- ICT basic concepts: Algorithms and computation theory, Information encoding, Hardware, Software, Networks, communication and information technologies.
- Computer use: Operating systems, File system, Tools and Printing.
- Spreadsheet: Using excel, Cells, Managing spreadsheets, Arithmetic formula and functions, Text and number formatting, Graphs.
- Text processing: Using word, Creating and formatting documents, Objects, Mail merge, Printing.
- Presentations: Using powerpoint, Creating a presentation, Text, Shapes, Objects, Animations and transitions.
- Online collaboration: remote storage and on-line forms.
- Elementary python programming

Informatica di Base. Mauro Mezzini, Apogeo Education, Maggioli Editore, 2016


See also the website http://host.uniroma3.it/docenti/mezzini/teaching.html

The first part of the course will address the historical foundation of Psychology as a scientific discipline, the principal theoretical approaches and the research methods of psychology. The second part will deepen understanding of the cognitive and affective functioning within the framework offered by experimental psychology and cognitive neuroscience. The third part of the course will focus on application of theory and procedures of general psychology through laboratory activities.

Main contents: 1) Historical introduction and research methods: It will be illustrated the historical origins of psychology as a scientific discipline, as well as the classic theoretical frameworks to the study of psychology. The research methods of experimental psychology and cognitive neuroscience will also be presented. 2) Brain and behavior: It will be introduced some basic concepts about the functioning of the brain, discussing how this knowledge has influenced the study of behavior in psychology. 3) Sensation and perception: Presentation of the main theoretical models to the study of sensation and perception; In-depth analysis of the mechanisms that control perception across sensory modalities for understanding our environment. 4) Attention: Introduction to the main theoretical models and mechanisms involved in the process of selecting information from the environment for subsequent processing. 5) Conditioning and learning: Introduction to the main theoretical models and in-depth analysis of the mechanisms that make it possible learning processes. 6) Memory: Introduction to the main theoretical models (i.e., memory systems) and in-depth analysis of the mechanisms that regulate the processing, storage and retrieval of information. 7) Thinking and reasoning: Introduction to the main theoretical models and in-depth analysis of the mechanisms that fulfil functions related to concept formation, decision making and problem solving. 8) Language: Introduction to the main theoretical models and analysis of language functions that allow communication and sharing of knowledge. 9) Intelligence: Introduction to the main theoretical models and analysis of the factors that determine intelligence, the component of the intelligence and instruments for measuring intelligence. 10) Motivation: Introduction to the main theoretical models and analysis of the main forms of motivation that guide the individual behavior. 11) Emotions: Introduction to the main theoretical models and mechanisms by which affective systems modulate human behavior. 13) Personality: Introduction to the main theoretical models describing and defining personality.

Required textbooks:

1) Coon, D., Mitterer, J.O. (2020 -in corso di stampa- Edizione italiana a cura di Stefano Mastandrea e Sabrina Fagioli). Psicologia generale. UTET
2) Cannoni Eleonora. Il disegno dei bambini. Carocci Editore


ATTENTION!
Students are not required to study some parts of the primary textboox “Psicologia Generale”, di Coon & Mitterer (Edizione a cura di S. Mastandrea e S. Fagioli). Please check in the table below chapters and/or paragraphs that may be skipped:


CAPITOLO 2, Cervello e comportamento
Only the following paragraphs are required:
All 2.5, including:
2.5.1 Gli emisferi cerebrali
2.5.2 La specializzazione emisferica
2.5.3 I lobi della corteccia cerebrale
Study also 2.6.4 Il sistema limbico

CAPITOLO 3, Sensazione e realtà
Only the following paragraphs are required:
3.2 La vista
3.3 Percezione dei colori
3.4 Adattamento al buio
3.5 L’udito

CAPITOLO 5, Percepire il mondo
All the chapter is required EXCEPT:
5.9 Percezione extrasensoriale e fenomeni paranormali
CAPITOLO 6, Stati di coscienza
This chapter is NOT required

CAPITOLO 7, Condizionamento e apprendimento
All the chapter is required EXCEPT:
7.7 Rinforzo Parziale: Las Vegas, la gabbia di Skinner per l’uomo?

CAPITOLO 9, Pensiero e immagini mentali
All the chapter is required EXCEPT:
9.4.4 Ciclo inferenziale
9.6.3 Sillogismi lineari

CAPITOLO 12 Motivazione
All the chapter is required EXCEPT:
12.2.2 Meccanismi cerebrali della fame


Students’ online resources:
All relevant information will be available at this webpage. Additional online facilities including other recommended readings, internet websites and other materials are available on the “Formonline” platform.

The General Psychology laboratory will focus on child drawing. The aim is to provide knowledge on the main psychological aspects of drawing in the different stages of child development. As part of this process, the laboratory aims to provide an understanding of the cognitive and affective processes used in pictorial representation. It will also be illustrated how drawing can be used as a projective method of expression of the deeper psychological aspects of the personality.
The topics will focus on: the theme of drawing and the concept of pictorial representation; communication by images; the stages of child development and drawing; graphic tests as general and specific skills; reading the drawing as a projective method.

Cannoni, E. (2017). Il disegno dei bambini. Carocci editore, Roma.

The course includes a manual part, which aims to offer an exhaustive picture of the political-institutional, socio-economic and communicative-media transformations in the historical processes that have marked the last two centuries, between 1848 and the present time, with attention to the roots of contemporaneity in the 19th century and to the challenges of the 21st century. It moves from Italy with a transnational history approach, in the European and Mediterranean, Atlantic and intercontinental areas, enhancing global interactions and interdependencies; first of all through attention to the phenomena of the secular emigration of the nineteenth and twentieth centuries and the recent immigration to Italy and Europe.
The course also develops thematic courses that allow to enhance the role of sources (archival, written, oral, audio-visual, online) in "making history". The in-depth monographic path concerns the theories and practices of "active citizenship", through a reflection on the role of the Republican Constitution and its influence in the life of Italians. We also examine some of the "good practices" of "active citizenship" in social and cultural action (adult formation and education, volunteering, the protection of public goods).

The course focuses on the book volume of Maurizio Ridolfi, Storia della politica. Italia e Italiani in prospettiva transnazionale nei secoli XIX-XXI, Milano, Pearson, 2020 [ISBN: 9788891913654]. Storia della politica - Digital Edition [ISBN: 9788891913661], MyLab - student access.

The thematic in-depth text is as follows: Giuseppe Cotturri, Romanzo popolare. Costituzione e cittadini nell’Italia repubblicana, Roma, Castelvecchi, 2019, pp. 266 [ISBN: 978-88-3282-613-5];

- Adult education and lifelong learning perspective.
- Theories of training and learning in adulthood.
- Inclusion, sustainability and equity in adult education.
- Quantitative and qualitative methods and tools: biographical-narrative approach.
- Key competences for lifelong learning.
- Formal, non-formal and informal learning contexts.
- Recognition, validation and certification of skills.
- Training planning.

- Di Rienzo P. (2012). Educazione informale in età adulta. Temi e ricerche sulla convalida dell'apprendimento pregresso nell'università. Roma: Anicia.

- Di Rienzo P., Bertoni P. (2019). Rapporto di ricerca. Analisi e innovazione dei processi formativi del terzo settore: competenze strategiche dei quadri e dirigenti. Bologna: Fausto Lupetti.

- Knowles M. (1996). La formazione degli adulti come autobiografia. Milano: Raffaello Cortina.

The material will be indicated by the teacher during the lessons.

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), statistical ratios , bivariate contingency tables, correlation analysis (covariance, correlation coefficient).

STATISTICS INTEGRATION (3 CFU)
Exercises on empirical data regarding statistical frequencies and percentages, tables, graphical representations, means and dispersion indices, variation percentages and index numbers, covariance and correlation.

BASICS STATISTICS (6 CFU)
BOVE G., Slide delle lezioni del Corso base di Statistica, (available on-line).

MARELLA D., Esercizi e domande di riepilogo di Statistica. (available on-line).

CORBETTA P., GASPERONI G., PISATI M., Statistica per la ricerca sociale, Il Mulino, Bologna, 2001.
CHAPTERS AND SECTIONS TO STUDY ON CORBETTA, GASPERONI E PISATI
Chap. 1: ALL Chap 2: ALL (EXCEPT: INDICE DI OMOGENEITÀ, Par. 6.) Chap 3: ALL (EXCEPT: Par. 4; Par 5.) Chap. 4: ALL Chap. 5: ALL (EXCEPT: Par. 2; Par 3; CHI-QUADRATO and V DI CRAMÉR; Subpar. 4.2; Subpar. 4.3 Subpar. 4.4; Par 5)

STATISTICS INTEGRATION (3 CFU)
Marella D., Dispensa Laboratorio Statistica, pdf manuscript available on-line.

The course is composed of two parts:
1) Basics Statistics (6 CFU)
2) Statistics (Integration) (3 CFU)

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)

Exercises on empirical data regarding statistical frequencies and percentages, tables, graphical representations, means and dispersion indices, variation percentages and index numbers, covariance and correlation.

BASICS STATISTICS (6 CFU)
BOVE G., Slide delle lezioni del Corso base di Statistica, (available on-line).

MARELLA D., Esercizi e domande di riepilogo di Statistica. (available on-line).

CORBETTA P., GASPERONI G., PISATI M., Statistica per la ricerca sociale, Il Mulino, Bologna, 2001.
CHAPTERS AND SECTIONS TO STUDY ON CORBETTA, GASPERONI E PISATI
Chap. 1: ALL Chap 2: ALL (EXCEPT: INDICE DI OMOGENEITÀ, Par. 6.) Chap 3: ALL (EXCEPT: Par. 4; Par 5.) Chap. 4: ALL Chap. 5: ALL (EXCEPT: Par. 2; Par 3; CHI-QUADRATO and V DI CRAMÉR; Subpar. 4.2; Subpar. 4.3 Subpar. 4.4; Par 5)

STATISTICS INTEGRATION (3 CFU)
Marella D., Dispensa Laboratorio Statistica, pdf manuscript available on-line.

The course will be articulated in a general part and a workshop part.
The general part will tackle, in the first semester, the main authors of the history of education of modern and contemporary age through the analysis of the principal schools of thought.
In the first semester the workshop part will be dedicated to the analysis of some specific themes of history of education in contemporary age.
The educational thought of Antonio Gramsci will be studied in-depth through the reading of a particularly relevant place concerning the prison notes, the Notebook 12, in which Gramsci outlines his idea of school and education in opposition to the model offered by Giovanni Gentile’s Reform of 1923. Still in the first semester the workshop activity will tackle, through the reading of Carmela Covato’s book “Pericoloso a dirsi”, the impact, on the history of education level, of a new frontier of research relative to the history of emotion, which has created a real revolution in the way the sources of the past are looked at. It consists of a real “enlargement” of a prospective that, already identified in the Thirties by the historiographical revolution carried out by the review «Les Annales» achieves to outline a history of sensitivity that definitively emancipates itself from a “teleological” vision of the civilization process and from a transposition of psychology into history. This new awareness, outside any intimist tendency, has subtracted emotion and feelings from a history deprived dimension. It’s exactly from the analysis of family and private contexts, intended as a labyrinth of educational relations and as a privileged space for the manifestation of coercitive identitary rules,- also through the use of a new type of documentation such as autobiographies, literary narrations, diaries, pictorial and iconographic representations,- that a transgenerational element connected to the transmission of educational codes emerges.
In the second semester the workshop activity will continue focusing especially on the educational thought of one of the major authors of the Twentieth century, John Dewey. A particularly significant work of the American pedagogist will be analysed, The School and Society, in which Dewey, putting school in relation with the social process in its entirety, outlines the idea of the formation of a new democratic citizen endowed with scientific spirit and a historical and critical sense

S. Santamaita, Storia dell’educazione e delle pedagogie, Bruno Mondadori, Milano, 2013.
A.Gramsci, Quaderno del carcere n. 12. Editing and Preface by Chiara Meta, Edizioni Conoscenza, Roma, 2018.
J. Dewey, Scuola e società. Editing and Preface by F. Borruso, Edizioni Conoscenza, Roma, 2018
C. Covato, Pericoloso a dirsi. Emozioni, sentimenti, divieti e trasgressioni nella storia dell’educazione, Unicopli, Milano, 2018 .

the aim of the course is to address the repercussions, on the level of the history of education, that derive from a new frontier of research relative to the history of emotions. It has effected a real revolution in how sources of the past are looked at. This is an “enlargement” of the perspective that, already identified in the Thirties of the last century from the historiographic revolution offered by the review «Les Annales», achieves a delineation of a history of sensitivity that finally emancipates itself from a “theological” vision of the process of civilization and from a transposition of psychology into history. This new awareness, far away from any intimist deviation, has distanced emotions and feelings from a dimension without history. It’s exactly from the analysis of family and private contexts, intended as a labyrinth of educational relations and as a privileged space for the manifestation of coercitive identitary rules,- also through the use of a new type of documentation such as autobiographies, literary narrations, diaries, pictorial and iconographic representations,- that a transgenerational element connected to the transmission of educational codes emerges.

The volume C. Covato, Pericoloso a dirsi. Emozioni, sentimenti, divieti e trasgressioni nella storia dell’educazione, Unicopli, Milano, 2018, will be analysed

The course is developed in three main parts.
The first one provides 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.
The second part aims to develop 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.
The last one promotes critical analysis regarding the evolution of main Human Resources tools: recruiting, selection, training, communication, management by objectives, evaluation models and incentive systems.

Cocozza A., Comunicazione d’impresa e gestione delle risorse umane, Franco Angeli, Milano, 2012 (dal I al IV capitolo).
Cocozza A., Persone Organizzazioni Lavori. Esperienze innovative di comunicazione d’impresa e valorizzazione delle risorse umane, Franco Angeli, Milano, 2010.

1) The concept of professional competence;
2) The “Bilan de compétences” (BdC): definition and historical background
3) BdC’s phases:
a. Welcome
b. Analysis
c. Synthesis and project definition
4) BdC’s tools: a synthetic and individualised set
5) The use of PerformanSE in the BdC

A. Alberici, P. Serreri, Competenze e formazione in età adulta. Il Bilancio delle competenze: dalla teoria alla pratica, Roma, Monolite, 2009
E. Cristofori, A. Delli Poggi, P. Serreri, Il Laboratorio professionale nella formazione. Teorie e metodi (Vol. I), Milano, Casa Editrice Ambrosiana, 2017

Theories and research methods in social psychology. Knowledge and perception of the social world. Social cognition. Dual models and implicit social cognition. Attitudes, stereotypes, and prejudice. Social relations: small group processes and intergroup relations. Communication, persuasion and social influence. Applied social psychology: health, environment and sustainable development.
Exam: Multiple choice test + open-ended questions

- Hogg e Vaughan. Psicologia sociale. Pearson Editore
- Passafaro, Carrus, Pirchio. I bambini e l’ecologia: Aspetti psicologici dell’educazione ambientale. Carocci editore

Historical evolution and tendencies of labour law. Sources. Constitutional principles. European and International sources- Trade union freedom and trade unions organisation (in and out the firm). Collective agreements. The correlation between work supply and demand Public and private placement services. Selection and hiring of workers. The origin of employment relation. Work relationship. Employment contracts: subordinated and flexible contracts. The duties of employees (cooperation, diligence, obedience, loyalty); the power of the employer (directive and disciplinary). The protection of the person, dignity and freedom of employees: the no-n discriminationg law, wages, wages systems) working hours, breaks, tasks

G. Santoro Passarelli, Diritto dei lavori e dell’occupazione, Giappichelli, Torino, latest edition (2020)

General objectives and outgoing skills, understood as knowledge, skills, abilities (Dublin descriptors)
Students must demonstrate knowledge related to the fundamental aspects of the discipline in its historical making, the emergence of issues related to the evolution of social systems in the twentieth century up to the themes of modernity with a particular attention to interdisciplinary comparison. The issue of soft skills in the organizational field will also be addressed, in its peculiar aspect linked to the fourth industrial revolution. Students will have to know and understand the new training problems in the company and public administration.
2. The "Training and organizational development" laboratory has as its objective the acquisition of skills related to the planning of training interventions: the contextualization of training activities in the context of People Strategy and business organization; analysis of human resource management and development processes; the life cycle of a training intervention; planning of activities; the analysis of training needs; the preparation of the training intervention; the planning and development of activities; the provision of the service; the evaluation; design according to the model of good training practices and total quality; design strategies and qualities of training actions; evaluation of training interventions according to the total quality model.
Knowledge and understanding
Students will also have to show understanding skills of the fundamental problems of the contemporary (the discussion on the polarization processes of the work, the theme of the analysis of the crisis of the work, the new "cultures" of the work - soft skills, industry 4.0, digital transformation, the destructuring processes connected to globalization, the forms of flexibility and precariousness, etc.).
Ability to apply knowledge and understanding
Students will have to show ability to apply their knowledge and comprehension skills also in reference to a professional approach (with particular regard to some fundamental theoretical-methodological areas such as the "models" of skills, the approach to the community of practice, the processes analysis of professional needs, etc.). Students will have to develop knowledge and understanding skills with respect to the theoretical models and the empirical coordination processes in place in organizations (in the various forms detectable by the public administration, for large and small businesses) with respect to personnel selection issues, career development , to the evaluation of resources, to management of leadership.
Judgment autonomy:
He will have to know heterogeneous reference sources for the development of insights - also in view of an autonomous approach - to the discipline.
Communication skills:
The student will have to deal with empirical areas of study and application through the methodology of case analysis, focus groups, workshops, etc., also referring to opportunities for participation and exchange with privileged external witnesses, developing autonomous application skills of models and practices studied in the professional field, drafting of summary reports, development of micro-research.
Learning ability
They will also be able to develop learning skills (ability to access sources), in view of further study and autonomous research elaborations also on frontier themes (new media and work, cooperative and networked forms of work, organizational learning, etc.).
rogram of the basic module
The course provides the tools for a pedagogical reading of the working dimension seen in its socio-economic and training evolution. Particular emphasis will be given to training problems (employability, placement, apprenticeship, work-based learning, industry4.0) and to the theme of the relationship between learning and knowledge, with insights on the construction of the Community of Practice in professional environments and the new working dimensions. The course is divided into three areas of 10 hours each for a total of 30 hours and provides for the alternation of lectures with moments of training planning and case studies.

Area 1
Social and work pedagogy: epistemic areas and analysis methodologies
The work in its social and organizational evolution with particular regard to the pedagogical dimension also in a historical key
The theme of skills as a tool for job description in a training perspective: definition and description, tools for mapping, assessment and validation
The topic of soft skills in organizations
Laboratory: Bricks x Tips: Lego and soft skills
Area 2
The foundations of the Capability Approach of M.C. Nussbaum: capabilities and educational welfare
Training Design Laboratory: "The capability approach in adult education"
Area 3
Representative schemes of work pedagogy
The paradigm of the "cultivation" of communities of practice in some lifelong learning experiences

Alessandrini G. (2017), Atlante di Pedagogia del Lavoro (prima e seconda parte)
Caggiano V. (2019), Hard work on Soft Skills (english)

You can choose between, one of two books)

Nussbaum, M. (2012), Creare Capacità


More you can choose minimum three articles between the proposed list:

SOFT SKILLS AND JAZZ IN CURRICULUM DESIGN (2021)
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/189

2. EDUCATION TO LEADERSHIP: SHAKESPEARE’S EXEMPLA AND SOFT SKILLS
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/153/154

3. Soft Skills and European Labour Market: Interviews with Finnish and Italian Managers
https://www.ledonline.it/index.php/ECPS-Journal/article/view/1575/1183

4. Soft Skills degli insegnanti: verso un nuovo ambito di ricerca e formazione nella scuola secondaria italiana

1. Entrepreneurship Education: A Global Evaluation of Entrepreneurial Attitudes and Values (a Transcultural Study) -english
https://www.ledonline.it/index.php/ECPS-Journal/article/view/1070/844

2. EDUCATION TO LEADERSHIP: SHAKESPEARE’S EXEMPLA AND SOFT SKILLS- english
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/153/154

3. Soft Skills and European Labour Market: Interviews with Finnish and Italian Managers english
https://www.ledonline.it/index.php/ECPS-Journal/article/view/1575/1183

4. Towards Identifying the Soft Skills Needed in Curricula: Finnish and Italian Students’ Self-Evaluations Indicate Differences between Groups english

5.EDUCACIÓN EMPRENDEDORA Y EL USO DE LA METÁFORA: UN CAMINO HASTA LA FELICIDAD (spanish)
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/80

The course aims to encourage critical reflection aimed towards the professional practice of the teacher and, at the same time, to promote knowledge and methodological skills to address special educational needs (SEN). Accordingly, aspects of the relationship between cultural inclusion, socio-emotional and communicative skills will be explored, with particular attention to creative expressive methodological approaches (creative therapies) and narrative tools (autobiography and diaries) that are capable of supporting individual and group imaginative activities for inclusion through reflection and sharing.
The course will use a blended learning approach, which combines online digital media with traditional classroom methods. The e-learning platform of the department is made available for this purpose (http://formonline.uniroma3.it).
During the course students will prepare their own works, which will be evaluated by the lecturer.

• De Angelis B., L’azione didattica come prevenzione dell’esclusione. Un cantiere aperto sui metodi e sulle pratiche per la scuola di tutti, F. Angeli, Milano, 2017.
• Bocci F., De Angelis B., et al., Rizodidattica. Teorie dell’apprendimento e modelli didattici inclusivi, Pensa Multimedia, Lecce 2016 (chpts. 1 pp.15-63 e pp.67-77; chpts. 5 pp.215-261; chpts. 7 pp.333-370; chpts. 10 pp.459-482).
• Bruner J., La fabbrica delle storie, Laterza, Bari, 2002.
• Teaching materials and pages that are required to be read, analyzed and studied, will be inserted into the online e-learning platform of the Department (http://formonline.uniroma3.it) and on Teams as well.

- ICT basic concepts: Algorithms and computation theory, Information encoding, Hardware, Software, Networks, communication and information technologies.
- Computer use: Operating systems, File system, Tools and Printing.
- Spreadsheet: Using excel, Cells, Managing spreadsheets, Arithmetic formula and functions, Text and number formatting, Graphs.
- Text processing: Using word, Creating and formatting documents, Objects, Mail merge, Printing.
- Presentations: Using powerpoint, Creating a presentation, Text, Shapes, Objects, Animations and transitions.
- Online collaboration: remote storage and on-line forms.
- Elementary python programming

Informatica di Base. Mauro Mezzini, Apogeo Education, Maggioli Editore, 2016


See also the website http://host.uniroma3.it/docenti/mezzini/teaching.html

The first part of the course will address the historical foundation of Psychology as a scientific discipline, the principal theoretical approaches and the research methods of psychology. The second part will deepen understanding of the cognitive and affective functioning within the framework offered by experimental psychology and cognitive neuroscience. The third part of the course will focus on application of theory and procedures of general psychology through laboratory activities.

Main contents: 1) Historical introduction and research methods: It will be illustrated the historical origins of psychology as a scientific discipline, as well as the classic theoretical frameworks to the study of psychology. The research methods of experimental psychology and cognitive neuroscience will also be presented. 2) Brain and behavior: It will be introduced some basic concepts about the functioning of the brain, discussing how this knowledge has influenced the study of behavior in psychology. 3) Sensation and perception: Presentation of the main theoretical models to the study of sensation and perception; In-depth analysis of the mechanisms that control perception across sensory modalities for understanding our environment. 4) Attention: Introduction to the main theoretical models and mechanisms involved in the process of selecting information from the environment for subsequent processing. 5) Conditioning and learning: Introduction to the main theoretical models and in-depth analysis of the mechanisms that make it possible learning processes. 6) Memory: Introduction to the main theoretical models (i.e., memory systems) and in-depth analysis of the mechanisms that regulate the processing, storage and retrieval of information. 7) Thinking and reasoning: Introduction to the main theoretical models and in-depth analysis of the mechanisms that fulfil functions related to concept formation, decision making and problem solving. 8) Language: Introduction to the main theoretical models and analysis of language functions that allow communication and sharing of knowledge. 9) Intelligence: Introduction to the main theoretical models and analysis of the factors that determine intelligence, the component of the intelligence and instruments for measuring intelligence. 10) Motivation: Introduction to the main theoretical models and analysis of the main forms of motivation that guide the individual behavior. 11) Emotions: Introduction to the main theoretical models and mechanisms by which affective systems modulate human behavior. 13) Personality: Introduction to the main theoretical models describing and defining personality.

Required textbooks:

1) Coon, D., Mitterer, J.O. (2020 -in corso di stampa- Edizione italiana a cura di Stefano Mastandrea e Sabrina Fagioli). Psicologia generale. UTET
2) Cannoni Eleonora. Il disegno dei bambini. Carocci Editore


ATTENTION!
Students are not required to study some parts of the primary textboox “Psicologia Generale”, di Coon & Mitterer (Edizione a cura di S. Mastandrea e S. Fagioli). Please check in the table below chapters and/or paragraphs that may be skipped:


CAPITOLO 2, Cervello e comportamento
Only the following paragraphs are required:
All 2.5, including:
2.5.1 Gli emisferi cerebrali
2.5.2 La specializzazione emisferica
2.5.3 I lobi della corteccia cerebrale
Study also 2.6.4 Il sistema limbico

CAPITOLO 3, Sensazione e realtà
Only the following paragraphs are required:
3.2 La vista
3.3 Percezione dei colori
3.4 Adattamento al buio
3.5 L’udito

CAPITOLO 5, Percepire il mondo
All the chapter is required EXCEPT:
5.9 Percezione extrasensoriale e fenomeni paranormali
CAPITOLO 6, Stati di coscienza
This chapter is NOT required

CAPITOLO 7, Condizionamento e apprendimento
All the chapter is required EXCEPT:
7.7 Rinforzo Parziale: Las Vegas, la gabbia di Skinner per l’uomo?

CAPITOLO 9, Pensiero e immagini mentali
All the chapter is required EXCEPT:
9.4.4 Ciclo inferenziale
9.6.3 Sillogismi lineari

CAPITOLO 12 Motivazione
All the chapter is required EXCEPT:
12.2.2 Meccanismi cerebrali della fame


Students’ online resources:
All relevant information will be available at this webpage. Additional online facilities including other recommended readings, internet websites and other materials are available on the “Formonline” platform.

The course examines the fundamental moments and aspects in contemporary 19th and 20th century history, starting with the revolutionary risings of 1948 and the formation of the European nation states, up to recent events. Special attention will be given to World History and to framing events in a global perspective. The topics of minorities and international migrations in our age, particularly to and from Italy, will be the focus of specific in-depth analysis.

Non-attending students

Lucio Caracciolo, Adriano Roccucci, Storia contemporanea, Le Monnier-Mondador (full)
V. De Cesaris-M. Impagliazzo (a cura di), L’immigrazione in Italia da Jerry Masslo a oggi, Guerini e associati, 2020

The topics of this course are the following:
• Introduction to developmental psychology: theories and methods
• Cognitive development of child and adolescent
• Motor and perceptual development in infancy and early childhood: an overview
• Language development, communication, and literacy
• Social and emotional grow
• Nature and function of attachment behaviour
• Parenting and adoption
• Parenting and disability
• Family separations and divorce

Santrock. J.W. Psicologia dello Sviluppo (2017). Edizione italiana a cura di D. Rollo. MCGraw- Hill EducationIn particular,
Only the following chapters need to be studied:
Capitolo 1: Introduzione
- Capitolo 2: Lo Studio Scientifico Dello Sviluppo Infantile
- Capitolo 4: Sviluppo Fisico, Motorio E Percettivo
- Capitolo 5: Approcci Allo Sviluppo Cognitivo
- Capitolo 8: Lo Sviluppo Del Linguaggio
- Capitolo 9: Lo Sviluppo Emotivo E Affettivo
- Capitolo 10: Il Se E L’acquisizione Dell’identit
- Capitolo 12: La Famiglia Paragrafo 12.1 Processi Familiari, 12.2. Genitorialità, 12.3.Relazione Genitore E Adolescente
- Capitolo 13: I Pari : Paragrafo 13.4 La Relazione Tra Pari In Adolescenza

The Power-Points used in class by the teacher are available in formonline.
During the course some topics of Family Psychology have been proposed. In particular:
Brighi, Nicoletti, Guarini (2013). Il fenomeno del cyberbullismo: un percorso di lettura e filmografico. Rassegna bibliografica infanzia e adolescenza, 4.1-16.

Genta, Brighi, Guarini (2013). Cyberbullismo. Ricerche e strategie di intervento Franco Angeli, Milano.
capitolo 5. La ricerca ECIP: nuove tecnologie, cyberbullismo e ruolo della famiglia

D’amore S. (a cura di, 2017). Le nuove famiglie. Teoria, ricerca, interventi clinici. Franco Angeli, Milano.
capitolo 1. Uni-verso o multi-verso familiare’ le nuove famiglie tra continuità e cambiamento
capitolo 10. Coppie e genitori omosessuali: sfide per la psicoterapia

Mazzucchelli F.( a cura di, 2011). Il sostegno alla genitorialità. Professionalità diverse in particolari situazioni familiari. Franco Angeli, Milano.
capitolo 9. I sostegni necessari alla famiglia del bambino disabile
capitolo 11. La famiglia sostitutiva come esperienza educativa speciale di genitorialità

Dowling Barnes (2018) Lavorare con i bambini nel processo di separazione e divorzio . Franco Angeli, Milano.
capitolo 1. Il cambiamento delle famiglie e le angosce dei bambini
capitolo 2 Cornice teorica: transizioni e fattori di rischio nella separazione e divorzio
capitolo 6. Oltre il controllo della ragione: rabbia, violenza, malattia mentale

Introduction to Intercultural Education: Origins, Developments, Theories and Methods.
Intercultural Education in School and Society. Educational policies in an intercultural perspective. Multilingualism, Interculturalism and Citizenship.
From multicultural society to intercultural society: the role of education. Models and types of integration: assimilation, coexistence, partner coexistence. The notion of integration of immigrants
Culture, culture and identity
School/Pre-school and the Difference of Cultures.
Educational strategies for social inclusion.
Part of the course focuses on early childhood and applications to educational settings for children.

1. Allievi S., Dalla Zuanna G., Tutto quello che non vi hanno mai detto sull'immigrazione, Laterza, Roma- Bari 2017.

2. Fiorucci M., Educazione, formazione e pedagogia in prospettiva interculturale, Franco Angeli, Milano 2020.

3. Catarci M., La pedagogia della liberazione di Paulo Freire. Educazione, intercultura e cambiamento sociale, Franco Angeli, Milano 2016.

4. Freire P, La pedagogia degli oppressi, EGA, Torino 2018

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), statistical ratios , bivariate contingency tables, correlation analysis (covariance, correlation coefficient).

STATISTICS INTEGRATION (3 CFU)
Exercises on empirical data regarding statistical frequencies and percentages, tables, graphical representations, means and dispersion indices, variation percentages and index numbers, covariance and correlation.

BASICS STATISTICS (6 CFU)
BOVE G., Slide delle lezioni del Corso base di Statistica, (available on-line).

MARELLA D., Esercizi e domande di riepilogo di Statistica. (available on-line).

CORBETTA P., GASPERONI G., PISATI M., Statistica per la ricerca sociale, Il Mulino, Bologna, 2001.
CHAPTERS AND SECTIONS TO STUDY ON CORBETTA, GASPERONI E PISATI
Chap. 1: ALL Chap 2: ALL (EXCEPT: INDICE DI OMOGENEITÀ, Par. 6.) Chap 3: ALL (EXCEPT: Par. 4; Par 5.) Chap. 4: ALL Chap. 5: ALL (EXCEPT: Par. 2; Par 3; CHI-QUADRATO and V DI CRAMÉR; Subpar. 4.2; Subpar. 4.3 Subpar. 4.4; Par 5)

STATISTICS INTEGRATION (3 CFU)
Marella D., Dispensa Laboratorio Statistica, pdf manuscript available on-line.

The course is composed of two parts:
1) Basics Statistics (6 CFU)
2) Statistics (Integration) (3 CFU)

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)

Exercises on empirical data regarding statistical frequencies and percentages, tables, graphical representations, means and dispersion indices, variation percentages and index numbers, covariance and correlation.

BASICS STATISTICS (6 CFU)
BOVE G., Slide delle lezioni del Corso base di Statistica, (available on-line).

MARELLA D., Esercizi e domande di riepilogo di Statistica. (available on-line).

CORBETTA P., GASPERONI G., PISATI M., Statistica per la ricerca sociale, Il Mulino, Bologna, 2001.
CHAPTERS AND SECTIONS TO STUDY ON CORBETTA, GASPERONI E PISATI
Chap. 1: ALL Chap 2: ALL (EXCEPT: INDICE DI OMOGENEITÀ, Par. 6.) Chap 3: ALL (EXCEPT: Par. 4; Par 5.) Chap. 4: ALL Chap. 5: ALL (EXCEPT: Par. 2; Par 3; CHI-QUADRATO and V DI CRAMÉR; Subpar. 4.2; Subpar. 4.3 Subpar. 4.4; Par 5)

STATISTICS INTEGRATION (3 CFU)
Marella D., Dispensa Laboratorio Statistica, pdf manuscript available on-line.

The course contemplates three main parts.
The first one provides knowledge of historical, theoretical and methodological models for the transition from Taylor-Fordist type of organizational and bureaucratic approach “cognitive”, and the analysis of the interconnections of a cultural and management relating to the affirmation of the company network and the Total Quality Management.
The second part aims to develop skills and expertise in the analysis of the processes of evolution of organizational models, on the development of organizational learning, in view of intertwining of individual and collective dynamics in the functioning of organizations and the necessary integration between the strategic variables: people, processes, technologies and facilities.
The last one has to objective to promote a critical analysis of the evolution of organizational models in public administration, on the transformation of the bureaucratic model and the success of the telocratic model of new public management, based on analysis of business case studies and testimonials.

COCOZZA A., Organizzazioni. Culture, modelli, governance, Franco Angeli, Milano, 2014.
COCOZZA A., Il sistema scuola. Autonomia, sviluppo e responsabilità nel lifewide learning, Franco Angeli, Milano, 2012.

The main topics are:
The theoretical and operational model of organizational learning in Argyris and Schön
The complexity and environmental instability factors and the need of change in organizations (introduction to the change management)
The incentives and resistances to change within an organization
Organizational learning and competences development: the Boyatzis model
Organizational learning as a key to oversee change and innovation: the March model
Explicit knowledge, tacit knowledge and knowledge management (introduction to knowledge management ): from Polanyi to Nonaka
Reflexive skills as a key to a balanced development of competences in organizations
Presentation of a case study of organizational learning tools and methods:
- Planning and implementation of the project of organizational learning in a highly innovative enterprise

Argyris, C. & Schon, D.A. (1998). Apprendimento organizzativo. Teoria, metodo e pratiche. Milano: Guerini e Associati.

Given the complexity of contemporary organizational contexts, increasingly characterized by reticular structures with high relational, emotional and communicative complexity, the laboratory "Empowerment tools in organizations" intends to illustrate to students the most functional methodologies and tools for managing this complexity, in a perspective of empowerment of the subject and the organization.
In continuity with the Sociology of Organization course which presents the theoretical reference framework of the sociological organizational disciplines and the new organizational models that tend to increasingly recognize the person as a strategic lever of development, particular attention will be dedicated to the tools of personal growth such as philosophical practices, counselling and coaching nowadays widely used also in managerial training and considered important tools for enhancing and coordinating groups.
The laboratory is characterized by its theoretical-practical setting with which it is intended to provide students in addition to the necessary theoretical framework of reference also an experiential dimension through which to mature a personal growth process that leads them to develop emotional skills, self-evaluative and reflective, today fundamental for living and working in a complex society.
The laboratory alternates theoretical sessions with practical sessions aimed at activating/exercising emotional competence. An integral part of the workshop is the creation of individual thematic in-depth courses.
Given its experiential nature, attendance is strongly recommended, however, those who cannot participate in the meetings can agree with the teacher targeted exercises to be performed remotely through the e-learning learning environment that will support all interactions with the teacher and with the class group.

For All
Study handout and articles provided by teachers

Ashkanasy N., Humphrey R., Current Emotion Research in Organizational Behavior, in Emotion Review, Vol. 3, n. 2, Aproò 2011).

One book to choose from:
Ken Blanchard , John P. Carlos , Alan Randolph, Le tre chiavi dell'empowerment. Come liberare il potenziale dei collaboratori offrendo dei risultati entusiasmanti, Franco Angeli

Ron Johnson, David Redmond, L'arte dell'empowerment. Come realizzare un'organizzazione snella più competitiva coinvolgendo e responsabilizzando il personale, Franco Angeli,

Theories and research methods in social psychology. Knowledge and perception of the social world. Social cognition. Dual models and implicit social cognition. Attitudes, stereotypes, and prejudice. Social relations: small group processes and intergroup relations. Communication, persuasion and social influence. Applied social psychology: health, environment and sustainable development.
Exam: Multiple choice test + open-ended questions

- Hogg e Vaughan. Psicologia sociale. Pearson Editore
- Passafaro, Carrus, Pirchio. I bambini e l’ecologia: Aspetti psicologici dell’educazione ambientale. Carocci editore

Helth Law Sources - Organization and financing - Services and activities - Responsibilities' framework - Protection of personal data

G. Fares, Problemi attuali dell'ordinamento sanitario, Editoriale scientifica, 2020 (entirely);
+
G. Carpani and G. Fares, edts., Guida alle nuove norme sulle responsabilità nelle professioni sanitarie (chapters from I to V).

The course aims to provide the conceptual and methodological foundations necessary to:
- reconstruct and interpret the development of educational events starting from the process of unification of the Italian state to the present day, using the tools of the historiography of education;
- retrace the history of comparative pedagogy by defining its epistemological and methodological framework and identifying both theoretical and empirical tools aimed at pedagogical-comparative analysis;
- direct learning towards a method of observation and analysis capable of initiating comparative and intercultural research;
- reflect on the educational scenario and processes that characterize our contemporaneity in order to plan educational interventions in the intercultural field.
Part of the program is dedicated to early childhood and applications to educational contexts for children.

L. Luatti, Adulti si nasceva. Immagini e metafore letterarie sull'emigrazione minorile girovaga e di lavoro dall'Ottocento ai giorni nostri, Cosmo Iannone Editore, Isernia, 2016.
F. Cambi, Incontro e dialogo. Prospettive della pedagogia interculturale, Carocci, Roma, 2012.

One picture book of your choice from:

J. Mateo, J. Pedro, Migranti, Gallucci
L. Rebrovic, I. Pipal, Città blu, città gialla, Terre di Mezzo
P. Valdivia, Quelli di sopra, quelli di sotto, Kalandraka
A. Greder, Gli stranieri, Orecchio Acerbo
L. Lionni, Piccolo blu e piccolo giallo, Babalibri

The course aims to provide the conceptual and methodological foundations necessary to:
- reconstruct and interpret the development of educational events starting from the process of unification of the Italian state to the present day, using the tools of the historiography of education;
- retrace the history of comparative pedagogy by defining its epistemological and methodological framework and identifying both theoretical and empirical tools aimed at pedagogical-comparative analysis;
- direct learning towards a method of observation and analysis capable of initiating comparative and intercultural research;
- reflect on the educational scenario and processes that characterize our contemporaneity in order to plan educational interventions in the intercultural field.
Part of the program is dedicated to early childhood and applications to educational contexts for children.

N. Cangi, P. Di Luca, A. Triulzi (a cura di), Il confine tra noi. Storie di migranti, Terre di Mezzo, Milano, 2020
C. Covato, Memorie discordanti. Identità e differenze nella storia dell'educazione, Unicopli, Milano, 2007.

A picturebook to choose from:
S. Tan, L'approdo, Tunué
M.C. Mateos, Migrando, Orecchio Acerbo
M. Leatherdale, E. Shakespeare, In mezzo al mare, Il Castoro
A. Greder, L'isola, Orecchio Acerbo
S. Mattiangeli, C.S. Rubio, Gli altri, Topipittori
AA.VV., 1989, Orecchio Acerbo