|
Course
|
Credits
|
Scientific Disciplinary Sector Code
|
Contact Hours
|
Exercise Hours
|
Laboratory Hours
|
Personal Study Hours
|
Type of Activity
|
Language
|
Optional Group:
EDUCATORE PROFESSIONALE COORDINATORE DEI SERVIZI LM50 A SCELTA M-FIL II ANNO - (show)
|
6
|
|
|
|
|
|
|
|
|
22902301 -
GNOSEOLOGY LM 50
(objectives)
The course refers to the primary sources of knowledge in its historical, epistemological and critical aspects. Within the global goals of the CdLM path, the course intends to focus on the aspects which have the greatest impact with the social, educational and training dynamics, typical of contemporary society.
Specifically, the course aims to promote the following specific goals for students:
• To be able to distinguish the main lines that have marked Western Philosophical Culture;
• To know how to use the language of the discipline appropriately;
• To be able to recognize the impact of some specific epistemological issues on social life and on the formative and educational dynamics, in particular:
- The question of truth and its political, social and educational impact;
- The dynamics of the argument and their impact in social relations;
- The importance of the cultivation of intelligence in the context of personal training;
- Unity and plurality of knowledge: value of interdisciplinarity and transdisciplinarity.
Knowledge and understanding:
• knowledge of the main lines of the Western philosophical Debate and its impact on individual, cultural and political educational dynamics;
• ability to distinguish and compare different trends and lines of thought, according to the different philosophical matrices.
Applying knowledge and understanding:
• Knowledge and understanding of the concepts and theories foreseen by the course;
• Skill of recognizing the fundamental phases and matrices of Western Epistemology;
• Ability to recognize the use of the main argument structures or their disregard.
Making judgments.
• Skill of identifying different reading keys of the different cultural phenomena;
• Capacity to recognize the fundamental cultural lines that animate contemporary society;
• Skills to building speeches and reasoning with greater awareness of their logical and rhetorical structures.
Communication skills.
• Capacity to read and interpret human and social phenomena with greater philosophical competence;
• knowing how to communicate with congruent epistemological skills;
• Capacity to deal with issues related to the philosophy of knowledge and its relationship with society;
• Knowing how to create a training activity by recognizing epistemological assumptions and philosophical contents.
Learning skills.
• Skills of analyzing and critically evaluating - in their fundamental methodological aspects - some contemporary cultural trends;
• Capacity to reflect and analyze about issues related to Epistemologyand the different social contexts, in particular those related to personal training and the impact on social and educational contexts.
|
6
|
M-FIL/01
|
36
|
-
|
-
|
-
|
Related or supplementary learning activities
|
ITA |
|
22902302 -
SEMIOTICS LM50
|
Also available in another semester or year
|
|
|
22902276 -
METHODS AND SOCIO-EDUCATIONAL STRATEGIES FOR DIVERSITY LM 50/87
(objectives)
Bridging a) the voices of present pedagogy b) with the results of international interdisciplinary research in the field of pedagogical care, education, socialization of children and adolescents, with a specific attention to genre, individual and intercultural differences, cognitive styles, learning styles, expressive / communicational / linguistic / lexical, ludic styles, emotional styles, social styles, c) with the usability of traditional and innovative educational strategies and methodologies promoting wellbeing, development of identity, autonomy, participation, curiosity, creativity, d) with the analytic, logic, reflexive reading of social and educational phenomena, e) with the elaboration and management of educational, social, socio-educational projects aiming at integration and inclusion, f) with methodological and technical competences supporting the ability of monitoring and distinguishing the evaluation from the assessment of the designed educational projects, g) with the clear knowledge of strengths and weaknesses of national and international social and welfare policies.
By the study of Socio-educational methodologies and strategies for diversities the student will be able to achieve the following training objectives.
Knowledge and understanding:
- defining and identifying the epistemological and methodological subject field;
- adopting a reflexive, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links;
- knowing the contents and objectives of traditional and innovative pedagogical approaches that promote the idea of care as valorisation of the individual and of its reference micro-groups;
- knowing the usability of traditional and innovative strategies and methodologies, techniques and tools that promote the idea of taking care as one of the main pedagogical objectives and contents;
- knowing the usability of the tools that allow effective educational relationships;
- adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal;
- knowing the role and function of present educational and socio-educational agencies;
- knowing the strategies and tools of the policies for inclusion;
- knowing the results of national and international research on the specific objectives of inclusive education.
Applying knowledge and understanding:
- analysing and deepening the meanings of the socio-educational services best practices with specific reference to consolidated pedagogical strategies and methods;
- being available to networking and group-working;
- being aware of his ethical and professional responsibility, of the need if being reliable and credible;
- being able to build inclusive contexts for children, adolescents, men and women with cognitive and social difficulties;
- identifying and generalizing educational phenomena and processes, their contents and the impact they produce on youngsters’ learning styles;
- reading, grasping, identifying, defining care, educational and socialization needs within life contexts;
- assessing the quality of the educational and cognitive processes fostered in different educational settings;
- identifying, explaining, commenting, detailing the effects produced by changes on the learning styles of new generations..
Making judgements:
- linking pedagogical theory to learning processes;
- assessing responsibly the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches;
- using a systemic thinking.
Communication skills:
- using effective interaction strategies within traditional educational settings and parallel schools;
- listening to and understanding the needs communicated by users in care, education and socialization activities;
- adopting projectual styles based on a pedagogical thinking and a reliable educational action;
- adopting a pedagogic vocabulary based on keywords able to define and explain meanings, processes and objectives;
- significantly interacting in a L2 and knowing its pedagogical vocabulary.
Learning skills:
- being available to participate in scientific and cultural research within school settings;
- understanding the meaning of present educational challenges;
- valorising the sense of pedagogical approaches able to support the perspective of inclusive education;
- interacting within traditional educational settings and within the parallel school, with the aim of supporting the perspective of lifelong and lifewide learning.
Methods of connection with other teachings:
Socio-educational methodologies and strategies for diversities is a deeply interdis-ciplinary subject that bridges the solicitations coming - at least - from the educational objectives of General Pedagogy, Social Pedagogy, Special Pedagogy, Intercultural Pedagogy, Development Psychology, Sociology of Cultural Processes, Sociology of Education, Sociology of Families, Special Education, from their epistemological and methodological fields. Namely, the subject will adopt an interdisciplinary-oriented and seminar-based approach aiming at giving to thinking a central role within sys-temic connections, transversal reflections, networks of ideas, manipulations and networks of manipulations, associations, distinctions, representations, codifications and decodifications. Socio-educational methodologies and strategies for diversities is a subject that adopts a phenomenological and comparative approach oriented to deconstruct, reconstruct, engage the methodological narrations of the pedagogical sciences as sources and tools for learning.
|
|
|
22902276-2 -
METODI E STRATEGIE SOCIOEDUCATIVE PER LE DIVERSITÀ LM50/87
(objectives)
Bridging a) the voices of present pedagogy b) with the results of international interdisciplinary research in the field of pedagogical care, education, socialization of children and adolescents, with a specific attention to genre, individual and intercultural differences, cognitive styles, learning styles, expressive / communicational / linguistic / lexical, ludic styles, emotional styles, social styles, c) with the usability of traditional and innovative educational strategies and methodologies promoting wellbeing, development of identity, autonomy, participation, curiosity, creativity, d) with the analytic, logic, reflexive reading of social and educational phenomena, e) with the elaboration and management of educational, social, socio-educational projects aiming at integration and inclusion, f) with methodological and technical competences supporting the ability of monitoring and distinguishing the evaluation from the assessment of the designed educational projects, g) with the clear knowledge of strengths and weaknesses of national and international social and welfare policies.
By the study of Socio-educational methodologies and strategies for diversities the student will be able to achieve the following training objectives.
Knowledge and understanding:
- defining and identifying the epistemological and methodological subject field;
- adopting a reflexive, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links;
- knowing the contents and objectives of traditional and innovative pedagogical approaches that promote the idea of care as valorisation of the individual and of its reference micro-groups;
- knowing the usability of traditional and innovative strategies and methodologies, techniques and tools that promote the idea of taking care as one of the main pedagogical objectives and contents;
- knowing the usability of the tools that allow effective educational relationships;
- adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal;
- knowing the role and function of present educational and socio-educational agencies;
- knowing the strategies and tools of the policies for inclusion;
- knowing the results of national and international research on the specific objectives of inclusive education.
Applying knowledge and understanding:
- analysing and deepening the meanings of the socio-educational services best practices with specific reference to consolidated pedagogical strategies and methods;
- being available to networking and group-working;
- being aware of his ethical and professional responsibility, of the need if being reliable and credible;
- being able to build inclusive contexts for children, adolescents, men and women with cognitive and social difficulties;
- identifying and generalizing educational phenomena and processes, their contents and the impact they produce on youngsters’ learning styles;
- reading, grasping, identifying, defining care, educational and socialization needs within life contexts;
- assessing the quality of the educational and cognitive processes fostered in different educational settings;
- identifying, explaining, commenting, detailing the effects produced by changes on the learning styles of new generations..
Making judgements:
- linking pedagogical theory to learning processes;
- assessing responsibly the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches;
- using a systemic thinking.
Communication skills:
- using effective interaction strategies within traditional educational settings and parallel schools;
- listening to and understanding the needs communicated by users in care, education and socialization activities;
- adopting projectual styles based on a pedagogical thinking and a reliable educational action;
- adopting a pedagogic vocabulary based on keywords able to define and explain meanings, processes and objectives;
- significantly interacting in a L2 and knowing its pedagogical vocabulary.
Learning skills:
- being available to participate in scientific and cultural research within school settings;
- understanding the meaning of present educational challenges;
- valorising the sense of pedagogical approaches able to support the perspective of inclusive education;
- interacting within traditional educational settings and within the parallel school, with the aim of supporting the perspective of lifelong and lifewide learning.
Methods of connection with other teachings:
Socio-educational methodologies and strategies for diversities is a deeply interdis-ciplinary subject that bridges the solicitations coming - at least - from the educational objectives of General Pedagogy, Social Pedagogy, Special Pedagogy, Intercultural Pedagogy, Development Psychology, Sociology of Cultural Processes, Sociology of Education, Sociology of Families, Special Education, from their epistemological and methodological fields. Namely, the subject will adopt an interdisciplinary-oriented and seminar-based approach aiming at giving to thinking a central role within sys-temic connections, transversal reflections, networks of ideas, manipulations and networks of manipulations, associations, distinctions, representations, codifications and decodifications. Socio-educational methodologies and strategies for diversities is a subject that adopts a phenomenological and comparative approach oriented to deconstruct, reconstruct, engage the methodological narrations of the pedagogical sciences as sources and tools for learning.
|
6
|
M-PED/01
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902276-1 -
METODI E STRATEGIE SOCIO EDUCATIVE PER LE DIVERSITÀ LM 50/87
|
Also available in another semester or year
|
|
22902316 -
BUSINESS MANAGEMENT LM50
(objectives)
- advanced knowledge in the fields related to the analysis, interpretation and management of organizational complexity;
- the increase of organizational skills for the realization and regulation of educational and social interventions and for the management of their change;
- the solicitation of a personal and professional style based on adequate management and coordination skills capable of operating with a high degree of autonomy in the context of structures, services and departments.
Knowledge and understanding:
- the acquisition of advanced knowledge in the sector of corporate organization (SECS P10) such as to enable it to be competently able to organize, coordinate and manage socio-educational or socio-welfare services efficiently and effectively;
Applying knowledge and understanding:
- the enhancement of strategic and managerial skills such as to ensure an adequate level of ability to guide a complex structure, to coordinate a work team, to enhance and motivate collaborators;
Making judgements:
- the development of a reflective, analytical, logical, planning and independent attitude from unfounded conditions, necessary to assume responsibility for the role of human resource management;
Communication skills:
- the high level of personal and professional style based on adequate expressive and authentic communication skills, orientation towards interpersonal relationships within structures, services and departments, also in international contexts;
Learning skills:
- the acquisition of learning methods and methodologies based on a multidisciplinary approach to complex scenarios and dynamics, such as to read and correctly understand the phenomena related to the transformations of organizational, training and educational models and processes.
|
|
|
22902316-2 -
ORGANIZZAZIONE AZIENDALE LM50 2
(objectives)
- advanced knowledge in the fields related to the analysis, interpretation and management of organizational complexity;
- the increase of organizational skills for the realization and regulation of educational and social interventions and for the management of their change;
- the solicitation of a personal and professional style based on adequate management and coordination skills capable of operating with a high degree of autonomy in the context of structures, services and departments.
Knowledge and understanding:
- the acquisition of advanced knowledge in the sector of corporate organization (SECS P10) such as to enable it to be competently able to organize, coordinate and manage socio-educational or socio-welfare services efficiently and effectively;
Applying knowledge and understanding:
- the enhancement of strategic and managerial skills such as to ensure an adequate level of ability to guide a complex structure, to coordinate a work team, to enhance and motivate collaborators;
Making judgements:
- the development of a reflective, analytical, logical, planning and independent attitude from unfounded conditions, necessary to assume responsibility for the role of human resource management;
Communication skills:
- the high level of personal and professional style based on adequate expressive and authentic communication skills, orientation towards interpersonal relationships within structures, services and departments, also in international contexts;
Learning skills:
- the acquisition of learning methods and methodologies based on a multidisciplinary approach to complex scenarios and dynamics, such as to read and correctly understand the phenomena related to the transformations of organizational, training and educational models and processes.
|
6
|
SECS-P/10
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902316-1 -
ORGANIZZAZIONE AZIENDALE LM50
|
Also available in another semester or year
|
|
22910225 -
WELFARE, SOCIAL RIGHTS AND TERRITORY
(objectives)
The course aims to provide the students with knowledge and skills that will enable them to know how to frame the organization of public authorities (even in their territorial dimension), the Italian Welfare State system and the constitutional framework of social rights. Furthermore, the teaching purpose is to offer students a reflection on the nowadays condition of people with disabilities, particularly with regard to the detailed study of the disabled people’s constitutional rights and how to effectively protect them. This purpose will be achieved also through the activation of a special Information Desk for students with disabilities, in which the students will be actively involved.
By the study of “Welfare, Social Rights and Territory” the student will be able to achieve the following training objectives.
Knowledge and understanding:
- know how public authorities are organized, including in their territorial dimension;
- know models, tools and strategies to realize a Welfare State system;
- know the social rights provided for in the Constitution, with particular regard to the rights of disabled people and to the institutional apparatus engaged in guaranteeing their effectiveness;
- develop a reflective and project-based attitude towards the current the current implementation of social rights and the rights of disabled people.
Applying knowledge and understanding:
- plan and organize activities aimed at the effective implementation of social interventions;
- apply technical, communicative and relational skills for the realization of activities on the territory, such as the Information Desk for students with disabilities.
Making judgements:
- develop the capacity to understand and evaluate the organization and activities of the institutional apparatus in particular those which guarantee social rights;
- develop a critical and reflexive capacity regarding their own methods of intervention, taking into account the users with whom they deal.
Communication skills:
- acquire the use of a technical-legal language;
- acquire the ability to communicate in public and with the public in a clear and precise manner;
- develop coordination skills with the actors with whom it works;
Learning skills:
- develop the ability to observe the contexts in which it operates and to grasp critical profiles of them;
- develop the ability to learn from confrontation both with experts and with interlocutor users.
How to link with other teachings
The teaching of "Welfare, Social Rights and Territory" is connected in particular with the following subjects of the three-year degree courses, "Institutions of public law", "Constitutional law", "Law of public administrations and territorial policies", "Social rights and ethical dimension in the aid relationship", "Health law"; as well as with the teaching of "Legal institutions and socio-educational services" of the master degree courses.
|
12
|
IUS/09
|
72
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
Optional Group:
EPCM esami a scelta - (show)
|
9
|
|
|
|
|
|
|
|
|
22910265 -
Assessment of learnings and attitudes
|
Also available in another semester or year
|
|
22910266 -
Educational emergencies, echoes, information, data from operational settings
(objectives)
Bridging in phenomenological terms a) the objectives and results of present international interdisciplinary research on
care, education, socialization of children and adults, with specific attention to gender, individual and intercultural differences, cognitive, learning, expressive, communicative, linguistic, lexical, ludic, emotional and affective, social styles, b) with
observations, experiences, information, data collected within the operational settings of socio-educational professions, c)
with analytical, logical, reflexive reading and interpretation, professional comments of the characteristics of emerging and
already urgent educational needs, of their impact on micro- and macro-social contexts, on minors and adults.
Knowledge and understanding:
- defining and identifying the epistemological and methodological field of the subject;
- adopting a reflexive, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and
interdisciplinary thematic links;
- knowing the contents and objectives of those pedagogical approaches that promote the idea of care as valorisation of
the individual and of its reference micro-groups;
- knowing the usability of those tools that allow effective educational relationships;
- adopting an educational approach based on listening and on the ability in translating an educational need into an ed-
ucational goal;
- knowing the role and function of present educational agencies.
Applying knowledge and understanding: - adopting a professional style based on the attribution of value to those educational practices which choose a learner centred pedagogical approach; - being available to networking and group-working; - being aware of the reasons of his ethical and professional responsibility, of the need of being reliable and credible; - being able to build inclusive contexts for all users with cognitive and social problems; - identifying, explaining, commenting educational phenomena and processes, their contents and the impact they pro-duce on all their users’ learning styles; - reading, grasping, identifying, defining care, educational and socialization needs within the all his users’ life contexts; - identifying, explaining, commenting, detailing the effects produced by changes on the learning styles of new genera-tions of users.
Making judgements:
- bridging pedagogical theory to individual and social learning processes and to value attributions;
- recognising the usability of strategies, methodologies, techniques, operational tools for the valorisation of reliable
pedagogical approaches;
- using a systemic thinking.
Communication skills:
- using effective interaction strategies within traditional educational settings, parallel schools, educational and socio-
educational services;
- listening to and understanding the needs communicated by users while implementing care, education and socializa-
tion activities;
- adopting projectual styles based on a pedagogical thinking and a reliable educational action;
- adopting a pedagogic vocabulary based on keywords able to define and explain meanings, processes and aims;
- significantly interacting in a L2 and knowing its pedagogical vocabulary.
Learning skills:
- being available to participate in scientific and cultural research within traditional educational settings, parallel
schools, educational and socio-educational services;
- understanding the meaning of present educational challenges;
- valorising the sense of pedagogical approaches able to support the perspective of inclusive education and didactics;
- interacting within traditional educational settings, parallel schools, educational and socio-educational services, with
the aim of supporting the perspective of lifelong and lifewide learning.
Educational emergencies, echoes, information, data from operational settings is a deeply interdisciplinary subject that
bridges the solicitations coming - at least - from the educational objectives of General Pedagogy, Social Pedagogy, Educa-
tional models for integration, Literature for children, Didactics for inclusion, Sociology of cultural processes, Sociology of
changes, Development psychology, Coordinating activities of supervision for trainees, from their epistemological and methodological fields. Namely, the subject will adopt an interdisciplinary-oriented and seminar-based approach aiming at giving
to thinking a central role within systemic connections, transversal reflections, networks of ideas, manipulations and networks of manipulations, associations, distinctions, representations, codifications and decodifications. Educational emergencies, echoes, information, data from operational settings is a subject that adopts a phenomenological and comparative approach oriented to deconstruct, reconstruct, engage the methodological narrations of humanities as sources and tools for
learning.
|
9
|
M-PED/01
|
54
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
22910267 -
Psicologia dei processi cognitivi e affettivi
|
Also available in another semester or year
|
|
22910269 -
Laboratorio in Storia del razzismo e delle discriminazioni
(objectives)
The "History of Racism and Discrimination" laboratory provides worthwhile skills for the start and implementation of educational interventions aimed at deconstructing stereotypes and prejudices and promoting dialogue and knowledge between subjects of different national and cultural origin on a reciprocal and equal foot.
The laboratory especially aims to investigate the legacy of racist, anti-Semitic, homophobic, colonial and imperialist discriminatory policies that have been part of the history of all western countries. Particular attention has paid to: 1) the techniques of manipulation of consent, the propaganda invention and the subsequent ethnicization of a "public enemy"; 2) the shaping of civil rights movements for the promotion of anti-discrimination and social inclusion policies.
Knowledge and understanding:
The student will be able to investigate cultures, mentalities, places, which have forged the anthropometric and behavioral stereotypes that made a decisive contribution to the legitimization of racist and discriminatory policies as well as to deepen the paths of promotion of civil rights, related to the formation of new collective identities, such as youth protest movements, post-World War II cultural and social transformations, the phenomena of decolonization and the advent of intercultural society.
Applying knowledge and understanding:
The student will be able to analyze, by the means of oral and audiovisual sources, the social dynamics, on the border between the public and private spheres, which led to the overcoming of racist and discriminatory policies and to the shaping of a democratic, effective and supportive citizenship. Students are indeed actively involved in workshop-exercises based on the audiovisual repertoires (with the plurality of mediums available, from documentaries to cinema, from sound recordings to iconographic representations: films, photographs, oral histories).
Making judgements:
The student will be able to acquire a capacity for critical interpretation of reality, suited to challenge the dominant historical narratives, which were constructed around the mechanisms of the Nation building, by increasing instead the value of social change as a core dimension around which historical analysis and diagnosis of the contemporary world should be organized.
Communication skills:
The student will be able to get abilities and skills in order to express complex political and social situations by acquiring new communication skills.
Learning skills:
The student will be able to acquire: knowledge of the main dynamics of social change in western society since the second post-war period; autonomous and critical understanding of the mechanisms of the mediation and re-mediation of memory through the representative forms of collective imagination, which need to be considered in an alternative manner to the dominant national interpretations of the past.
|
3
|
M-STO/04
|
18
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
22910268 -
Laboratory of Reading of social reality through the reading of a narrative text
(objectives)
The Workshop through reading of narrative text aims to develop in the students the ability to analyze the text in critical form, the ability to identify the different levels of reading a narrative text, and to read and interpret social reality through the many suggestions offered by Cervantes' masterpiece. The activities proposed aim to build a critical sensitivity towards the narrative work and the ability to identify parallels between the single narrated episode and the reality surrounding human experience.
Knowledge and understanding:
acquisition of theoretical notions for reading, analyzing and interpreting a narrative text
Applying knowledge and understanding:
ability to analyze, synthesize and interpret information; ability to transfer information in different cognitive domains; ability to acquire and reformulate data and knowledge
Making judgements:
ability to interpret information critically; ability to use information independently in different contexts
Communication skills:
ability to rework a topic in oral and written form.
Learning skills:
ability to understand, interpret and elaborate complex texts.
|
3
|
L-LIN/07
|
18
|
-
|
-
|
-
|
Elective activities
|
ITA |
|
22910255 -
Modern theories of education and pedagogy of expression
(objectives)
Bridging
a) the voices of present pedagogical research
b) with the results of international interdisciplinary research in the field of educational processes of children, adolescents and with a specific attention to adults, of education, with a specific attention to genre, individual and intercultural differences, of expressive / communicational / linguistic / lexi-cal, ludic styles, cognitive styles, learning styles, social styles,
c) with the usability of traditional and innovative educa-tional strategies and methodologies promoting wellbeing, development of identity, autonomy, participation, orientation and self-orientation, creativity, active interaction, expressive appropriateness, lexical and semantic pedagogical appro-priateness,
d) with the analytic, logic, reflexive reading of social and educational phenomena,
e) with the elaboration of educational and socio-educational projects aiming at integration and inclusion within societies and labour markets,
f) with methodological and technical competences supporting the ability of monitoring and distinguishing the evaluation from the assessment of human resources and of the designed lifelong learning educational projects,
g) with the clear knowledge of strengths and weaknesses of national and international educational policies.
By the study of Modern theories of education and pedagogy of expression (Exchange Program) the student will be able to achieve the following training objectives.
Knowledge and understanding:
- defining and identifying the epistemological and methodological subject field;
- adopting a reflexive, observative, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links;
- knowing the contents and objectives of traditional and innovative pedagogical approaches promoting the idea of projectuality as valorisation of the individual and of its reference micro-groups;
- knowing the usability of traditional and innovative strategies and methodologies, techniques and tools promoting the idea of inclusion and integration within societies and labour markets as one of the main pedagogical objectives and contents;
- knowing the tools of the educational policies for inclusion and integration;
- knowing the usability of the tools that allow effective educational relationships;
- adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal;
- knowing the role and function of present educational agencies;
- knowing the results of national and international research on the specific objectives of inclusive education.
Applying knowledge and understanding:
- analysing and deepening the meanings of the best educational and training practices with specific reference to consolidated pedagogical strategies and methods;
- being available to networking and group-working;
- being aware of his ethical and professional responsibility, of the need of being reliable and credible;
- being able to build inclusive contexts for children, adolescents, adults with cognitive and social difficulties;
- identifying and generalizing educational phenomena and processes, their contents and the impact they produce on learning, social, expressive, communicational styles;
- reading, grasping, identifying, defining educational and socialisation needs within life contexts;
- assessing the quality of the educational and cognitive processes fostered in different educational settings;
- identifying, explaining, commenting, detailing the effects produced by changes on learning styles.
Making judgements:
- linking pedagogical theory to learning processes;
- assessing the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches;
- using a systemic thinking.
Communication skills:
- using effective interaction strategies within traditional educational settings and parallel school;
- listening to and understanding the needs communicated by children, adolescents, adults within operational settings implementing educational activities, training, socialisation, expression, communication, orientation, self-orientation;
- adopting projectual styles based on a pedagogical thinking and a reliable educational action;
- adopting a pedagogic lexicon based on keywords able to define and explain meanings, processes and objectives;
- significantly interacting in a L2 and knowing its pedagogical vocabulary.
Learning skills:
- being available to participate in different scientific and cultural research contexts and networks;
- understanding the meaning of present educational challenges;
- valorising the sense of pedagogical approaches able to support the perspective of inclusive education and didactics;
- interacting within traditional educational settings and within parallel school, with the aim of supporting the perspective of lifelong and lifewide learning.
|
6
|
M-PED/01
|
36
|
-
|
-
|
-
|
Elective activities
|
ENG |
|
22910227 -
LEGAL AND COMMUNITY PSYCHOLOGY
|
Also available in another semester or year
|
|
Università Roma Tre