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Course
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Credits
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Scientific Disciplinary Sector Code
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Contact Hours
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Exercise Hours
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Laboratory Hours
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Personal Study Hours
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Type of Activity
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Language
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22901906 -
DEVELOPMENTAL PSYCHOLOGY
(objectives)
The purpose of the Course is to provide some first conceptual tools to direction the study of Developmental Psychology with specific focus on J.Piaget’s Genetic Epistemology, Psychoanalysis, and more recent studies on social development ( J. Bowlby’s Attachment Theory., The Theory of Mind , M. Tomasello’s researches, etc..) in a dynamic, “process oriented”, interactionist perspective that consider the many social, cultural, family and gender related factors that interact in development.
|
|
22901906-1 -
PSICOLOGIA DELLO SVILUPPO I
Group:
MZ
-
VECCHIO GIOVANNI MARIA
( syllabus)
The purpose of the Course is to provide some first conceptual tools to direction the study of Developmental Psychology with specific focus on J.Piaget’s Genetic Epistemology and more recent studies on social development (J. Bowlby’s Attachment Theory., The Theory of Mind , M. Tomasello’s researches, etc..), and cognitive and constructivist approaches.
There will also be dealt with the methodological aspects of the discipline, with particular reference to research designs (cross-sectional and longitudinal) and procedures for data collection (observation, analysis of the drawings, questionnaires for parents and teachers, checklists).
A large part of the course is dedicated to the main functions of development: motor, perceptual, mnemonic, cognitive, emotional, social, communicative-linguistic and moral.
It will finally depth the issue of the development of pro-sociality as a determinant of social adjustment during development.
The course includes 36 hours of lessons and a workshop (18 hours) with activity in the presence and online. All activities will be conducted in the first semester.
Prerequisites: General Psychology
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6
|
M-PSI/04
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22901906-2 -
PSICOLOGIA DELLO SVILUPPO II
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3
|
M-PSI/04
|
18
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22901857 -
HISTORY OF PHILOSOPHY - BASIC COURSE
(objectives)
General objectives and skills seen as critical knowledge and skills
1) The objective is to achieve a basic knowledge of the history of
philosophy, as the history of a thought in continuous evolution, in order to
learn to deal with the problems of 'current era with solid critical
2) The seminar will provide the read-comment of the classics of the history of thought
philosophical
3) Knowledge and understanding of the size and historical
methodology of the History of Philosophy
4) understanding of how each thought to be translated into the ability to act
through free and responsible choices
5) Ability to express in a critical and systematic arguments relating to
main issues addressed theoretical gradually
6) Ability to drive the direction of learning and use of the resources needed
for a satisfactory development of human resources.
-
FARINA GABRIELLA
( syllabus)
IL CORSO COMPRENDE UNA PARTE MONOGRAFICA, DEDICATA AL TEMA "LA FENOMENOLOGIA NELLA FILOSOFIA FRANCESE CONTEMPORANEA ED UNA ISTITUZIONALE.
( reference books)
* ANTONIO CIMINO, VINCENZO COSTA, STORIA DELLA FENOMENOLOGIA, CAROCCI EDITORE, 2012,
*E. HUSSERL, LA CRISI DELLE SCIENZE EUROPEE E LA FENOMENOLOGIA TRASCENDENTALE , IL SAGGIATORE (BRANI SCELTI)
*M. MERLEAU - PONTY, LA FENOMENOLOGIA DELLA PERCEZIONE, BOMPIANI EDITORE (BRANI SCELTI)
*J. - P.SARTRE, L'IDEA FONDAMENTALE DELLA FENOMENOLOGIA DI HUSSERL: L'INTENZIONALITA' (TESTO DISTRIBUITO DAL DOCENTE)
J.-P.SARTRE, LA TRASCENDENZA DELL'EGO, MARINOTTI ED.2011
G.FARINA, FENOMENOLOGIA E PASSIONI DELLA CRISI, EDIZIONI LE LETTERE, 2012
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6
|
M-FIL/06
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901874 -
STATISTICS
(objectives)
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.
|
|
22901874-1 -
STATISTICA I
Group:
AL
-
BOVE GIUSEPPE
( syllabus)
BASICS STATISTICS (6 CFU)
Arguments considered are: frequency distributions, graphics, measure of central tendency (mean, mode, median), measure of dispersion (standard deviation, variance, variation coefficient), bivariate contingency tables, correlation analysis (covariance, correlation coefficient).
STATISTICS (INTEGRATION) (3 CFU)
Computation by Excel: statistical frequencies and percentages, tables, graphical representations, means and dispersion indices, covariance and correlation.
Group:
MZ
-
MARELLA DANIELA
( syllabus)
BASICS STATISTICS (6 CFU)
Arguments considered are: frequency distributions, graphics, measure of central tendency (mean, mode, median), measure of dispersion (standard deviation, variance, variation coefficient), bivariate contingency tables, correlation analysis (covariance, correlation coefficient).
STATISTICS (INTEGRATION) (3 CFU)
Computation by Excel: statistical frequencies and percentages, tables, graphical representations, means and dispersion indices, covariance and correlation.
|
6
|
SECS-S/01
|
36
|
-
|
-
|
-
|
Related or supplementary learning activities
|
ITA |
|
22901874-2 -
STATISTICA II
|
3
|
SECS-S/01
|
18
|
-
|
-
|
-
|
Related or supplementary learning activities
|
ITA |
Optional group:
comune Orientamento unico II ANNO -M-PED/04 - (show)
 |
|
|
|
|
|
|
|
|
|
22901676 -
MEASUREMENT AND ASSESSMENT IN EDUCATION
(objectives)
ASSESSING TO UNDERSTAND IS THE CORE THEME OF THE COURSE. SPECIFIC OBJECTIVES TO BE CARRIED OUT DURING THE LECTURES ARE THE FOLLOWING:
- TO DEFINE THE ROLE OF ASSESSMENT;
- TO REFLECT ON THE CHANGES THAT HAVE AN IMPACT ON ASSESSMENT;
- TO CLASSIFY THE TOOLS FOR ASSESSMENT;
TO DEFINE THE RELATIONSHIP BETWEEN TEACHING AND ASSESSMENT;
- TO IDENTIFY THE ELEMENTS AND FUNCTIONS OF ASSESSMENT;
- TO BUILD OBJECTIVE KWOLEDGE TESTS;
- TO ANALYSE DATA COLLECTED THROUGH THE TESTS;
- TO MARK THE VARIOUS KINDS OF TESTS ADEQUATELY.
|
|
|
22901676-1 -
DOCIMOLOGIA I
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6
|
M-PED/04
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901676-2 -
DOCIMOLOGIA II
|
3
|
M-PED/04
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901677 -
EXPERIMENTAL PEDAGOGY
(objectives)
CAPTURING THE SPECIFIC TERMS OF EXPERIMENTAL PEDAGOGY; DISCUSS THE CONTRIBUTIONS OF EXPERIMENTAL MODELS TO MANAGEMENT OF TEACHING-LEARNING PROCESS.
|
|
|
|
Optional group:
comune Orientamento unico M-PED/04 - (show)
|
|
|
|
|
|
|
|
|
|
22901676 -
MEASUREMENT AND ASSESSMENT IN EDUCATION
(objectives)
ASSESSING TO UNDERSTAND IS THE CORE THEME OF THE COURSE. SPECIFIC OBJECTIVES TO BE CARRIED OUT DURING THE LECTURES ARE THE FOLLOWING:
- TO DEFINE THE ROLE OF ASSESSMENT;
- TO REFLECT ON THE CHANGES THAT HAVE AN IMPACT ON ASSESSMENT;
- TO CLASSIFY THE TOOLS FOR ASSESSMENT;
TO DEFINE THE RELATIONSHIP BETWEEN TEACHING AND ASSESSMENT;
- TO IDENTIFY THE ELEMENTS AND FUNCTIONS OF ASSESSMENT;
- TO BUILD OBJECTIVE KWOLEDGE TESTS;
- TO ANALYSE DATA COLLECTED THROUGH THE TESTS;
- TO MARK THE VARIOUS KINDS OF TESTS ADEQUATELY.
|
|
|
22901676-1 -
DOCIMOLOGIA I
|
6
|
M-PED/04
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901676-2 -
DOCIMOLOGIA II
|
3
|
M-PED/04
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901677 -
EXPERIMENTAL PEDAGOGY
(objectives)
CAPTURING THE SPECIFIC TERMS OF EXPERIMENTAL PEDAGOGY; DISCUSS THE CONTRIBUTIONS OF EXPERIMENTAL MODELS TO MANAGEMENT OF TEACHING-LEARNING PROCESS.
|
|
|
|
Optional group:
comune Orientamento unico II ANNO - M-PED/01-03 - (show)
|
|
|
|
|
|
|
|
|
|
22901895 -
INTERCULTURAL EDUCATION
(objectives)
Knowing the intercultural dimension of the Italian school and the main strategies of integration of foreign pupils.
Identify the key factors that determine international migration.
Knowing the statistics on immigration in Italy.
Comparing different definitions of "cultural difference".
Understanding the links between migration and immigration.
|
|
|
22901895-1 -
PEDAGOGIA INTERCULTURALE I
|
6
|
M-PED/01
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901895-2 -
PEDAGOGIA INTERCULTURALE II
|
3
|
M-PED/01
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901897 -
SOCIAL EDUCATION
(objectives)
The course aims to provide a framework of key concepts of social pedagogy (processes and education systems, educative emergencies, educational and cultural needs) through the use of several disciplinary approaches.
Moreover, the course aims to develop research and intervention skills in the educational and social fields, with particular regard to the planning of education programs targeted to groups at risk of social exclusion.
Therefore, through the reflections and proposals of several authors (john dewey, bertrand schwartz, paulo freire, aldo capitini), the course will focus on a perspective of education as a means of combating social exclusion.
|
|
|
22901897-1 -
PEDAGOGIA SOCIALE I
|
6
|
M-PED/01
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901897-2 -
PEDAGOGIA SOCIALE II
|
3
|
M-PED/01
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901900 -
DIDACTIC PLANNING FOR TRAINING ON THE NET
(objectives)
LEARNING OBJECTIVES (THE STUDENT IS ABLE TO): IDENTIFY AND DISCUSS THE NEW CONCEPTS OF KNOWLEDGE SUGGESTED BY THE NEW TECHNOLOGIES; DESCRIBE DIFFERENT WAYS OF WEB COMMUNICATION AND THEIR POSSIBLE APPLICATIONS IN EDUCATION.
SOCIAL ACHIEVEMENTS (THE STUDENT IS ABLE TO): COMMUNICATE EFFICIENTLY, IN PRESENCE AND ONLINE, WITH HIS OWN TEAM MEMBERS; COLLABORATE TO THE CREATION AND THE DEVELOPMENT OF A LEARNING COMMUNITY WHICH MAIN GOAL IS TO GIVE FURTHER RELEVANCE TO THE COURSE TOPICS; PRESENT TO THE CLASSROOM HIS OWN CONSIDERATIONS AND THE MATERIAL PRODUCED WORKING IN TEAM.
|
|
|
22901902 -
SPECIAL EDUCATION
(objectives)
The course aims to give theoretical and methodological knowledge to learn talking abilities with people with disabilities, within the family and work, as well as the helping relationship context.
It aims to collect educational stuff for the building of the “Documentation Centre on integrating university”. It aims to acquire the basic knowledge about learning disabilities (LD), and to understand the history of adult dyslexics. In particular, it aims to find creative resources used at school and to build a documentation center on dyslexia in adults.
It aims to analyze and to understand the specific dynamics of the helping relationship according to the F. Montuschi’s Counseling methodology and the E. Berne’s theory of transactional analysis.
Finally, it aims to identify and to develop stereotypes and prejudices in working with people with disabilities.
|
|
22901902-1 -
PEDAGOGIA SPECIALE I
-
GRASSELLI BRUNA
( syllabus)
Section A - LessonsSection B – Workshop “Counselling and disability”; Workshop “Dyslexia”; training experiential GroupsThe course aims at analyzing disability, especially in adults, by exploring new educational questions, set of issues, desires and expectations, ways of pedagogic intervention according to a long life training.The course aims at learning of fundamental knowledge of Special Pedagogy and its contribution to the development of school and social integration; it further aims to analyze legislation and international and national documents leading to an inclusive culture.To know specific needs, answers, desires, expectations, potential and limits in different social and cultural contexts, as well as to hypothesize innovative experimentations, some study and research courses will be specially structured.In this view, knowledge and ways of helping and care will be explored to realize courses made of empathy and gift as fundamental resources.The Service of Tutoring for disabled students, the Service for dyslexic students, the Special Service of tutoring and work orientation for disabled students in collaboration with the International Committee for the development of peoples, the “experiential” training groups for students in collaboration with the' Center for Clinical and training (CCF), the Associations of parents of children with disabilities; as well as the schools... will all contribute.Educational aims and contents To know the history and evolution of Special Pedagogy, as well as its contribution to the development of a culture of school and social integration; To know the rules, the most recent international and national documents able to give new views and perspectives; To examine reality in order to critical issues, unsolved problems, educational and social answers, as well as strengths, effective interventions and innovative experiments; To find ways of intervention, relationship and care, trough scientific texts, literature, filmography, storytelling, and in the more recent researches, starting with those of the present chair;
|
6
|
M-PED/03
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901902-2 -
PEDAGOGIA SPECIALE II
|
3
|
M-PED/03
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901903 -
METHODOLOGY OF DIDACTIC RESEARCH
(objectives)
•IDENTIFY THE REFERENCE PARADIGMS OF RESEARCH IN EDUCATION (POSITIVISTIC / QUANTITATIVE APPROACHES AND INTERPRETATIVE / QUALITATIVE APPROACHES);
•RECOGNIZE THE MAIN PHASES OF EDUCATIONAL RESEARCH;
•MAKE THE DISTINCTION BETWEEN EXPERIMENTAL AND NON-EXPERIMENTAL RESEARCH AND BETWEEN QUANTITATIVE AND QUALITATIVE RESEARCH;
•BE FAMILIAR WITH THE MAIN THEORIES OF MEASUREMENT IN THE EDUCATIONAL FIELD;
•GATHER, PROCESS AND REPRESENT DATA;
•CONSTRUCT AND USE CHECKLISTS, QUESTIONNAIRES, INTERVIEWS, STRUCTURED AND SEMI-STRUCTURED TESTS, SYSTEMATIC GRIDS OF OBSERVATION;
•IDENTIFY THE CHARACTERISTICS OF THE MOST IMPORTANT STATISTICAL SAMPLES;
•SIMULATE SIMPLE PATHS OF INVESTIGATION;
•ANALYZE THE RELATIONSHIP BETWEEN EDUCATIONAL RESEARCH AND TEACHING PRACTICE.
|
|
|
|
Optional group:
comune Orientamento unico II ANNO - M-PED/01-M-PED/03 - (show)
|
|
|
|
|
|
|
|
|
|
22901895 -
INTERCULTURAL EDUCATION
(objectives)
Knowing the intercultural dimension of the Italian school and the main strategies of integration of foreign pupils.
Identify the key factors that determine international migration.
Knowing the statistics on immigration in Italy.
Comparing different definitions of "cultural difference".
Understanding the links between migration and immigration.
|
|
|
22901895-1 -
PEDAGOGIA INTERCULTURALE I
|
6
|
M-PED/01
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901895-2 -
PEDAGOGIA INTERCULTURALE II
|
3
|
M-PED/01
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901897 -
SOCIAL EDUCATION
(objectives)
The course aims to provide a framework of key concepts of social pedagogy (processes and education systems, educative emergencies, educational and cultural needs) through the use of several disciplinary approaches.
Moreover, the course aims to develop research and intervention skills in the educational and social fields, with particular regard to the planning of education programs targeted to groups at risk of social exclusion.
Therefore, through the reflections and proposals of several authors (john dewey, bertrand schwartz, paulo freire, aldo capitini), the course will focus on a perspective of education as a means of combating social exclusion.
|
|
|
22901897-1 -
PEDAGOGIA SOCIALE I
|
6
|
M-PED/01
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901897-2 -
PEDAGOGIA SOCIALE II
|
3
|
M-PED/01
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901900 -
DIDACTIC PLANNING FOR TRAINING ON THE NET
(objectives)
LEARNING OBJECTIVES (THE STUDENT IS ABLE TO): IDENTIFY AND DISCUSS THE NEW CONCEPTS OF KNOWLEDGE SUGGESTED BY THE NEW TECHNOLOGIES; DESCRIBE DIFFERENT WAYS OF WEB COMMUNICATION AND THEIR POSSIBLE APPLICATIONS IN EDUCATION.
SOCIAL ACHIEVEMENTS (THE STUDENT IS ABLE TO): COMMUNICATE EFFICIENTLY, IN PRESENCE AND ONLINE, WITH HIS OWN TEAM MEMBERS; COLLABORATE TO THE CREATION AND THE DEVELOPMENT OF A LEARNING COMMUNITY WHICH MAIN GOAL IS TO GIVE FURTHER RELEVANCE TO THE COURSE TOPICS; PRESENT TO THE CLASSROOM HIS OWN CONSIDERATIONS AND THE MATERIAL PRODUCED WORKING IN TEAM.
|
|
|
22901902 -
SPECIAL EDUCATION
(objectives)
The course aims to give theoretical and methodological knowledge to learn talking abilities with people with disabilities, within the family and work, as well as the helping relationship context.
It aims to collect educational stuff for the building of the “Documentation Centre on integrating university”. It aims to acquire the basic knowledge about learning disabilities (LD), and to understand the history of adult dyslexics. In particular, it aims to find creative resources used at school and to build a documentation center on dyslexia in adults.
It aims to analyze and to understand the specific dynamics of the helping relationship according to the F. Montuschi’s Counseling methodology and the E. Berne’s theory of transactional analysis.
Finally, it aims to identify and to develop stereotypes and prejudices in working with people with disabilities.
|
|
22901902-1 -
PEDAGOGIA SPECIALE I
-
GRASSELLI BRUNA
( syllabus)
Section A - LessonsSection B – Workshop “Counselling and disability”; Workshop “Dyslexia”; training experiential GroupsThe course aims at analyzing disability, especially in adults, by exploring new educational questions, set of issues, desires and expectations, ways of pedagogic intervention according to a long life training.The course aims at learning of fundamental knowledge of Special Pedagogy and its contribution to the development of school and social integration; it further aims to analyze legislation and international and national documents leading to an inclusive culture.To know specific needs, answers, desires, expectations, potential and limits in different social and cultural contexts, as well as to hypothesize innovative experimentations, some study and research courses will be specially structured.In this view, knowledge and ways of helping and care will be explored to realize courses made of empathy and gift as fundamental resources.The Service of Tutoring for disabled students, the Service for dyslexic students, the Special Service of tutoring and work orientation for disabled students in collaboration with the International Committee for the development of peoples, the “experiential” training groups for students in collaboration with the' Center for Clinical and training (CCF), the Associations of parents of children with disabilities; as well as the schools... will all contribute.Educational aims and contents To know the history and evolution of Special Pedagogy, as well as its contribution to the development of a culture of school and social integration; To know the rules, the most recent international and national documents able to give new views and perspectives; To examine reality in order to critical issues, unsolved problems, educational and social answers, as well as strengths, effective interventions and innovative experiments; To find ways of intervention, relationship and care, trough scientific texts, literature, filmography, storytelling, and in the more recent researches, starting with those of the present chair;
|
6
|
M-PED/03
|
36
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901902-2 -
PEDAGOGIA SPECIALE II
|
3
|
M-PED/03
|
18
|
-
|
-
|
-
|
Basic compulsory activities
|
ITA |
|
22901903 -
METHODOLOGY OF DIDACTIC RESEARCH
(objectives)
•IDENTIFY THE REFERENCE PARADIGMS OF RESEARCH IN EDUCATION (POSITIVISTIC / QUANTITATIVE APPROACHES AND INTERPRETATIVE / QUALITATIVE APPROACHES);
•RECOGNIZE THE MAIN PHASES OF EDUCATIONAL RESEARCH;
•MAKE THE DISTINCTION BETWEEN EXPERIMENTAL AND NON-EXPERIMENTAL RESEARCH AND BETWEEN QUANTITATIVE AND QUALITATIVE RESEARCH;
•BE FAMILIAR WITH THE MAIN THEORIES OF MEASUREMENT IN THE EDUCATIONAL FIELD;
•GATHER, PROCESS AND REPRESENT DATA;
•CONSTRUCT AND USE CHECKLISTS, QUESTIONNAIRES, INTERVIEWS, STRUCTURED AND SEMI-STRUCTURED TESTS, SYSTEMATIC GRIDS OF OBSERVATION;
•IDENTIFY THE CHARACTERISTICS OF THE MOST IMPORTANT STATISTICAL SAMPLES;
•SIMULATE SIMPLE PATHS OF INVESTIGATION;
•ANALYZE THE RELATIONSHIP BETWEEN EDUCATIONAL RESEARCH AND TEACHING PRACTICE.
|
|
|
|
Optional group:
comune Orientamento unico II ANNO - M-PSI - (show)
|
|
|
|
|
|
|
|
|
|
22901907 -
PSYCHOLOGY OF ADOLESCENCE
(objectives)
THE PURPOSE OF THE COURSE OF PSYCHOLOGY OF ADOLESCENCE IS TO PROVIDE SOME BASIC NOTIONS ABOUT DIFFERENT THEORETICAL AND EMPIRICAL STUDIES THAT HAVE CONTRIBUTED TO THE KNOWLEDGE OF THIS SPECIFIC PERIOD OF HUMAN DEVELOPMENT AND ALSO TO ILLUSTRATE AND TO DISCUSS THE MOST IMPORTANT DEVELOPMENTAL TASKS OF ADOLESCENCE.
A MORE SPECIFIC ASPECT REGARDS THE PROBLEMS CONCERNING THE RELATIONS BETWEEN ADULTS AND ADOLESCENT STUDENTS IN EDUCATIONAL SETTINGS.
|
|
|
22901908 -
CLINICAL PSYCHOLOGY
(objectives)
objective of the course is the student's introduction to the problem of the trauma of memory and memory in an interdisciplinary perspective. starting from research on memory freudian individual and collective the course will compare the subsequent development of psychoanalytic research, neuropsychological, social psychological, philosophical and cultural on the theme of the processing of mourning.
|
|
22901908-1 -
PSICOLOGIA CLINICA I
-
MEGHNAGI DAVID
( syllabus)
Trauma and Memory. Individual trauma and collective trauma. Mourning and Melancholia. Holocaust Studies.
( reference books)
5 CFU1. FREUD SIGMUND, LUTTO E MELANCONIA, IN OPERE COMPLETE SIGMUND FREUD (OSF), TORINO, BORIGNHIERI, 1985. (SI PUÒ CONSULTARE NELLA BIBLIOTECA DI FACOLTÀ).2. FREUD SIGMUND, IL MOSÈ DI MICHELANGELO, IN OPERE COMPLETE SIGMUND FREUD (OSF), BOLLATI BORINGHIERI, TORINO. (SI PUÒ CONSULTARE IN BILIOTECA)3. MEGHNAGI DAVID, RICOMPORRE L’INFRANTO. L’ESPERIENZA DEI SOPRAVVISSUTI ALLA SHOAH, VENEZIA, MARSILIO, 2005.MEGHNAGI DAVID, IL PADRE E LA LEGGE (FREUD E L’EBRAISMO), VENEZIA, MARSILIO, 2004.6 CFU:1. FREUD SIGMUND, LUTTO E MELANCONIA, IN OPERE COMPLETE SIGMUND FREUD (OSF), TORINO, BORIGNHIERI, 1985. (SI PUÒ CONSULTARE NELLA BIBLIOTECA DI FACOLTÀ).2. FREUD SIGMUND, IL MOSÈ DI MICHELANGELO, IN OPERE COMPLETE SIGMUND FREUD (OSF), BOLLATI BORINGHIERI, TORINO. (SI PUÒ CONSULTARE IN BILIOTECA)3. MEGHNAGI DAVID, RICOMPORRE L’INFRANTO. L’ESPERIENZA DEI SOPRAVVISSUTI ALLA SHOAH, VENEZIA, MARSILIO, 2005.MEGHNAGI DAVID, IL PADRE E LA LEGGE (FREUD E L’EBRAISMO), VENEZIA, MARSILIO, 2004. 9 CFU.1. FREUD SIGMUND, LUTTO E MELANCONIA, IN OPERE COMPLETE SIGMUND FREUD (OSF), TORINO, BORIGNHIERI, 1985. (SI PUÒ CONSULTARE NELLA BIBLIOTECA DI FACOLTÀ).2. FREUD SIGMUND, IL MOSÈ DI MICHELANGELO, IN OPERE COMPLETE SIGMUND FREUD (OSF), BOLLATI BORINGHIERI, TORINO. (SI PUÒ CONSULTARE IN BILIOTECA)3. MEGHNAGI DAVID, RICOMPORRE L’INFRANTO. L’ESPERIENZA DEI SOPRAVVISSUTI ALLA SHOAH, VENEZIA, MARSILIO, 2005.MEGHNAGI DAVID, IL PADRE E LA LEGGE (FREUD E L’EBRAISMO), VENEZIA, MARSILIO, 2004.4. LEVI PRIMO, I SOMMERSI E I SALVATI, TORINO, EINAUDI, 1986.5. MEGHNAGI DAVID, LE SFIDE DI ISRAELE, VENEZIA, MARSILIO 2010.
|
3
|
M-PSI/08
|
18
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
22901908-2 -
PSICOLOGIA CLINICA II
-
MEGHNAGI DAVID
( syllabus)
THE COURSE IS TO IMPROVE THE PROBLEM IS THE PSYCHOLOGICAL TRAUMA IN A POSITION LIMIT. COURSE AIMS TO DISPOSE OF A BRIDGE BETWEEN THE DIFFERENT EXPERIENCE OF PAIN IN THE TWENTIETH CENTURY. BE FACED IN PARTICULAR OF THE TRAUMA SURVIVORS HOLOCAUST AND THE PATHS OF DEVELOPMENT THROUGH THREE GENERATIONS OF MOURNING. THIS WILL BE INVOLVED IN SOME PERSPECTIVE TRAGIC EXPERIENCES AFTER THE SECOND WORLD WAR: DEPARECIDOS ARGENTINE, MURDER IN CAMBODIA. HOLOCAUST STUDIES.
( reference books)
FREUD SIGMUND, LUTTO E MELANCONIA, BOLLATI BORINGIERI, TORINO.LEVI P. I SOMMERSI E I SALVATI. TORINIO, EINAUDI.FREUD SIGMUND, IL DISAGIO DELLA CIVILTÀ, IN OPERE COMPLETE SIGMUND FREUD, BOLLATI BORINGHIERI, TORINO. MEGHNAGI D. RICOMPORRE L'INFRANTO. VENEZIA, MARSILIO, 2005. (APPROFONDIMENTO CRITICO).
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3
|
M-PSI/08
|
18
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902440 -
SOCIAL PSYCHOLOGY
(objectives)
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.
-
CARRUS GIUSEPPE
( syllabus)
TEORIE E METODI DI STUDIO DELLA PSICOLOGIA SOCIALE. CONOSCENZA E RAPPRESENTAZIONE DEL MONDO SOCIALE. LA COGNIZIONE SOCIALE. MODELLI DUALI E COGNIZIONE SOCIALE IMPLICITA. ATTEGGIAMENTI, STEREOTIPI E PREGIUDIZI. LE RELAZIONI SOCIALI: INTERAZIONE NEI GRUPPI E RELAZIONI INTER-GRUPPI. LA COMUNICAZIONE, LA PERSUASIONE E L’INFLUENZA SOCIALE. LE APPLICAZIONI DELLA PSICOLOGIA SOCIALE: AMBIENTE, SALUTE E SVILUPPO SOSTENIBILE.
( reference books)
- HOGG E VAUGHAN. PSICOLOGIA SOCIALE. PEARSON EDITORE.
- PASSAFARO, CARRUS, PIRCHIO. I BAMBINI E L’ECOLOGIA: ASPETTI PSICOLOGICI DELL’EDUCAZIONE AMBIENTALE. CAROCCI EDITORE.
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6
|
M-PSI/05
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
|
Optional group:
comune Orientamento unico II ANNO - M-PSI - (show)
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|
|
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|
|
|
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22901907 -
PSYCHOLOGY OF ADOLESCENCE
(objectives)
THE PURPOSE OF THE COURSE OF PSYCHOLOGY OF ADOLESCENCE IS TO PROVIDE SOME BASIC NOTIONS ABOUT DIFFERENT THEORETICAL AND EMPIRICAL STUDIES THAT HAVE CONTRIBUTED TO THE KNOWLEDGE OF THIS SPECIFIC PERIOD OF HUMAN DEVELOPMENT AND ALSO TO ILLUSTRATE AND TO DISCUSS THE MOST IMPORTANT DEVELOPMENTAL TASKS OF ADOLESCENCE.
A MORE SPECIFIC ASPECT REGARDS THE PROBLEMS CONCERNING THE RELATIONS BETWEEN ADULTS AND ADOLESCENT STUDENTS IN EDUCATIONAL SETTINGS.
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22901908 -
CLINICAL PSYCHOLOGY
(objectives)
objective of the course is the student's introduction to the problem of the trauma of memory and memory in an interdisciplinary perspective. starting from research on memory freudian individual and collective the course will compare the subsequent development of psychoanalytic research, neuropsychological, social psychological, philosophical and cultural on the theme of the processing of mourning.
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22901908-1 -
PSICOLOGIA CLINICA I
-
MEGHNAGI DAVID
( syllabus)
Trauma and Memory. Individual trauma and collective trauma. Mourning and Melancholia. Holocaust Studies.
( reference books)
5 CFU1. FREUD SIGMUND, LUTTO E MELANCONIA, IN OPERE COMPLETE SIGMUND FREUD (OSF), TORINO, BORIGNHIERI, 1985. (SI PUÒ CONSULTARE NELLA BIBLIOTECA DI FACOLTÀ).2. FREUD SIGMUND, IL MOSÈ DI MICHELANGELO, IN OPERE COMPLETE SIGMUND FREUD (OSF), BOLLATI BORINGHIERI, TORINO. (SI PUÒ CONSULTARE IN BILIOTECA)3. MEGHNAGI DAVID, RICOMPORRE L’INFRANTO. L’ESPERIENZA DEI SOPRAVVISSUTI ALLA SHOAH, VENEZIA, MARSILIO, 2005.MEGHNAGI DAVID, IL PADRE E LA LEGGE (FREUD E L’EBRAISMO), VENEZIA, MARSILIO, 2004.6 CFU:1. FREUD SIGMUND, LUTTO E MELANCONIA, IN OPERE COMPLETE SIGMUND FREUD (OSF), TORINO, BORIGNHIERI, 1985. (SI PUÒ CONSULTARE NELLA BIBLIOTECA DI FACOLTÀ).2. FREUD SIGMUND, IL MOSÈ DI MICHELANGELO, IN OPERE COMPLETE SIGMUND FREUD (OSF), BOLLATI BORINGHIERI, TORINO. (SI PUÒ CONSULTARE IN BILIOTECA)3. MEGHNAGI DAVID, RICOMPORRE L’INFRANTO. L’ESPERIENZA DEI SOPRAVVISSUTI ALLA SHOAH, VENEZIA, MARSILIO, 2005.MEGHNAGI DAVID, IL PADRE E LA LEGGE (FREUD E L’EBRAISMO), VENEZIA, MARSILIO, 2004. 9 CFU.1. FREUD SIGMUND, LUTTO E MELANCONIA, IN OPERE COMPLETE SIGMUND FREUD (OSF), TORINO, BORIGNHIERI, 1985. (SI PUÒ CONSULTARE NELLA BIBLIOTECA DI FACOLTÀ).2. FREUD SIGMUND, IL MOSÈ DI MICHELANGELO, IN OPERE COMPLETE SIGMUND FREUD (OSF), BOLLATI BORINGHIERI, TORINO. (SI PUÒ CONSULTARE IN BILIOTECA)3. MEGHNAGI DAVID, RICOMPORRE L’INFRANTO. L’ESPERIENZA DEI SOPRAVVISSUTI ALLA SHOAH, VENEZIA, MARSILIO, 2005.MEGHNAGI DAVID, IL PADRE E LA LEGGE (FREUD E L’EBRAISMO), VENEZIA, MARSILIO, 2004.4. LEVI PRIMO, I SOMMERSI E I SALVATI, TORINO, EINAUDI, 1986.5. MEGHNAGI DAVID, LE SFIDE DI ISRAELE, VENEZIA, MARSILIO 2010.
|
3
|
M-PSI/08
|
18
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
22901908-2 -
PSICOLOGIA CLINICA II
-
MEGHNAGI DAVID
( syllabus)
THE COURSE IS TO IMPROVE THE PROBLEM IS THE PSYCHOLOGICAL TRAUMA IN A POSITION LIMIT. COURSE AIMS TO DISPOSE OF A BRIDGE BETWEEN THE DIFFERENT EXPERIENCE OF PAIN IN THE TWENTIETH CENTURY. BE FACED IN PARTICULAR OF THE TRAUMA SURVIVORS HOLOCAUST AND THE PATHS OF DEVELOPMENT THROUGH THREE GENERATIONS OF MOURNING. THIS WILL BE INVOLVED IN SOME PERSPECTIVE TRAGIC EXPERIENCES AFTER THE SECOND WORLD WAR: DEPARECIDOS ARGENTINE, MURDER IN CAMBODIA. HOLOCAUST STUDIES.
( reference books)
FREUD SIGMUND, LUTTO E MELANCONIA, BOLLATI BORINGIERI, TORINO.LEVI P. I SOMMERSI E I SALVATI. TORINIO, EINAUDI.FREUD SIGMUND, IL DISAGIO DELLA CIVILTÀ, IN OPERE COMPLETE SIGMUND FREUD, BOLLATI BORINGHIERI, TORINO. MEGHNAGI D. RICOMPORRE L'INFRANTO. VENEZIA, MARSILIO, 2005. (APPROFONDIMENTO CRITICO).
|
3
|
M-PSI/08
|
18
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902440 -
SOCIAL PSYCHOLOGY
(objectives)
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.
-
CARRUS GIUSEPPE
( syllabus)
TEORIE E METODI DI STUDIO DELLA PSICOLOGIA SOCIALE. CONOSCENZA E RAPPRESENTAZIONE DEL MONDO SOCIALE. LA COGNIZIONE SOCIALE. MODELLI DUALI E COGNIZIONE SOCIALE IMPLICITA. ATTEGGIAMENTI, STEREOTIPI E PREGIUDIZI. LE RELAZIONI SOCIALI: INTERAZIONE NEI GRUPPI E RELAZIONI INTER-GRUPPI. LA COMUNICAZIONE, LA PERSUASIONE E L’INFLUENZA SOCIALE. LE APPLICAZIONI DELLA PSICOLOGIA SOCIALE: AMBIENTE, SALUTE E SVILUPPO SOSTENIBILE.
( reference books)
- HOGG E VAUGHAN. PSICOLOGIA SOCIALE. PEARSON EDITORE.
- PASSAFARO, CARRUS, PIRCHIO. I BAMBINI E L’ECOLOGIA: ASPETTI PSICOLOGICI DELL’EDUCAZIONE AMBIENTALE. CAROCCI EDITORE.
|
6
|
M-PSI/05
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
|
Optional group:
comune Orientamento unico II ANNO - AMBITO LINGUISTICO, LETTERARIO - (show)
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22901976 -
MUSICOLOGY AND HISTORY OF MUSIC (L39)
|
6
|
L-ART/07
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
22902630 -
THEATRE AND EDUCATION
-
SCARAMUZZO GILBERTO
( syllabus)
IL TEATRO COME NUTRIMENTO PER L'UMANITÀ DELL'UOMO
IL CORSO INTENDE RISCOPRIRE LA VALENZA EDUCATIVA DEL TEATRO STUDIANDONE LA PROFONDA CONNESSIONE CON IL VIVERE UMANO ATTRAVERSO LA LETTURA DEI TESTI CLASSICI, IL LAVORO DELL’ATTORE E DEL REGISTA, L’IDEAZIONE E LA REALIZZAZIONE DI AZIONI TEATRALI NELLA CONTEMPORANEITÀ
( reference books)
SOFOCLE, ANTIGONE, QUALUNQUE EDIZIONE.
SHAKESPEARE W., RE LEAR, QUALUNQUE EDIZIONE CON TESTO INGLESE A FRONTE.
PIRANDELLO L., I GIGANTI DELLA MONTAGNA, QUALUNQUE EDIZIONE.
SCARAMUZZO G., EDUCAZIONE POETICA, ANICIA, IN CORSO DI PUBBLICAZIONE.
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6
|
L-ART/05
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
|
Optional group:
comune Orientamento unico II ANNO - AMBITO LINGUISTICO, ARTISTICO - (show)
|
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|
|
|
|
|
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22902630 -
THEATRE AND EDUCATION
-
SCARAMUZZO GILBERTO
( syllabus)
IL TEATRO COME NUTRIMENTO PER L'UMANITÀ DELL'UOMO
IL CORSO INTENDE RISCOPRIRE LA VALENZA EDUCATIVA DEL TEATRO STUDIANDONE LA PROFONDA CONNESSIONE CON IL VIVERE UMANO ATTRAVERSO LA LETTURA DEI TESTI CLASSICI, IL LAVORO DELL’ATTORE E DEL REGISTA, L’IDEAZIONE E LA REALIZZAZIONE DI AZIONI TEATRALI NELLA CONTEMPORANEITÀ
( reference books)
SOFOCLE, ANTIGONE, QUALUNQUE EDIZIONE.
SHAKESPEARE W., RE LEAR, QUALUNQUE EDIZIONE CON TESTO INGLESE A FRONTE.
PIRANDELLO L., I GIGANTI DELLA MONTAGNA, QUALUNQUE EDIZIONE.
SCARAMUZZO G., EDUCAZIONE POETICA, ANICIA, IN CORSO DI PUBBLICAZIONE.
|
6
|
L-ART/05
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
22902570 -
Musicology, history and sociology of music
(objectives)
THE COURSE AIMS TO GIVE THE STUDENT A BASIC KNOWLEDGE IN THE FIELD OF MUSICOLOGY, HISTORY AND SOCIOLOGY OF MUSIC
-
POZZI RAFFAELE
( syllabus)
IL CORSO SI ARTICOLA IN DUE PARTI: LA PRIMA DEDICATA AD ALCUNI ELEMENTI DI BASE DI TEORIA E DI STORIA DELLA MUSICA (ACUSTICA, NOTAZIONE, FORME ECC.); LA SECONDA AL RAPPORTO TRA MUSICA E POSTMODERNITÀ.
( reference books)
BIBLIOGRAFIA:
O. KAROLY, GRAMMATICA DELLA MUSICA, TORINO, EINAUDI, 1967 E SUCCESSIVE RISTAMPE.
PROFILO STORICO DELLA MUSICA IN OCCIDENTE, IN MUSICA, COLLANA “LE GARZANTINE”, MILANO, GARZANTI.
1996 E SUCCESSIVE RISTAMPE, PP. 1009-1042.
BÉATRICE RAMAUT-CHEVASSUS, MUSICA E POSTMODERNITÀ, ROMA-MILANO, RICORDI, 2003.
|
6
|
L-ART/07
|
36
|
-
|
-
|
-
|
Core compulsory activities
|
ITA |
|
Università Roma Tre