THE MAIN OBJECTIVE OF THE COURSE IS TO PUT THE STUDENT IN DIRECT CONTACT WITH ANCIENT PHILOSOPHICAL TEXTS
AND PROVIDE THEM WITH THE HISTORICAL, PHILOSOPHICAL AND PHILOLOGICAL TOOLS TO INTERPRET THEM, UNDERSTAND THEIR ORIGINALITY AND SPECIFICITY AND UNDERSTAND THEIR HISTORY,
PHILOSOPHICAL AND PHILOLOGICAL TOOLS TO INTERPRET THEM, UNDERSTAND THE ORIGINALITY AND SPECIFICITY AND
COMMENT ON THEM WITH ADEQUATE HERMENEUTIC COMPETENCE, EVEN AGAINST THE BACKGROUND OF APPROPRIATE REFERENCES
TO THE MAIN HISTORIOGRAPHIC CURRENTS ON ANCIENT THOUGHT.
THE PHAEDO IS PART OF THE SO-CALLED SOCRATIC DIALOGUES, I.E. THOSE THAT REFLECT THE
TEACHING OF THE GREAT MASTER, BUT ALREADY REVEALS A STRONG AUTONOMY IN THE THOUGHT OF
PLATO. THE THEME ADDRESSED AND DISCUSSED IN THIS DIALOGUE WITH CLOSE DIALECTIC AND
SURPRISING PSYCHOLOGY IS THAT, UNDOUBTEDLY COMPLEX, OF THE NATURE OF THE SOUL,
OF ITS CONTRASTING TENDENCIES, OF ITS IMMORTAL ESSENCE.

Territorial intervention and primary prevention in developmental age and adolescence.
Evolutionary Age, Adolescence, Sexual Identity, Subliminal Messages and the Internet.
Evolutionary Age, Adolescence and Discomfort: emotions and the biological-aesthetic Model.
Aggression, the psychic and ego functions, and the defense mechanisms
of the ego.
The first approach to discomfort and mismatch in developmental age and in
Adolescence.
Childhood depression. Childhood psychoses and Pervasive Developmental Disorders.
Syndromes of Rett, Asperger, Autism and Autistic Syndromes. ADHD, Disorders of
Personality.
Oppositional-provocative Disorder and Conduct Disorder. Suicide in age
evolutionary. DOC.
Language Disorders. Specific learning disabilities. Mental delay.
Epileptic syndromes. Infant paralysis. Biological, gender, role,
sexual.
Parenting, shared and joint custody, separation, adoption.
Child maltreatment: emotional, physical, mental, sexual, pathology of care.
Victimology and Child psycho-traumatology. Less Author and Victim of Crime.

The course intends to insist on even the smallest right to become readers and the educational potential of narrative and narrate, recovering the size of the imaginary to cultivate its own space where they can regenerate and start over.
Educators today are called to work in multicultural reality; for this we aim to discover the vocation of intercultural children's literature, emphasizing such as books for children and teens have always been a bridge between cultures and a great tool for promoting the respect, recognition of differences, availability the multiple points of view.
Through reading routes targeted, between "classic" and contemporary works from different countries and cultures, students will be able to discover the power of imagination and reflect on the meanings of certain words (travel, departure, return, hold, border, home, shelter, friendship, conflict, meeting, reception, migrant, walker, etc.), to overcome stereotypes and prejudices, to encourage change and take on new looks, against any attempt to conformation, to build new paths and educational models.

The course aims to provide:
 
• a brief overview of the different languages and on methodological aspects of the discipline;
• knowledge of the promotion of reading and animation tools;
• exploration of new products for the formation of an '' earth's identity ".

The organization of the course consists of lectures and seminars and workshop activities. We will therefore use participatory teaching methods and will be organized meetings with booksellers, specialized publishers, experts on the subject.

Basic course: 6 CFU

Four narrative texts chosen from the four proposed routes in the Little Library (one for each path).
The reading of the works must be integrated with the study of the volumes:
- Aidan Chambers Il lettore infinito. Educare alla lettura tra ragioni ed emozioni, Equilibri, Modena 2015.
- Gianni Rodari, Grammatica della fantasia (qualsiasi edizione purché integrale).
- Elena Zizioli, Storie che educano, integrano e cambiano il mondo, in M. Camerucci (a cura di), Metamorfosi e nuovi scenari pedagogici, Morlacchi, Perugia 2013, pp.181-220.

Little Library
First itinerary - the classics:

Lucy Maud Montgomery (1908), Anna dai capelli rossi (qualsiasi edizione purché integrale).
Frances H. Burnett (1910), Il giardino segreto (qualsiasi edizione purché integrale).
Luigi Capuana (1912), Gli americani di Rabbato (qualsiasi edizione purché integrale; il testo è disponibile anche on line in formato e-book).
Italo Calvino (1972), La città di Eufemia in Id., Le città invisibili, (qualsiasi edizione purché integrale).
Katherine Paterson (1977), Un ponte per Terabithia, Oscar Mondadori, Milano 2007.

Second Itinerary - I come from far away:
Ribka Sibbatu, Aulò, canto-poesia dall’Eritrea, Sinnos, Roma 1993.
Jesus Maria De Lourdes, Racordai. Vengo da un’isola di Capo Verde, Sinnos, Roma 2002.
Vinicio Ongini, Chiara Carrer, Le altre Cenerentole. Il giro del mondo in 80 scarpe, Sinnos, Roma 2009.
Sofia Gallo, Mehmet Fatih Yilmaz, Levi che vola e altre fiabe dalla Turchia, Sinnos, Roma 2011.

Third Itinerary - New proposals:
Guss Kuijer (1999), Per sempre insieme, amen, Feltrinelli Kids, Milano 2012.
Marie - Aude Murail (2005), Cécile. Il futuro è per tutti, Giunti editore, Firenze 2010.
Patrizia Rinaldi, Mare Giallo, Sinnos, Roma 2012.

Fourth Itinerary- Silent books:
Shaun Tan, L’approdo, Elliot edizioni, Roma 2008.
Mariana Chiesa Mateos, Migrando, Orecchio Acerbo, Roma 2010.
Massimo Caccia, C’è posto per tutti, Topipittori, Milano 2011.
Aaron Becher, Viaggio, Feltrinelli, 2014.

Integration: 3CFU
Designing with the narration
A text among:
Antonella Cristofaro, Elena Zizioli, La raccolta delle rose, Anicia, Roma 2014.
E. Zizioli, A. Cristofaro (a cura di), Il Sole e le Stelle nel Nido di Rebibbia, UniversItalia, Roma 2015.

compulsory health treatment, abortion, primary secondary to tertiary prevention, history of medicine, bioethics, the national health system, professional ethics.

Identify and develop educational projects, methodological and strategic knowledge to build educational and operational skills to be adopted with specific pathological and psychopathological cases. Supervision constitutes a fundamental formative strategy within the learning process experienced by the student.

Territorial intervention and primary prevention in developmental age and adolescence.
Evolutionary Age, Adolescence, Sexual Identity, Subliminal Messages and the Internet.
Evolutionary Age, Adolescence and Discomfort: emotions and the biological-aesthetic Model.
Aggression, the psychic and ego functions, and the defense mechanisms
of the ego.
The first approach to discomfort and mismatch in developmental age and in
Adolescence.
Childhood depression. Childhood psychoses and Pervasive Developmental Disorders.
Syndromes of Rett, Asperger, Autism and Autistic Syndromes. ADHD, Disorders of
Personality.
Oppositional-provocative Disorder and Conduct Disorder. Suicide in age
evolutionary. DOC.
Language Disorders. Specific learning disabilities. Mental delay.
Epileptic syndromes. Infant paralysis. Biological, gender, role,
sexual.
Parenting, shared and joint custody, separation, adoption.
Child maltreatment: emotional, physical, mental, sexual, pathology of care.
Victimology and Child psycho-traumatology. Less Author and Victim of Crime.

The children's literature allows you to discover the world through different eyes, from different perspectives, to recover the imaginary dimension.
But the educator is able to turn the stories into a '"educational adventure": the plunge into reading fairy tales and stories, inventing stories and build tools are available to children and young people to conquer the reality, to "grow". Today it is increasingly necessary to broaden our vision to explore, with courage, curiosity and interest, new poetry and new languages. These are often new products and narrative works not fully explored and analyzed, as in the case of migrant writers for children's fiction.
The course aims to provide students with:
• an overview of the main theories of children's literature;
• an overview of the different narrative genres and their contamination;
• knowledge of the promotion of reading and animation tools;
• a discussion of the issues dealt with in fiction for children from migrant writers;
• an analysis of the educational potential of narrative and narrate in uncomfortable contexts.

WHEN A CHILD IS BORN IT HAS AN EXCEPTIONALLY CAPABLE ORGANISM WITH WELL-FUNCTIONING SENSE-MOTOR SYSTEMS. FROM THE FIRST DAYS OF LIFE IT IS CAPABLE OF LEARNING ASSOCIATIONS BETWEEN STIMULI AND RESPONSES AND THE ROLE OF MEANING AND FAMILIARITY OF EVENTS BECOMES IMMEDIATELY IMPORTANT. IT PAYS PREFERENTIAL ATTENTION TO THOSE FACTORS THAT HAVE CLEAR CHARACTERISTICS SUCH AS ON-OFF, MOVING LIGHTS, INTERMITTENT SOUNDS. AS HE BEGINS TO ACQUIRE INNER REPRESENTATIONS OR PATTERNS OF PHENOMENA, HE FOCUSES ON SITUATIONS THAT RESEMBLE FAMILIAR ONES OR ARE MODERATELY DIFFERENT BECAUSE OUR BRAIN IS DIVIDED INTO TWO HEMISPHERES, EACH OF WHICH RECEIVES INFORMATION AND SENDS SIGNALS ALSO TO THE OPPOSITE SIDE OF THE BODY. FUNCTIONS AS A CONTROL AND SORTING CENTRE CAPABLE OF ACTIVATING THIS OR THAT PATHWAY TO PERFORM A TASK EFFICIENTLY: EACH COMPONENT HAS A ROLE IN RELATION TO THE OTHERS.
THESE ARE DEVELOPMENTAL DYNAMICS THAT THE CHILD GOES THROUGH DURING CERTAIN PERIODS AND THROUGH WHICH HE BECOMES FAMILIAR WITH PEOPLE, OBJECTS AND EVENTS THAT IN TURN ENABLE HIM TO UNDERSTAND OTHERS OF GREATER COMPLEXITY OR DIFFICULTY.
HOW CAN PSYCHOMOTRICITY CONTRIBUTE TO BODY-MIND BALANCE? TO WHAT EXTENT IS IT INDISPENSABLE TO A CHILD'S INTELLECTUAL FORMATION AND GROWTH? THE REFERENCE CONCEPTS ON THE EVOLUTION OF PSYCHOMOTRICITY ARISE FIRSTLY FROM THE EXAMINATION OF MOTILITY IN THE PRE- AND NEONATAL AGE AND, SECONDLY, FROM THE ANALYSIS OF PSYCHO-BODY EXPRESSION AND COMMUNICATION WITH THE AIM OF ULTIMATELY CLARIFYING THE AIMS OF PSYCHOMOTOR ACTION EVEN IN THE CASE OF PHYSIOLOGICAL DEFECTS.

M. CAMERUCCI, “LA RELAZIONE EDUCATIVA NELLA TRADIZIONE DEI SAPERI”, MORLACCHI, PERUGIA, 2008
M. CAMERUCCI, “EQUILIBRIO FRA MENTE E CORPO”, MORLACCHI, PERUGIA, 2008
M. CAMERUCCI, “LE VIE DELL’APPRENDIMENTO: DALLA PERCEZIONE ALL’INTEGRAZIONE”, MORLACCHI, PERUGIA, 2006
E. BONCINELLI, “LA VITA DELLA NOSTRA MENTE”, LATERZA, BARI, 2011

The course of social pedagogy, relating to interdisciplinary contributions, aims to outline theoretical analysis focused on relational issues, cultural, social and educational consequences of geographical nomadism (migrations, immigration etc.) and of cyber nomadism (the new information and communications technology). We will make and in-depth study on relational competence for building a plural identity. The course aims to supply tools of analysis and interpretation for works of research – individual or group practice, discussion and consideration – will contribute to develop the knowledge asked during the course.
Through the reading of essays and publications we will inquire some key concepts including nomadism, relationships, the educational background, multiculturalism, exploration of identity, stereotypes and prejudices, differences, decentralization, intercultural education, intercultural communication.
Two or more movies will be watched in the belief that movies have the same function of texts: medium of significations and symbols.

The course aims to continue to identify and develop educational projects of two different types: that of the student, engaged in his training experience at the services to the person with which the Degree is linked by a system of agreements; that of the profession, according to which the methodological and strategic knowledge are used to build educational and operational skills to be adopted with specific pathological and psychopathological cases. Supervision is a fundamental training strategy within the learning process experienced by the student. The internship experience, in the third year, perfects fundamental skills in relation to services to the person of particular delicacy because characterized by the presence of pathologies, psychopathologies, personality disorders, social risks of exceptional gravity.

Course Program
History, theoretical models and methods in psychological research. States and levels of consciousness. The cognitive processes: perception, learning, memory, thought, creativity. The affective dynamics: emotions, motivations and psychicological conflict.

Prerequisites
It 'a basic course for which may possibly be useful, but not required, to have some prior knowledge on the outlines of research methodology.

Bibliografia per la preparazione dell'esame:
1) GERRIG R.J., ZIMBARDO P.G., ANOLLI L.M. (a cura di), Psicologia generale. Pearson Italia, Milano-Torino, 2012 (except for chapters 1, 3 e 5 and paragraphs: 10.1, 10.2, 10.3, 10.4, 10.7, 11.1 e 11.2).
2) BIASI V., Il conflitto psichico. Analisi fenomenologiche e verifiche sperimentali. Monolite, Roma, 2006.
3) BONAIUTO P., GIANNINI A.M., BIASI V. (a cura di), Lineamenti di storia della psicologia. Monolite, Roma, 2008.

Teaching method and timing:
From October 2015 to January 2016 (first semester) will be taking a course of lectures on the topics listed above in the presence.
Proof of Verification:
The verification test will be written with multiple choice questions.
For students of the Bachelor EPC (6 credits) at the end the first Session of January / February 2016.

1) GERRIG R.J., ZIMBARDO P.G., ANOLLI L.M. (a cura di), Psicologia generale. Pearson Italia, Milano-Torino, 2012 (except for chapters 1, 3 e 5 and paragraphs: 10.1, 10.2, 10.3, 10.4, 10.7, 11.1 e 11.2).
2) BIASI V., Il conflitto psichico. Analisi fenomenologiche e verifiche sperimentali. Monolite, Roma, 2006.
3) BONAIUTO P., GIANNINI A.M., BIASI V. (a cura di), Lineamenti di storia della psicologia. Monolite, Roma, 2008.

If you think of sociology as reflective thinking about man, on his acting in society, one can say that he has always existed: from philosophy, literature, scholars of all ages to the most diverse fields. A science stems from the need for men to meet certain needs, proposing answers, practical solutions to certain problems or cognitive needs. Early sociological elaborations were attempts to reach an understanding of how, and through which actors, society was transforming and provide some guidance in establishing new social orders. As the problems of urban and industrial societies worsened, both in size and complexity, as the capitalist system developed, new political movements emerged and with them collective movements, sociology assumed the task of investigating and try to solve the multiple problems of a modern society. Today, the sociologist has to be able to analyze and respond to other issues of social coexistence: globalization, ecology, gender and sexuality, migrations ... great themes that bring in the transformations of social relationships, family, stratification , education, religion, the arts, the use of mass media. The course intends to address the forms and changes of living in society, according to different theories and methods of investigation.

IDENTIFICATION OF LEXICAL, GRAMMATICAL, SYNTACTIC, PROSODIC AND PRONUNCIATION SYSTEMS OF ENGLISH.
COMPOSITION OF WRITTEN AND ORAL TEXTS IN ENGLISH.
IDENTIFICATION OF SPECIFIC VOCABULARY OF THE SOCIO-EDUCATIONAL PROFESSIONS.

The course will trace a path along historical and thematic development of the concept of interiority from Modernity until today, paying particular attention to the ways in which it declined gradually the philosophical writing of subjectivity. This development will be illustrated by milestones, with no claim to be comprehensive, focusing on a series of "case studies". On the historical level, in addition to a necessary prerequisite steps to identify in the ancient greek and Christian thought some basic building blocks of the notion of interiority, particular attention will be given to those thinkers from the sixteenth century onwards, on the one hand contributed to reflection on interiority and on the other they have practiced a philosophical writing ' border crossing ', moving from Montaigne. On the thematic level, the analysis of the interiority is interwoven with the theme of substantialization ego (Descartes), with that of the lability of the self and personal identity (Locke and Hume), with that of the authenticity and transparency (Rousseau) and that of unity and multiplicity of the self (French positivist psychology, Nietzsche). In terms of writing attention will be given to those authors who trespass in the field of literary or out of the field move towards that of philosophy in the most effective way to express their thoughts on the subject (in addition to the aforementioned Montagine and Rousseau: Maine de Biran, Pessoa, Proust).

1) Marco Piazza, Il fantasma dell’interiorità. Breve storia di un concetto controverso, Milano, Mimesis, 2012.

2) One text at choice between:
• Marco Piazza, Alle frontiere tra filosofia e letteratura, Milano, Guerini e Associati, 2003.
• Paolo D’Angelo, Forme letterarie della filosofia, Roma, Carocci, 2012

3) A classic at choice between:
• Agostino, Le Confessioni (limited to books I, II, III, X, XI). Edition recommended: Rizzoli (classici BUR).
• Montaigne, Saggi (limited to chapters XXXIX of First Book, II of Third Book and X of Third Book). Edition recommended: Bompiani.
• R. Descartes, Discorso sul metodo (full text). Edition recommended: Rizzoli (classici BUR).
• J.-J. Rousseau, Confessioni (limited to books I, II, XII). Edition recommended: Rizzoli (classici BUR).
• J.-J. Rousseau, Le fantasticherie del passeggiatore solitario (full text). Edition recommended: Studio Editoriale (SE).

N.B.: During the course will be made available reading materials in the bulletin board of the teacher (in the form of links or files directly downloadable).