin descriptors)
Students must show organic knowledge, coherently organized, in the field of fundamental theoretical frameworks of the discipline (the main pedagogical theories and approaches with particular reference to the contemporaneity). Students must show knowledge of the international debate on general education regarding in particular the analysis of complex society and post-modernity and the new questions posed to education by European policies.
Knowledge and understanding
Problematizations understanding of the key issues (the relationship between authority and freedom, the central position of the student, denotative characteristics of the “growth-oriented person” process, opposing theoretical approaches in the interpretation of adults training (such as personalism, the hermeneutics, etc..), the role of society – in its several systems and interaction processes – with the spheres of teaching, in reference to the scenarios and the interpretive perspectives of the late modernity (capability approach and human development).

Applying knowledge and understanding
Students must show ability to apply their knowledge and understanding with reference to a professional approach, emphasizing problem solving skills, knowing how to communicate issues, ideas and operating approaches, even dealing with specific study areas (family, micro-and macro-systems, etc.). Students will apply the acquired knowledge to reading texts, to the description and interpretation of multi-cultural contexts, to the analysis of projects and initiatives which promote multicultural societies and to solve problems arising in intercultural relations.
Making judgments
Students should be able to argue autonomously about key issues of general education with reference to interpretive perspectives of the contemporary society.
Communication skills
Students will be able to develop various forms of (oral and written) Communication in group teaching situations.
Learning skills
Students will also be able to develop learning skills (information gathering and reliable web and bibliographic sources search), in view of further discussion and elaboration of an independent research.

To understand the scenario and the dynamic of our days
To develop the skills of observation and analysis
To avoid the possibility of simplify and generalize the reality around us and relationships that characterize it
To focus on the learning process, above all on the significations that we create
To develop certain relationship skills in a intercultural background

To consider the media as brain-frames of our experience and knowledge
To be able to analyse and create digital objects
To understand the difference between a book and a digital book
To be able to apply the patterns of social networks to the reading

To consider the media as brain-frames of our experience and knowledge
To be able to analyse and create digital objects
To understand the difference between a book and a digital book
To be able to apply the patterns of social networks to the reading

To consider the media as brain-frames of our experience and knowledge
To be able to analyse and create digital objects
To understand the difference between a book and a digital book
To be able to apply the patterns of social networks to the reading

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

Problems and methods of research in education.
The course is divided into three parts, each pursuing specific goals:
- lessons, acquire the basic concepts of experimentalism; distinguish common sense from scientific judgment; critically examine words and concepts of the language of education; define the main features of deduction and induction; identify a problem; formulate hypotheses; select problem solving procedures; make decisions; evaluate risks in the decision-making process; acquire the theoretical and methodological bases of empirical research; acquire the theoretical, methodological and technical bases of evaluation in education;
- laboratory (alternative to the seminar), grasp the complexity of educational phenomena, formulate hypotheses to interpret these phenomena, identify changes in individuals and groups both synchronically and diachronically;
- seminar (alternative to the laboratory), read and comment significant texts of the English writer Mary Wollenstonecraft in order to study female conditions in the XVIII century and the suggestions for social and cultural equal opportunities that she proposes in her writings.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

The adult education course is aimed to develop knowledge related to the new paradigm of Adult Education in the lifelong learning perspective. The main objectives and learning outcomes of the course are:
- to provide students with historical, theoretical, epistemological and methodological knowledge concerning the field of adult education (basic institutional activity);
- to develop abilities and competences of those professionals involved in adult education and in human resources development and management (laboratory activities);
- to promote analysis and understanding abilities through reading seminar focused on the most relevant researchers/lecturers in adult education (reading seminar).

The adult education course is aimed to develop knowledge related to the new paradigm of Adult Education in the lifelong learning perspective. The main objectives and learning outcomes of the course are:
- to provide students with historical, theoretical, epistemological and methodological knowledge concerning the field of adult education (basic institutional activity);
- to develop abilities and competences of those professionals involved in adult education and in human resources development and management (laboratory activities);
- to promote analysis and understanding abilities through reading seminar focused on the most relevant researchers/lecturers in adult education (reading seminar).

The adult education course is aimed to develop knowledge related to the new paradigm of Adult Education in the lifelong learning perspective. The main objectives and learning outcomes of the course are:
- to provide students with historical, theoretical, epistemological and methodological knowledge concerning the field of adult education (basic institutional activity);
- to develop abilities and competences of those professionals involved in adult education and in human resources development and management (laboratory activities);
- to promote analysis and understanding abilities through reading seminar focused on the most relevant researchers/lecturers in adult education (reading seminar).

The teaching of sociology of organizations will make the students acquire the basic concepts and theoretical framework of organizational sociology and examine the interconnections with other disciplines that have as their object of study, work and organizations, through the analysis of organizational theories and empirical study of new organizational models operating in innovative companies and public administrations.

The teaching of sociology of organizations will make the students acquire the basic concepts and theoretical framework of organizational sociology and examine the interconnections with other disciplines that have as their object of study, work and organizations, through the analysis of organizational theories and empirical study of new organizational models operating in innovative companies and public administrations.

The teaching of sociology of organizations will make the students acquire the basic concepts and theoretical framework of organizational sociology and examine the interconnections with other disciplines that have as their object of study, work and organizations, through the analysis of organizational theories and empirical study of new organizational models operating in innovative companies and public administrations.

The course provides basic concepts of descriptive univariate and bivariate statistics. Particular attention is devoted to the concepts of central tendency and dispersion, association and correlation.

The course provides basic concepts of descriptive univariate and bivariate statistics. Particular attention is devoted to the concepts of central tendency and dispersion, association and correlation.

THE COURSE PROVIDES BASIC CONCEPTS OF DESCRIPTIVE UNIVARIATE AND BIVARIATE STATISTICS. PARTICULAR ATTENTION IS DEVOTED TO THE CONCEPTS OF CENTRAL TENDENCY AND DISPERSION, ASSOCIATION AND CORRELATION.

The course will deal mainly with the right to work in the Italian Costitution and the rights relating to the worker: the formation and implemantation of employment and the dismissal: It will also examine the juridical nature of the term in the employment contact; project works; part time works; the apprenticeship, the concept of long life learling; labour on call; staff leasing; the notion of fair retribution; incevite wages; worker's rights and duties; the development of industrial relations, the role of the union, the bargaining and the collective right to strike.

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The course aims at providing the scientific and disciplinary contents for understanding the individual and group processes affecting (and affected by) social psychological systems (e.g., individual differences, attitudes, communication, social interaction). The course aims also at providing the tools necessary to understand the contribution of applied social psychological science to address important social issues in real-life domains, such as health promotion, environmental education, and pro-sustainability human behaviour.

THE SEMINAR AIMS:
- TO CONTRIBUTE TO DEVELOP KNOWLEDGE AND UNDERSTANDING OF THE NEW PARADIGM OF ADULT EDUCATION IN THE LLL PERSPECTIVE,-
- :TO PROMOTE ANALYSIS AND UNDERSTANDING ABILITIES CONCERNING ADULT EDUCATION LITERATURE

The Laboratory on METHODS AND TECHNIQUES IN CAREER GUIDANCE FOR ADULTS aims to:
Develop historical- cultural knowledge on Professional Guidance
Place the Lifelong Guidance paradigm within the Lifelong Learning paradigm
Qualify and define the semantic range of the Guidance for Adults concept
Develop professional skills and competences in the field of Guidance for Adults
Facilitate the learning of the better established dedicated methods in the professional practice of Guidance for Adults

Analysis of the development of sociology through the analysis of the historical, political, economic and social context in the XVIII and XIX centuries.

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.

Contemporary history: ab quo and ad quem term; Contemporary history: sources; historiographic schools; Industrial revolution: developments and consequences; Demographic evolution, urbanism and migrations; Restoration: subjects and ideologies; National States; Socialist and Social Christian movements; Colonialism; Apogee and crisis of progress idea; The First World War; Socialism becomes State; Interwar crisis; Authoritarian and Totalitarian regimes; The Second World War; Cold War and bipolarism; Decolonisation and Non Aligned Nations Movement; Economy Golden Age; Republican Italy; World economy, globalisation and international organisations.

The course aims to cover the milestones in the history of the school Italian Unit today. In particular will be addressed issues related to the history of legal and administrative institutions school, but also issues relating to the social dimension Literacy and educational experiences to. The student will also be called to deal with the major school-educational-pedagogical theories emerged during the period under review.

HAVING KNOWLEDGE OF GENDER PREJUDICE AND STERETYPES IN REFERENCE TO MODERN AND CONTEMPORARY EDUCATION.

THE FORMATIVE OBJECTIVES OF THE FRENCH COURSE WILL BE ADAPTED IN FLEXIBLE WAY TO THE PREVIOUS STUDENT’S KNOWLEDGE OF THIS FOREIGN LANGUAGE. THE STUDENTS THAT ALREADY HAVE GOOD LINGUISTIC BASES WILL BE STIMULATED TO IMPROVE THEIR FRENCH LEVEL THROUGH THE STUDY AND THE ELABORATION OF COMPLEX TEXTS. THE STUDENTS THAT HAVE POOR INITIAL KNOWLEDGE OF FRENCH LANGUAGE MUST HAVE ACQUIRED, AT THE END OF THE COURSE, A GOOD PRONUNCIATION OF FRENCH AND THE BASIC KNOWLEDGE OF GRAMMAR, LEXICON AND SYNTAX; THEY MUST, THROUGH THESE COMPETENCIES, BE ABLE TO UNDERSTAND AND USE SOME TEXTS ABOUT TOPICS OF EDUCATION STUDIES, EUROPEAN CITIZENSHIP, INTERCULTURALITY AND FRANCOPHONY.

Analysis of the development of sociology through the analysis of the historical, political, economic and social context in the XVIII and XIX centuries.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

First Module: 6 credits - I Semester
Part Monographic:
Retraced will be the most signifcant moments of philosophical thought which poses the problem of the body: the "madness of the body" in Plato's condemnation of the flesh in the biblical tradition, the problem of soul that Aristotle sets in biological terms and therefore of life, from Cartesian dualism between res cogitans and res extensa, the anatomy of the body by science to the revaluation of the Phenomenology of Husserl, Sartre and Mereau-Ponty.

Obiettivi The aim will be the achievement about the foundamentals of moral philosophy and a investigation of contemporary philosophy, starting from the collapse of monolithic subject as well the appearing of otherness or plurality inside the “self”.

Obiettivi The aim will be the achievement about the foundamentals of moral philosophy and a investigation of contemporary philosophy, starting from the collapse of monolithic subject as well the appearing of otherness or plurality inside the “self”.

Obiettivi The aim will be the achievement about the foundamentals of moral philosophy and a investigation of contemporary philosophy, starting from the collapse of monolithic subject as well the appearing of otherness or plurality inside the “self”.

To know the difference between book and digital book
To apply the patterns of social networks to reading
To find the differences among mental and social frames of communication
To consider the writing as a way to enquire into one’s own identity

To know the difference between book and digital book
To apply the patterns of social networks to reading
To find the differences among mental and social frames of communication
To consider the writing as a way to enquire into one’s own identity

To know the difference between book and digital book
To apply the patterns of social networks to reading
To find the differences among mental and social frames of communication
To consider the writing as a way to enquire into one’s own identity

The objectives of the course are as follows:
- To have a conceptual knowledge the origins and the key developments of testing and assessment techniques (docimology), and evaluation research;
- To have a knowledge of the theoretical and epistemological framework for evaluation research and docimology;
- To identify the drawbacks of mainstream assessment tests;
- To align assessing tasks to course objectives and objects;
- To identify the basic features of evaluation validity and reliability;
- To be acquainted with the main national and international surveys on adult competencies;
- To have in-depth knowledge of theoretical and methodological framework for adult education research studies.

The objectives of the course are as follows:
- To have a conceptual knowledge the origins and the key developments of testing and assessment techniques (docimology), and evaluation research;
- To have a knowledge of the theoretical and epistemological framework for evaluation research and docimology;
- To identify the drawbacks of mainstream assessment tests;
- To align assessing tasks to course objectives and objects;
- To identify the basic features of evaluation validity and reliability;
- To be acquainted with the main national and international surveys on adult competencies;
- To have in-depth knowledge of theoretical and methodological framework for adult education research studies.

The objectives of the course are as follows:
- To have a conceptual knowledge the origins and the key developments of testing and assessment techniques (docimology), and evaluation research;
- To have a knowledge of the theoretical and epistemological framework for evaluation research and docimology;
- To identify the drawbacks of mainstream assessment tests;
- To align assessing tasks to course objectives and objects;
- To identify the basic features of evaluation validity and reliability;
- To be acquainted with the main national and international surveys on adult competencies;
- To have in-depth knowledge of theoretical and methodological framework for adult education research studies.

1. Students must show knowledge of the key aspects of the discipline in its historical becoming (the vision of anthropological work starting from the Christian view up to the liberal view and to the frontiers of the "knowledge society"), the emerging issues related to the evolution of social systems in the twentieth century up to thematizations of modernity, focusing on an interdisciplinary comparison (economics, sociology of organizations, social psychology). The course will also deal with the issue of diversity management, analysing some cases of integration policies of cultural diversity in businesses’ contexts. Students will then know and understand the new challenges of integration in business and public administration. During this academic year, the programme will draw particular attention to the themes of the development of capabilities (Nussbaum, Sen) from the socio-pedagogical point of view.
2. The purpose of the workshop called “Training and Organizational Development” is to develop skills for designing training interventions: the learning activities contextualization within the People Strategy and business management; the analysis of management and development of human resources processes; the life cycle of a training programme; the planning and development of activities; the training needs analysis; the preparation of training, the planning and business development; the service delivery; the evaluation; the planning based on the model of training best practices and on total quality; the design strategies and the quality of training activities, the evaluation of educational interventions in accordance with the total quality model.

1. Students must show knowledge of the key aspects of the discipline in its historical becoming (the vision of anthropological work starting from the Christian view up to the liberal view and to the frontiers of the "knowledge society"), the emerging issues related to the evolution of social systems in the twentieth century up to thematizations of modernity, focusing on an interdisciplinary comparison (economics, sociology of organizations, social psychology). The course will also deal with the issue of diversity management, analysing some cases of integration policies of cultural diversity in businesses’ contexts. Students will then know and understand the new challenges of integration in business and public administration. During this academic year, the programme will draw particular attention to the themes of the development of capabilities (Nussbaum, Sen) from the socio-pedagogical point of view.
2. The purpose of the workshop called “Training and Organizational Development” is to develop skills for designing training interventions: the learning activities contextualization within the People Strategy and business management; the analysis of management and development of human resources processes; the life cycle of a training programme; the planning and development of activities; the training needs analysis; the preparation of training, the planning and business development; the service delivery; the evaluation; the planning based on the model of training best practices and on total quality; the design strategies and the quality of training activities, the evaluation of educational interventions in accordance with the total quality model.

1. Students must show knowledge of the key aspects of the discipline in its historical becoming (the vision of anthropological work starting from the Christian view up to the liberal view and to the frontiers of the "knowledge society"), the emerging issues related to the evolution of social systems in the twentieth century up to thematizations of modernity, focusing on an interdisciplinary comparison (economics, sociology of organizations, social psychology). The course will also deal with the issue of diversity management, analysing some cases of integration policies of cultural diversity in businesses’ contexts. Students will then know and understand the new challenges of integration in business and public administration. During this academic year, the programme will draw particular attention to the themes of the development of capabilities (Nussbaum, Sen) from the socio-pedagogical point of view.
2. The purpose of the workshop called “Training and Organizational Development” is to develop skills for designing training interventions: the learning activities contextualization within the People Strategy and business management; the analysis of management and development of human resources processes; the life cycle of a training programme; the planning and development of activities; the training needs analysis; the preparation of training, the planning and business development; the service delivery; the evaluation; the planning based on the model of training best practices and on total quality; the design strategies and the quality of training activities, the evaluation of educational interventions in accordance with the total quality model.

The course aims to achieve, in particular, the following learning objectives:

1. Providing both historical, theoretical and methodological knowledge related to the development of Human Resources Management policies, and the affirmation of training policies in a perspective of lifelong learning, the role of actors and social dialogue in Europe and in Italy.
2. Developping skills and competencies in the process analysis with respect to the evolution of three illustrative models of Personnel Management in Italy: the Office of Personnel Administration, the Directorate of Personnel Management, the Human Resources Department.
3. Promoting critical analysis regarding the evolution of main Human Resources instruments: recruiting, selection, training, communication, management by objectives, evaluation models and incentive systems.

The course aims to achieve, in particular, the following learning objectives:

1. Providing both historical, theoretical and methodological knowledge related to the development of Human Resources Management policies, and the affirmation of training policies in a perspective of lifelong learning, the role of actors and social dialogue in Europe and in Italy.
2. Developping skills and competencies in the process analysis with respect to the evolution of three illustrative models of Personnel Management in Italy: the Office of Personnel Administration, the Directorate of Personnel Management, the Human Resources Department.
3. Promoting critical analysis regarding the evolution of main Human Resources instruments: recruiting, selection, training, communication, management by objectives, evaluation models and incentive systems.

The course aims to achieve, in particular, the following learning objectives:

1. Providing both historical, theoretical and methodological knowledge related to the development of Human Resources Management policies, and the affirmation of training policies in a perspective of lifelong learning, the role of actors and social dialogue in Europe and in Italy.
2. Developping skills and competencies in the process analysis with respect to the evolution of three illustrative models of Personnel Management in Italy: the Office of Personnel Administration, the Directorate of Personnel Management, the Human Resources Department.
3. Promoting critical analysis regarding the evolution of main Human Resources instruments: recruiting, selection, training, communication, management by objectives, evaluation models and incentive systems.

The course will deal mainly with the right to work in the Italian Costitution and the rights relating to the worker: the formation and implemantation of employment and the dismissal: It will also examine the juridical nature of the term in the employment contact; project works; part time works; the apprenticeship, the concept of long life learling; labour on call; staff leasing; the notion of fair retribution; incevite wages; worker's rights and duties; the development of industrial relations, the role of the union, the bargaining and the collective right to strike.

To provide a body knowledge on the fundamental elements of pubblic law, on the Italian constitutional history and on the concepts of form of State and of Governement.
To analyze the historical evolution of the legal-administative structure of local authorities with the inten of gaining a profound understanding of organs and functions of regional and local authorities.
To analyze how such a formative training can accompany the processes of change and transformation of local istitutions in terms of legal, organizational and the attitude of individuals towards institutional innovation, with particular regard to the new Charter of AutonomY:

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

The final exam is structured in a written and an oral test.
Students who attend classes will take two written intermediate tests, whose results will be considered in the final exam:
1 - at the end of the first part of the course (27 hours), for students who have attended at least 20 hours;
2 - for those who have passed thr initial written examination, at the end of the second part of the course ( last 27 hours lessons), with a frequency of at least 20 hours.
The two midterm tests, if passed, can replace the final written exam.
The two written interim tests and the final written one have both closed and open-response questions.
A part of the oral test will concern the monogtaphic topic chosen by the student.

This course presents the main subjects in Work Psychology from a historical framework. More in detail, the course will deal with: motivation, communication, leadership, career paths, climate, organizational change and work-family relationship. There will be a particular focus on the topic entrepreneurial education and of self assessment to improve his competences. This course will present theoretical contents and fieldwork discussions. Moreover, there will be in-class works and visiting lectures