The situation of educators in some European countries will be presented. The course provides knowledge and skills on the specificity of pedagogical consultancy and accompaniment in the educational field.
Students will be introduced to the methodology of Intervention Research or Action Research and the use of a participatory approach in socio-educational contexts also in light of projects conducted in the field.

Second semester
Students analyze film and cases and bring themselves issues based on their personal and professional educational experiences. They participate in consultancy simulations, first in dyads, under the supervision of the teacher and then in triads (client, consultant and observer).

English speaking students and German French and Spanish students should contact the lecturer

Negri S. La consulenza pedagogica Carocci
Reggio Reinventare Freire.Lavorare nel sociale con i temi generatori

Olivieri F. Le professioni educative in Italia e in Europa. Percorsi di pedagogia Professionale. Ed. Il Papavero. in stampa

Allegri Palmieri Zucca Il colloquio nel servizio sociale
Carocci


Westover Tara Educated

Camus La peste
Film da visionare: due a scelta tra
Si può fare
La pazza gioia
Ti amerò per sempre
LE invisibili

Introduction to Social and 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 and the Difference of Cultures.
Educational strategies for social inclusion.

1. CATARCI M., Le forme sociali dell’educazione. Servizi, Territori, Società, Franco Angeli, Milano 2013.
2. CATARCI M., FIORUCCI M., TRULLI M., L'ABC della cittadinanza. Indagine sulle Scuole di italiano per stranieri promosse dall’associazionismo a Roma e provincia, Franco Angeli, Milano 2014 (il testo è disponibile gratuitamente al seguente link: http://www.creifos.org/pdf/abc.pdf )
3. GIANTURCO G., L’intervista qualitativa. Dal discorso al teso scritto, Guerini, Milano 2005.
4. SAYAD A., La doppia assenza. Dalle illusioni dell'emigrato alle sofferenze dell'immigrato, Raffaello Cortina, Milano 2001;
5. FIORUCCI M. (a cura di), Un’altra città è possibile. Percorsi di integrazione delle famiglie Rom e Sinte a Roma: problemi, limiti e prospettive delle politiche di inclusione sociale, Geordie Onlus, Roma 2010 (il testo è disponibile gratuitamente al seguente link: http://www.creifos.org/pdf/altra_citta_possibile.pdf);
6. GELPI E., Globalizzazione, lavoro, formazione degli adulti. Scritti scelti, Edizioni Conoscenza, Roma 2019.

Be what you say - Say what you are

The course deals with the theme of truth in human communication with the aim of deepening those dynamics that concern becoming able to express oneself and to meet the other in his/her expression.

Ducci E., Essere e comunicare, Anicia, Roma, 2002;
Ducci E., La maieutica kierkegaardiana, Anicia, Roma, 2007;
Pirandello L., Six Characters in Search of an Author (any edition);
Scaramuzzo G., In-tendere. L’umana sophia di Luigi Pirandello, Anicia, Roma, 2005.

The lessons will be combined with the use of the Moodle platform "Forum on line" and Teams. All students are asked to enrol in the course "Modern Theories of Education and Pedagogy of Expression" on both platforms.

Ducci E., Essere e comunicare, Anicia, Roma, 2002;
Ducci E., La maieutica kierkegaardiana, Anicia, Roma, 2007;
Pirandello L., Six Characters in Search of an Author (any edition);
Scaramuzzo G., In-tendere. L’umana sophia di Luigi Pirandello, Anicia, Roma, 2005.

First part - Theory

Skills and training models for knowledge society development

• Learning psychology and learning psychology for adult people
• Pedagogy and methodology for the education study
• Knowledge construction

Learning and training in the information society

• Knowledge and training in the Society 4.0
• Competences and strategic competences
• Lifelong learning and lifewide learning
• Skills for the future works


Second part – Theories and methods of training

Training models and professional training

• Training plan
• Methodologies of training
• Professional training
• The whole cycle of a training project
• The integrated project of training


Third Part – Models and strategies for the training in the Society 4.0

Relationship between ICT and training

• The influence of ICT in the training
• E-learning
• On-line training
• Blended training

Training and learning in the information society

• Individual learning and collaborative learning in the web
• The on-line training and the blended learning in the constructive theory
• FabLab: training for the development of computational thinking and digital fabrication
• Training for digital skills: Artificial Intelligence, Internet of thinks, big data

Textbooks:

1. V. Castello e D. Pepe (eds.), Apprendimento e nuove tecnologie. Modelli e strumenti, FrancoAngeli, Milano, 2010.

C. Montedoro & D. Pepe (eds) La riflessività nella formazione. Modelli e metodi, Isfol, Rome, 2007. Read in particular chapters 4 and 5 and the introduction by Enzo Rullani. You can download the book totally free from http://isfoloa.isfol.it/xmlui/handle/123456789/1484

3. Some papers from D. Pepe can also be downloaded free from https://www.agendadigitale.eu/giornalista/dunia-pepe

During the lessons, the teacher will distribute materials useful for exam preparation

General aim is the description of main research lines in educational research for heritage and cultural fruition.
Specific objectives are:
- learning about theoretical and methodological foundations in the experimental inquiry in the field of museum and cultural mediation;
- defining a research problem in the field of heritage and cultural fruition:
- defining a research hypothesis;
- identifying main research and data collection tools to evaluate learning museum paths;
- knowing about good practices in educational research for heritage and cultural fruition.

Trinchero R. (2002). Manuale di ricerca educativa, Milano, FrancoAngeli.
Poce, Antonella (2018). Il Patrimonio Culturale per lo Sviluppo delle Competenze nella Scuola Primaria, Milano, FrancoAngeli.
Poce, Antonella (2019) (a cura di). Studi Avanzati di Educazione Museale. Lezioni. Napoli: ESI, ISBN 978-88-495-3653-9.
Poce, Antonella (2020) (a cura di). Lo studio del canone nella cultura occidentale e la valutazione del pensiero critico-The study of the western culture canon and critical thinking assessment. Napoli, ESI, ISBN 978-88-495-4120-5
POCE A. (2020). Education research in museum settings: methodologies, tools and functions. La ricerca empirica al museo: metodologie, strumenti e funzioni. ISBN 978-88-495-4255-4. Edizioni Scientifiche Italiane: Napoli.
Other references will be given afterwards

The situation of educators in some European countries will be presented. The course provides knowledge and skills on the specificity of pedagogical consultancy and accompaniment in the educational field.
Students will be introduced to the methodology of Intervention Research or Action Research and the use of a participatory approach in socio-educational contexts also in light of projects conducted in the field.

Second semester
Students analyze film and cases and bring themselves issues based on their personal and professional educational experiences. They participate in consultancy simulations, first in dyads, under the supervision of the teacher and then in triads (client, consultant and observer).

English speaking students and German French and Spanish students should contact the lecturer

Negri S. La consulenza pedagogica Carocci
Reggio Reinventare Freire.Lavorare nel sociale con i temi generatori

Olivieri F. Le professioni educative in Italia e in Europa. Percorsi di pedagogia Professionale. Ed. Il Papavero. in stampa

Allegri Palmieri Zucca Il colloquio nel servizio sociale
Carocci


Westover Tara Educated

Camus La peste
Film da visionare: due a scelta tra
Si può fare
La pazza gioia
Ti amerò per sempre
LE invisibili

Introduction to Social and 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 and the Difference of Cultures.
Educational strategies for social inclusion.

1. CATARCI M., Le forme sociali dell’educazione. Servizi, Territori, Società, Franco Angeli, Milano 2013.
2. CATARCI M., FIORUCCI M., TRULLI M., L'ABC della cittadinanza. Indagine sulle Scuole di italiano per stranieri promosse dall’associazionismo a Roma e provincia, Franco Angeli, Milano 2014 (il testo è disponibile gratuitamente al seguente link: http://www.creifos.org/pdf/abc.pdf )
3. GIANTURCO G., L’intervista qualitativa. Dal discorso al teso scritto, Guerini, Milano 2005.
4. SAYAD A., La doppia assenza. Dalle illusioni dell'emigrato alle sofferenze dell'immigrato, Raffaello Cortina, Milano 2001;
5. FIORUCCI M. (a cura di), Un’altra città è possibile. Percorsi di integrazione delle famiglie Rom e Sinte a Roma: problemi, limiti e prospettive delle politiche di inclusione sociale, Geordie Onlus, Roma 2010 (il testo è disponibile gratuitamente al seguente link: http://www.creifos.org/pdf/altra_citta_possibile.pdf);
6. GELPI E., Globalizzazione, lavoro, formazione degli adulti. Scritti scelti, Edizioni Conoscenza, Roma 2019.

Be what you say - Say what you are

The course deals with the theme of truth in human communication with the aim of deepening those dynamics that concern becoming able to express oneself and to meet the other in his/her expression.

Ducci E., Essere e comunicare, Anicia, Roma, 2002;
Ducci E., La maieutica kierkegaardiana, Anicia, Roma, 2007;
Pirandello L., Six Characters in Search of an Author (any edition);
Scaramuzzo G., In-tendere. L’umana sophia di Luigi Pirandello, Anicia, Roma, 2005.

The lessons will be combined with the use of the Moodle platform "Forum on line" and Teams. All students are asked to enrol in the course "Modern Theories of Education and Pedagogy of Expression" on both platforms.

Ducci E., Essere e comunicare, Anicia, Roma, 2002;
Ducci E., La maieutica kierkegaardiana, Anicia, Roma, 2007;
Pirandello L., Six Characters in Search of an Author (any edition);
Scaramuzzo G., In-tendere. L’umana sophia di Luigi Pirandello, Anicia, Roma, 2005.

The course of Didactic of Guidance in European perspective (12 credits) includes a basic module (6 credits), a seminar (3 credits) and a workshop (3 credits).
 
Basic course (6 credits)
The orientation regards the subject that is committed in the construction of its own life project and the set of actions able to promote the full awareness of his choices into a continuous training process.
 
The course of Didactic of Guidance in European perspective, starting from an analysis of the models that have characterized the evolution of guidance practices, deepens the features of the model "formative orientation" highlighting the connections with a modular and flexible teaching organization with a special reference to the theme of the development of strategic skills.
Finally, the course treats the comparative analysis between the orientation services in some European countries.
 
Seminar (3 credits): Time perspective in orientation
 The seminar is based on the analysis of P. Zimbardo and J. Boyd’ book The Time Paradox, Milan, Oscar Mondadori, 2009 (the text isn’t easily found in bookstores, therefore some extracts will be provided during the lessons on the online platform of course)
 
Workshop (3 credits): Questionnaires for the evaluation and self-assessment of strategic skills
The laboratory takes place on the e-learning platform of Department http://formonline.uniroma3.it/ where there are teaching materials and questionnaires for self-assessment of strategic skills.
It ends with the delivery of a written report on the activities carried out by student.

Corso base:
Di Fabio A., Manuale di Psicologia dell'orientamento e Career counseling nel XXI secolo, Firenze, Giunti OS, 2009
Savickas M., Career counselling. Guida teorica e metodologica per il XXI secolo, Trento, Erickson, 2014
VAIRA M. (a cura di), Dalla scuola all’università. Politiche e pratiche di orientamento in sei paesi europei, Milano, LED edizioni, 2007
MARGOTTINI M., Promuovere competenze strategiche a scuola e all’università, Milano, LED edizioni, 2017 (testo open access)

Seminar title: Time perspective in guidance
Testo: Zimbardo P. Boyd J., Il paradosso del tempo, Milano, Oscar Mondadori, 2009 (the text is not easily available in the bookstore, therefore extracts will be provided during the lessons and on the online platform)

On-line laboratory: Self-assessment of strategic skills.
Educational materials and questionnaires available free of charge on the formonline.uniroma3.it platform

In the perspective of school inclusion, as promoted by international bodies and Italian legislation, the course will deal with the organization of special education and special teaching as a fundamental variable to guarantee the quality of inclusive processes in the various contexts of life (family, school, free time, work).
The course:
• proposes music therapy as an example of an effective way to promote participation in school and social life;
• highlights the importance of the study method as a mastery to be developed for learning and, more generally, for inclusion;
• exemplifies operating methods for processing the IEP ICF based;
• offers an overview about the most effective ways to carry out an inclusive lesson.

- L. Chiappetta Cajola, A. L. Rizzo (2016), Didattica inclusiva e musicoterapia. Proposte operative in ottica ICF-CY ed EBE, FrancoAngeli, Milano.
- L. Chiappetta Cajola, M. Traversetti (2017), Metodo di studio e DSA. Strategie didattiche inclusive, Carocci, Roma.
- Chiappetta Cajola, L., (2019). Il PEI con l’ICF: ruolo e influenza dei fattori ambientali. Processi, strumenti e strategie per la didattica inclusiva. Roma: Anicia.
- Chiappetta Cajola, L. (2020). Come fare Sostegno a scuola. Teoria e pratica per la didattica inclusiva. Roma: Anicia (capp. 1, 2, 3, 12, 13, 14, 16, 17, 19, 20, più un capitolo a scelta della seconda parte).

Blended training enhances an ecological framework; this course refers to social-constructivism epistemology and complex theory and encourages the shared construction of knowledge.
We live in a narrative network: stories help us to understand both the world we live in and our way of thinking, with the aim of sharing passions and meanings.
Stories support the building of both a strong belonging mood and of learning significant paths.
The course provide that students will realize a cooperative project working together in presence and online.
Lessons will often be organized in experencial activities.

Quagliata A. (2014), I-learning. Storie e riflessione sulla relazione educativa. Roma: Armando Editore

Bianchi L. (2019), Un piano d'azione per la ricerca qualitativa. Epistemologia della complessità e Grounded Theory costruttivista. Milano: Franco Angeli

The course aims at revisiting the history of women’s condition in the XX century. In particular, it will be highlighted as two events which deeply marked the XIX century opening with a revolution and closing with a war, both involving women, but giving men the chance to play between inclusion/participation and exclusion/repulsion of women from questions concerning the State and the Nation.
The XX century sanctions an ineludible process towards women’s emancipation. The western women have access to modernity. In particular, the issues the course aims to deal with are the following: the Great War and the question whether or not it has been the era of women or the triumph of the gender difference; the Twenties and the modern woman in the United States; women under totalitarian regimes; women in the political sphere; feminism in the Sixties/Seventies; procreation and bioethics

G. Duby, M. Perrot (a cura di), Storia delle donne. Il Novecento, Laterza, Roma-Bari
L. Azara, I sensi e il pudore. L'Italia e la rivoluzione dei costumi, Donzelli, Roma 2018
L. Azara, L. Tedesco (a cura di), La donna delinquente e la prostituta, Viella, Roma 2019: di quest'ultimo occorre preparare i cinque capitoli di cui sono autrici Mary Gibson (pp. 107-122), Laura Schettini (pp.123-148), Anna Carla Valeriano (pp. 169-192), Annalisa Cegna (pp.149-168), Liliosa Azara (pp.193-216).

Arguments considered are: sampling and non sampling error, simple random sampling, cluster and stratified sampling, confidence interval, introduction to simple and multiple regression.

CORBETTA P., GASPERONI G., PISATI M., STATISTICA PER LA RICERCA SOCIALE, IL MULINO, BOLOGNA, 2001.
Chapters and sections to study on the text of Corbetta, Gasperoni and Pisati
Chapter 6: all (except piece-wise linear regression on page. 171) chapter 7: all (not function and use of ratios and not dxy section 5.) Chapter 8: all (except for section 2.3) chapter 10 all (in sections 3.1 e 3.2 excluded the formulas that do not regard the estimate of the population mean).

Emotions: definition, biological and social functions, types, regulation, expression, and communication. Basic emotions, image, cognitive, social, moral emotions. Their relationships with interpersonal interaction and relations, on the job, in teaching and learning, politics, art, music, entertainment.
In-depth study and research on the psychological processes (cognitive, affective, relational) of communication in all of its modalities: verbal and body (words and sentences, prosody and intonation, gestures, facial expression, gaze, touch, posture, proxemics, music), and technological media. Analysis and detection of sincere and deceptive, cooperative and aggressive communication, and its uses in interpersonal interaction, at work, in education, politics, entertainment.

Teaching material for students who take the whole course, 12 Credits
The items to be studied for the oral exam are the following:

A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006.
B. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008.
C. Lotto L. e Rumiati R. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2019 (nuova edizione): esclusi i capitoli 3, 4, 5, 10, 11.
D. Poggi I. e D’Errico F.: Comunicazione multimodale e influenza sociale. Il corpo e il potere. Carocci, Roma 2020.
E. Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma 2012.
F. Un testo o insieme di testi, a scelta fra i punti del seguente elenco:

1. Castelfranchi C.: Che figura. Emozioni e immagine sociale. Il Mulino, Bologna 2005.
2. Nussbaum, M.: L’intelligenza delle emozioni. Il Mulino, Bologna 2013.
3. Matarazzo O. e Zammuner V. (a cura di): La regolazione delle emozioni. Il Mulino, Bologna 2012.
4. Ledoux J.: Il cervello emotivo. Baldini e Castoldi, Milano 2005.
5. Damasio A.R.: Emozione e coscienza. Adelphi, Milano 2010.
6. Miceli M. e Castelfranchi C.: Expectancy and Emotion. Oxford University Press, Oxford 2013.
7. D’Amico A.: Intelligenza emotiva e metaemotiva. Il Mulino, Bologna. 2018.
8. Palvarini P.: Le emozioni che rendono forti. Il lavoro con le emozioni in psicoterapia. Alpes Italia.
9. Bazzanella C.: Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014.
10. Levorato M.C.: Le emozioni della lettura. Mulino, Bologna, 1999.
11. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
12. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
13. Mado Proverbio A.: Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza. Bologna, Zanichelli 2019
14. Cavalieri R. e Chiricò D.: Parlare, segnare. Introduzione alla fisiologia e alla patologia delle lingue verbali e dei segni. Bologna, Il Mulino.
15. Benedetti F.: L’effetto placebo. Breve viaggio tra mente e corpo. Roma, Carocci 2018.
16. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. Bologna, Il Mulino.
17. Mortara Garavelli B. Il parlar figurato. Manualetto di figure retoriche. Bari, Laterza.
18. Bambini V. Il cervello pragmatico. Roma, Carocci.
19. Nobile L. e Lombardi Vallauri E.: Onomatopea e fonosimbolismo. Roma, Carocci.
20. Ferrari M e Paladino P.: L'apprendimento della lingua straniera. Roma, Carocci.

21. Both the following books:
Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino.
Riva G.: I social network. Bologna, Il Mulino

22. Both the following books:
Cavazza N.: Pettegolezzi e reputazione. Bologna, Il Mulino.
Riva G.: Fake news: vivere e sopravvivere in un mondo post-verità. Bologna, Il Mulino

23. 4 papers on emotions to download from the following links:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi

24. 4 papers on multimodal communication to download from the following links:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi



Other texts can be substituted for those at item F. upon agreement with the teacher.


Teaching material for students who only take the course of “Psychology of Emotions”, 6 Credits
The items to be studied for the oral exam are the following:

A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006.
B. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008.
C. One text or set of texts, chosen among the following:

1. Castelfranchi C.: Che figura. Emozioni e immagine sociale. Il Mulino, Bologna 2005.
2. Nussbaum, M.: L’intelligenza delle emozioni. Il Mulino, Bologna 2013.
3. Matarazzo O. e Zammuner V. (a cura di): La regolazione delle emozioni. Il Mulino, Bologna 2012.
4. Ledoux J.: Il cervello emotivo. Baldini e Castoldi, Milano 2005.
5. Damasio A.R.: Emozione e coscienza. Adelphi, Milano 2010.
6. Miceli M. e Castelfranchi C.: Expectancy and Emotion. Oxford University Press, Oxford 2013.
7. D’Amico A.: Intelligenza emotiva e metaemotiva. Il Mulino, Bologna. 2018.
8. Palvarini P.: Le emozioni che rendono forti. Il lavoro con le emozioni in psicoterapia. Alpes Italia.
9. Levorato M.C.: Le emozioni della lettura. Mulino, Bologna, 1999.
10. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
11. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
12. Mado Proverbio A.: Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza. Bologna, Zanichelli 2019

13. 4 papers about emotions, chosen among the following, to bdownload from:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi


Other texts can be substituted for those at item C. upon agreement with the teacher.

Teaching material for students who only take the course of “Psychology of Multimodal Communication”, 6 Credits
The items to be studied for the oral exam are the following:


A. Lotto L. and Rumiati R. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2019 (nuova edizione): except for chapters 3, 4, 5, 10, 11.
B. Poggi I. and D’Errico F.: Comunicazione multimodale e influenza sociale. Il corpo e il potere.. Carocci, Roma 2020.
C. Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma 2012.
D. One text or set of texts, chosen among the following items:

1. Bazzanella C.: Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014.
2. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
3. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
4. Cavalieri R. e Chiricò D.: Parlare, segnare. Introduzione alla fisiologia e alla patologia delle lingue verbali e dei segni. Bologna, Il Mulino.
5. Benedetti F.: L’effetto placebo. Breve viaggio tra mente e corpo. Roma, Carocci 2018.
6. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. Bologna, Il Mulino
7. Both of the following texts:
8. Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino.
9. Riva G.: I social network. Bologna, Il Mulino.
10. Mortara Garavelli B. Il parlar figurato. Manualetto di figure retoriche. Bari, Laterza.
11. Bambini V. Il cervello pragmatico. Roma, Carocci.
12. Nobile L. e Lombardi Vallauri E.: Onomatopea e fonosimbolismo. Roma, Carocci.
13. Ferrari M e Paladino P.: L'apprendimento della lingua straniera. Roma, Carocci.

14. Both the following texts:
Cavazza N.: Pettegolezzi e reputazione. Bologna, Il Mulino.
Riva G.: Fake news: vivere e sopravvivere in un mondo post-verità. Bologna, Il Mulino

15. 4 papers about multimodal communication, chosen among the following, to download from:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi


Other texts can be substituted for those at item C. upon agreement with the teacher.

Methodological, ethical, technical problems concerned with education and training; valorisation of human resources as a professional model; the educational communication as an active strategy in different cultural, social, professional settings and processes. Transferrable professional models in socio-educational settings. Organizational and projectual strategies based on the network model. Performance flexibility and expertise in programming and interacting within systems.
12 scheduled seminars are concerned with specific issues; these seminars have a different and specific work programme.

Tizzano S., Nemmeno con un fiore
Morici C., L’infinito viaggiare irrequieto
Badini E., Si tratta della nostra pelle

The course will be structured into three parts:

1) The history of Europe since the second post-war period, with reference to cultural and social processes and to the change in lifestyles.
This part of the program is carried out in a transnational and comparative key, with a particular focus on the common aspects of social change in Italy, France and Germany from 1945 to today. Through the use of audiovisual sources, the main socio-cultural dynamics leading to the common European identity are therefore examined: democratic participation, the new role of women, youth movements, environmental issues, genre, the end of colonialism and the arise of multicultural society, economic well-being, pacifism and disarmament, new creative forms (music, art, cinema). The history of European integration implies knowledge of common events that characterized the shaping of the European Union as a de facto and destined community.

2) The study of the founding path of the European Union from a political and diplomatic point of view and the analysis of the ideas of European federalism both secular and religiously inspired ones. The federalist idea represented the largest transnational institutional revolution so far achieved in 70 years of cooperation on the rubble of totalitarian regimes of the twentieth century.

1) Analysis of the EU legal order, the evolution of the structure and functions of the main European institutions (Commission, European Parliament, Council, ECB and Luxembourg Court), integration theories and techniques (federalism, functionalism, neo-functionalism) and multi-level governance models. This analysis is designed to offer a reasoned and practical evaluation of potential and limits of the mechanisms of European governance, with particular reference to Welfare State and to the managing migration flows.

Attending students

Piero S. Graglia, L'Unione europea. Perché stare ancora insieme, Il Mulino 2019 [ultima edizione]
Tony Judt, Postwar: La nostra storia 1945-2005,Laterza 2017

Non-attending students

Tony Judt, Postwar: La nostra storia 1945-2005,Laterza 2017
Leonardo Rapone, Storia dell'integrazione europea, Carocci, ristampa 3^, 2018

a text chosen from:

I. Warburg, Il tempo della coscienza. Ricordi di un'altra Germania (1910-1989), Il Mulino, 1994
U. Hirschmann, Noi senza patria, Il Mulino, 1993

The course proposes a survey of issues and problems related to the complexity of contemporary globalization from the point of view of critical anthropology. In addition to the fundamental notions of anthropological debate, such as Culture, the relationship between identity and otherness, the overcoming of the concept of "race", ethnic identity, Relativism and cultural contact, the analysis of the consequences of colonialism and decolonization, in particular the complex reality of transnational migration will be examined in depth through the experience of returns and the recent researches of the anthropology of reproduction (procreation, parenting, familiarity).

1. F. Pompeo, Elementi di Antropologia Critica, Meti, Torino (Fourth edition revised and extended) 2018;

2. G. Cavatorta, Tornare è tuo dovere. Genere, etnografie e capitali in Senegal, CISU, Roma 2018;

3. C. Mattalucci, (a cura) Antropologia e riproduzione, Edizioni libreria Cortina, Milano 2017.

The twentieth century was the most violent century in history. The century of the genocides, that of the world wars, of the nuclear weapon, of the ideological clash. Faced with so many conflicts, men, societies, cultures, religions have produced answers and actions to restore peace and coexistence and to promote development: paths of reconciliation - sometimes inadequate, sometimes courageous -, institutions, social and legal innovations. After analyzing the factors underlying collective violence - nationalism, authoritarianism, racism, propaganda, economic inequality - The course will reconstruct some of the pacification paths by placing them in the geopolitical and cultural scenarios in which they were produced, from post-World War II Europe to the non-European world of decolonisation.

R. Morozzo della Rocca, Fare pace. La diplomazia di Sant'Egidio, Ed. San Paolo 2018;
M. Giro, Guerre nere. Guida ai conflitti nell'Africa contemporane, Guerini e Associati, 2020

Images of the Self and the making of the Modern Identity

The course aims to focus on the elaboration of the modern idea of the Self. In fact, our society is undoubtedly based on the individual, conceived as an "I" that emerges from a complex path, which implies several features: a certain way of living interiority, of conceiving one's own subjectivity, of putting the sense of the Self in a new relation with others.
The program will be divided into two moments:
1) analysis of the elaboration of Modern Identity according to Charles Taylor's interpretation;
2) guided reading of a part of John Locke's essay on human intelligence, in particular the one where the issue of personal identity is addressed

J. Locke, Saggio sull'intelligenza umana, tr. it. C. Pellizzi, G. Farina, Laterza, Roma-Bari 2011 (extracts)
C. Taylor, Radici dell'Io. La costruzione dell'identità moderna, tr. ir. R. Rini, Feltrinelli, Milano 1993, pp. 147-262.
C. Taylor, Il disagio della modernità, Laterza, Roma-Bari 2006.

Study of groups in social psychology
Roles, norms, status and group functions
Phenomena in group dynamics
Power and leadership
Intra-groups and inter-groups interactions
Inter-groups relationships and social categorization
Inter-groups conflicts
Stereotype decostruction and prejudice reduction
Communication and social influence in group

- BROWN. Psicologia sociale dei gruppi, Il Mulino, Bologna.
- Alberto Voci – Lisa Pagotto. Il pregiudizio. Che cosa è, come si riduce. Laterza

The course is divided into a grammatical part and a cultural part

it requires previous knowledge of Spanish language at A2 level:

The grammar is based on Spanish verbal syntax and vocabulary building, specifically:

use of the indicative;
use of the subjunctive;
use of the conditional;
use of the gerund;
use of the participle;
use of the imperative;
use of the infinitve;
main phrasal verbs.

The cultural part is based on the life and work of Antonio Machado and Federico Garcia Lorca through the reading and translation of their works.
exams

Grammatical part:
assessment of knowledge of verbal syntax through the translation of short
phrases from Italian

Cultural part:
After demonstrating knowledge of the lives and poetry of the two authors, the candidates will be required to read and translate poems on the list accompanied by a reflection on the poetic message. A short essay in Spanish on one of the two authors chosen by the student is also required.

The poems can be downloaded from the website:
http://www.poesia-inter.net/index.htm

For the life and work of Antonio Machado consult the following websites:
http://html.rincondelvago.com/antonio-machado_7.html
http://html.rincondelvago.com/soledades-galerias-y-otros-poemas_antonio-machado_1.html
http://213.4.108.140/lengua/thesaurus/pdf/11/TH_11_123_322_0.pdf

For the life and work of Federico García Lorca consult the following websites:
http://literatura.rincondelvago.com/generaci%C3%B3n-del-27/Romancero-gitano
http://html.rincondelvago.com/romancero-gitano_federico-garcia-lorca_2.html
http://html.rincondelvago.com/romancero-gitano_federico-garcia-lorca_11.html
http://html.rincondelvago.com/romancero-gitano_federico-garcia-lorca_14.html

- This course is meant to provide a cultural analysis of the texts studied, a reflection on English (and Englishes) and a study of the language itself in the context of the emergence of Cultural Studies and Post Colonial Studies from the 19th century to the present. The texts provide focus on cultural issues related to a culture-bound use of English and are related to the development and importance of a language for a consequent cultural and social development of a country. Students will have to deal with these texts in order to read, understand and interpret texts in English from a linguistic, sociological, historical and cultural perspective.
- Lessons will be held in English and in Italian. Activities such as cloze tests, reading / comprehension and listening / comprehension exercises will be part of the course. Authentic materials will be used in order to provide different models of the use of English. Video and audio materials will be used to enhance listening skills.

Texts are available at the course page on formonline

The most relevant theoretical and methodological topics for the Psychology of the arts will be treated.
The psychological approach to the arts: the artist, the artwork and the viewer. Methods of study: the psychoanalysis of the art, Gestalt psychology, experimental aesthetics and neuroesthetics. Art, perception and visual communication: symmetry, balance, rhythm, dynamics, expression. The relationship between visual and auditory perception, images and music. The aesthetic experience. The museum fruition.

The texts for the preparation of the exam are three in total.

Two mandatory books:
1. Mastandrea, S. (2015). "Psicologia dell’arte". Carocci, Roma.
2. Mastandrea, S. (2017). "Psicologia della percezione". Carocci, Roma.

A choice between the two books:
- Longobardi, C., Pasta, T., Quaglia, R. (2012). "Manuale di disegno infantile: vecchie e nuove prospettive in ambito educativo e psicologico". UTET, Torino.
or
- Kandel, E. (2017). "Arte e neuroscienze. Le due culture a confronto". Raffaello Cortina Editore, Milano (NON è da studiare il capitolo 4).

The course analyzes the main historical processes of the modern age and the great shaping contexts of the historiographical themes, with particular reference to political institutions and doctrines, and takes into account the formation of the modern state from the Ständestaat to absolutism, from seventeenth and eighteenth centuries revolutions until the advent of the constitutional state in the early nineteenth century through progressive political achievements, such as the extension of suffrage laws.
The course also aims to raise awareness about the methods of the historical work, focusing on the disciplinary lexicon, the use of sources and the main historiographic interpretations of the modern age (XV-XIX) relating to: humanism and reform; decline of the city state; formation of capitalism; freedom of conscience and English revolutions; English radicalism in the 1600s; Spain and Italy in the age of absolutism; enlightened despotism; the enclosures of the fields in 18th century England and British constitutional practice; new economic conceptions (liberalism and physiocracy); Turkish order in the Balkans; French revolution and Jacobinism; the 18th Century Restoration, formation of nation states.

For attending students
Lecture notes
Gian Paolo Romagnani, Storia della storiografia. Dall’antichità a oggi, Carocci, Roma 2019 (capp. 4-11)
Maria Pia Paoli (a cura di), Nel laboratorio della storia. Una guida alle fonti dell’età moderna, Carocci, Roma 2016 (parte II).

a) You and me: human person as a relational being
b) Different relational modalities: love, friendship, gift, dependence
c) Codes of human life: motherhood, fatherhood, sonship, brotherhood
d) Alterity and dialogue
e) Philosophical aspects of “conversationalism”
f) The importance of trust in interpersonal relationships

FAVORINI-F. RUSSO, Relazioni e legami nell’esistenza umana, Franco Angeli, Milano (solo i 3 capitoli di Russo, Malo, Vial)
J. PIEPER, Sull’amore, Morcelliana, Brescia 2012
F. RUSSO, Antropologia delle relazioni, Armando, Roma 2019
I. PUNZI, I quattro codici della vita umana. Filialità, maternità, paternità, fraternità, San Paolo 2018
A. MILAN, Educare all'Incontro. La pedagogia di Martin Buber (available on formonline)

CLINICAL PSYCHOLOGY AND STRESS MANAGEMENT
Academic Year 2020-2021
Second cycle degree in Pedagogical Sciences LM 85 and Science of Adult Education and Continuing Education LM 57 (SPE-SEAFC)

The course is an introduction to Clinical Psychology and Stress Management in organizations and education. Basics of Clinical Psychology and of the main mental disorders will be illustrated, along with a presentation of stress management strategies. Stress stems from the perceived discrepancy between the environmental demands and the individual resources. It is well known that in the field of organizations chronic stress contributes to the deterioration of physical and mental health, reduces productivity and increases absenteeism in all fields of work.
The notions of “stress” and “stressor” will be analysed, as well as Seyle’s model of general adaptation syndrome. Individuals are not defenceless subjects when confronted with stress: what is really meaningful is the way in which events, internal and external threats, and one’s own resources to cope with them, are evaluated.
The main mental disorders will be illustrated, as well as the aetiopathological model diathesis-stress. Finally, the most effective current techniques and strategies of stress management will be presented.

"Psicologia Clinica", di Ezio Sanavio e Cesare Cornoldi (edizione aggiornata al DSM-5). IL MULINO

"La mente liberata", di Steven Hayes, GIUNTI EDITORE.

The course will focus on reading Albert Camus' book The First Man, with in-depth studies on topics of interest to the pedagogical sciences (colonial contexts, interculturalism, French-speaking, family relations, the role of schools, the mechanisms and usefulness of storytelling, the teaching of A. Camus, etc.). Some passages of the book will be the subject of a guided reading in French, in order to acquire basic skills for the understanding and translation of short texts in French.

Albert Camus, The First Man, Bompiani publisher

The French-language pieces will be provided by the Teacher during the course. For those not attended, they can request them from the Teacher from the beginning of the second semester.
Further reference bibliography will be indicated during the course, added later on the notice board and can be requested from the Teacher in the same way.
ATTENTION : In case the lessons are held remotely on Teams and with recording on Stream, the lessons recorded and accessible to all members through Formonline, even deferred, will be considered as an integral part of the program even for those who do not attend synchronously.

First part - Theory

Skills and training models for knowledge society development

• Learning psychology and learning psychology for adult people
• Pedagogy and methodology for the education study
• Knowledge construction

Learning and training in the information society

• Knowledge and training in the Society 4.0
• Competences and strategic competences
• Lifelong learning and lifewide learning
• Skills for the future works


Second part – Theories and methods of training

Training models and professional training

• Training plan
• Methodologies of training
• Professional training
• The whole cycle of a training project
• The integrated project of training


Third Part – Models and strategies for the training in the Society 4.0

Relationship between ICT and training

• The influence of ICT in the training
• E-learning
• On-line training
• Blended training

Training and learning in the information society

• Individual learning and collaborative learning in the web
• The on-line training and the blended learning in the constructive theory
• FabLab: training for the development of computational thinking and digital fabrication
• Training for digital skills: Artificial Intelligence, Internet of thinks, big data

Textbooks:

1. V. Castello e D. Pepe (eds.), Apprendimento e nuove tecnologie. Modelli e strumenti, FrancoAngeli, Milano, 2010.

C. Montedoro & D. Pepe (eds) La riflessività nella formazione. Modelli e metodi, Isfol, Rome, 2007. Read in particular chapters 4 and 5 and the introduction by Enzo Rullani. You can download the book totally free from http://isfoloa.isfol.it/xmlui/handle/123456789/1484

3. Some papers from D. Pepe can also be downloaded free from https://www.agendadigitale.eu/giornalista/dunia-pepe

During the lessons, the teacher will distribute materials useful for exam preparation

The course aims at revisiting the history of women’s condition in the XX century. In particular, it will be highlighted as two events which deeply marked the XIX century opening with a revolution and closing with a war, both involving women, but giving men the chance to play between inclusion/participation and exclusion/repulsion of women from questions concerning the State and the Nation.
The XX century sanctions an ineludible process towards women’s emancipation. The western women have access to modernity. In particular, the issues the course aims to deal with are the following: the Great War and the question whether or not it has been the era of women or the triumph of the gender difference; the Twenties and the modern woman in the United States; women under totalitarian regimes; women in the political sphere; feminism in the Sixties/Seventies; procreation and bioethics

G. Duby, M. Perrot (a cura di), Storia delle donne. Il Novecento, Laterza, Roma-Bari
L. Azara, I sensi e il pudore. L'Italia e la rivoluzione dei costumi, Donzelli, Roma 2018
L. Azara, L. Tedesco (a cura di), La donna delinquente e la prostituta, Viella, Roma 2019: di quest'ultimo occorre preparare i cinque capitoli di cui sono autrici Mary Gibson (pp. 107-122), Laura Schettini (pp.123-148), Anna Carla Valeriano (pp. 169-192), Annalisa Cegna (pp.149-168), Liliosa Azara (pp.193-216).

Arguments considered are: sampling and non sampling error, simple random sampling, cluster and stratified sampling, confidence interval, introduction to simple and multiple regression.

CORBETTA P., GASPERONI G., PISATI M., STATISTICA PER LA RICERCA SOCIALE, IL MULINO, BOLOGNA, 2001.
Chapters and sections to study on the text of Corbetta, Gasperoni and Pisati
Chapter 6: all (except piece-wise linear regression on page. 171) chapter 7: all (not function and use of ratios and not dxy section 5.) Chapter 8: all (except for section 2.3) chapter 10 all (in sections 3.1 e 3.2 excluded the formulas that do not regard the estimate of the population mean).

Emotions: definition, biological and social functions, types, regulation, expression, and communication. Basic emotions, image, cognitive, social, moral emotions. Their relationships with interpersonal interaction and relations, on the job, in teaching and learning, politics, art, music, entertainment.
In-depth study and research on the psychological processes (cognitive, affective, relational) of communication in all of its modalities: verbal and body (words and sentences, prosody and intonation, gestures, facial expression, gaze, touch, posture, proxemics, music), and technological media. Analysis and detection of sincere and deceptive, cooperative and aggressive communication, and its uses in interpersonal interaction, at work, in education, politics, entertainment.

Teaching material for students who take the whole course, 12 Credits
The items to be studied for the oral exam are the following:

A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006.
B. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008.
C. Lotto L. e Rumiati R. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2019 (nuova edizione): esclusi i capitoli 3, 4, 5, 10, 11.
D. Poggi I. e D’Errico F.: Comunicazione multimodale e influenza sociale. Il corpo e il potere. Carocci, Roma 2020.
E. Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma 2012.
F. Un testo o insieme di testi, a scelta fra i punti del seguente elenco:

1. Castelfranchi C.: Che figura. Emozioni e immagine sociale. Il Mulino, Bologna 2005.
2. Nussbaum, M.: L’intelligenza delle emozioni. Il Mulino, Bologna 2013.
3. Matarazzo O. e Zammuner V. (a cura di): La regolazione delle emozioni. Il Mulino, Bologna 2012.
4. Ledoux J.: Il cervello emotivo. Baldini e Castoldi, Milano 2005.
5. Damasio A.R.: Emozione e coscienza. Adelphi, Milano 2010.
6. Miceli M. e Castelfranchi C.: Expectancy and Emotion. Oxford University Press, Oxford 2013.
7. D’Amico A.: Intelligenza emotiva e metaemotiva. Il Mulino, Bologna. 2018.
8. Palvarini P.: Le emozioni che rendono forti. Il lavoro con le emozioni in psicoterapia. Alpes Italia.
9. Bazzanella C.: Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014.
10. Levorato M.C.: Le emozioni della lettura. Mulino, Bologna, 1999.
11. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
12. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
13. Mado Proverbio A.: Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza. Bologna, Zanichelli 2019
14. Cavalieri R. e Chiricò D.: Parlare, segnare. Introduzione alla fisiologia e alla patologia delle lingue verbali e dei segni. Bologna, Il Mulino.
15. Benedetti F.: L’effetto placebo. Breve viaggio tra mente e corpo. Roma, Carocci 2018.
16. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. Bologna, Il Mulino.
17. Mortara Garavelli B. Il parlar figurato. Manualetto di figure retoriche. Bari, Laterza.
18. Bambini V. Il cervello pragmatico. Roma, Carocci.
19. Nobile L. e Lombardi Vallauri E.: Onomatopea e fonosimbolismo. Roma, Carocci.
20. Ferrari M e Paladino P.: L'apprendimento della lingua straniera. Roma, Carocci.

21. Both the following books:
Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino.
Riva G.: I social network. Bologna, Il Mulino

22. Both the following books:
Cavazza N.: Pettegolezzi e reputazione. Bologna, Il Mulino.
Riva G.: Fake news: vivere e sopravvivere in un mondo post-verità. Bologna, Il Mulino

23. 4 papers on emotions to download from the following links:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi

24. 4 papers on multimodal communication to download from the following links:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi



Other texts can be substituted for those at item F. upon agreement with the teacher.


Teaching material for students who only take the course of “Psychology of Emotions”, 6 Credits
The items to be studied for the oral exam are the following:

A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006.
B. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008.
C. One text or set of texts, chosen among the following:

1. Castelfranchi C.: Che figura. Emozioni e immagine sociale. Il Mulino, Bologna 2005.
2. Nussbaum, M.: L’intelligenza delle emozioni. Il Mulino, Bologna 2013.
3. Matarazzo O. e Zammuner V. (a cura di): La regolazione delle emozioni. Il Mulino, Bologna 2012.
4. Ledoux J.: Il cervello emotivo. Baldini e Castoldi, Milano 2005.
5. Damasio A.R.: Emozione e coscienza. Adelphi, Milano 2010.
6. Miceli M. e Castelfranchi C.: Expectancy and Emotion. Oxford University Press, Oxford 2013.
7. D’Amico A.: Intelligenza emotiva e metaemotiva. Il Mulino, Bologna. 2018.
8. Palvarini P.: Le emozioni che rendono forti. Il lavoro con le emozioni in psicoterapia. Alpes Italia.
9. Levorato M.C.: Le emozioni della lettura. Mulino, Bologna, 1999.
10. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
11. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
12. Mado Proverbio A.: Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza. Bologna, Zanichelli 2019

13. 4 papers about emotions, chosen among the following, to bdownload from:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi


Other texts can be substituted for those at item C. upon agreement with the teacher.

Teaching material for students who only take the course of “Psychology of Multimodal Communication”, 6 Credits
The items to be studied for the oral exam are the following:


A. Lotto L. and Rumiati R. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2019 (nuova edizione): except for chapters 3, 4, 5, 10, 11.
B. Poggi I. and D’Errico F.: Comunicazione multimodale e influenza sociale. Il corpo e il potere.. Carocci, Roma 2020.
C. Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma 2012.
D. One text or set of texts, chosen among the following items:

1. Bazzanella C.: Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014.
2. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
3. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
4. Cavalieri R. e Chiricò D.: Parlare, segnare. Introduzione alla fisiologia e alla patologia delle lingue verbali e dei segni. Bologna, Il Mulino.
5. Benedetti F.: L’effetto placebo. Breve viaggio tra mente e corpo. Roma, Carocci 2018.
6. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. Bologna, Il Mulino
7. Both of the following texts:
8. Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino.
9. Riva G.: I social network. Bologna, Il Mulino.
10. Mortara Garavelli B. Il parlar figurato. Manualetto di figure retoriche. Bari, Laterza.
11. Bambini V. Il cervello pragmatico. Roma, Carocci.
12. Nobile L. e Lombardi Vallauri E.: Onomatopea e fonosimbolismo. Roma, Carocci.
13. Ferrari M e Paladino P.: L'apprendimento della lingua straniera. Roma, Carocci.

14. Both the following texts:
Cavazza N.: Pettegolezzi e reputazione. Bologna, Il Mulino.
Riva G.: Fake news: vivere e sopravvivere in un mondo post-verità. Bologna, Il Mulino

15. 4 papers about multimodal communication, chosen among the following, to download from:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi


Other texts can be substituted for those at item C. upon agreement with the teacher.

Methodological, ethical, technical problems concerned with education and training; valorisation of human resources as a professional model; the educational communication as an active strategy in different cultural, social, professional settings and processes. Transferrable professional models in socio-educational settings. Organizational and projectual strategies based on the network model. Performance flexibility and expertise in programming and interacting within systems.
12 scheduled seminars are concerned with specific issues; these seminars have a different and specific work programme.

Tizzano S., Nemmeno con un fiore
Morici C., L’infinito viaggiare irrequieto
Badini E., Si tratta della nostra pelle

The course will be structured into three parts:

1) The history of Europe since the second post-war period, with reference to cultural and social processes and to the change in lifestyles.
This part of the program is carried out in a transnational and comparative key, with a particular focus on the common aspects of social change in Italy, France and Germany from 1945 to today. Through the use of audiovisual sources, the main socio-cultural dynamics leading to the common European identity are therefore examined: democratic participation, the new role of women, youth movements, environmental issues, genre, the end of colonialism and the arise of multicultural society, economic well-being, pacifism and disarmament, new creative forms (music, art, cinema). The history of European integration implies knowledge of common events that characterized the shaping of the European Union as a de facto and destined community.

2) The study of the founding path of the European Union from a political and diplomatic point of view and the analysis of the ideas of European federalism both secular and religiously inspired ones. The federalist idea represented the largest transnational institutional revolution so far achieved in 70 years of cooperation on the rubble of totalitarian regimes of the twentieth century.

1) Analysis of the EU legal order, the evolution of the structure and functions of the main European institutions (Commission, European Parliament, Council, ECB and Luxembourg Court), integration theories and techniques (federalism, functionalism, neo-functionalism) and multi-level governance models. This analysis is designed to offer a reasoned and practical evaluation of potential and limits of the mechanisms of European governance, with particular reference to Welfare State and to the managing migration flows.

Attending students

Piero S. Graglia, L'Unione europea. Perché stare ancora insieme, Il Mulino 2019 [ultima edizione]
Tony Judt, Postwar: La nostra storia 1945-2005,Laterza 2017

Non-attending students

Tony Judt, Postwar: La nostra storia 1945-2005,Laterza 2017
Leonardo Rapone, Storia dell'integrazione europea, Carocci, ristampa 3^, 2018

a text chosen from:

I. Warburg, Il tempo della coscienza. Ricordi di un'altra Germania (1910-1989), Il Mulino, 1994
U. Hirschmann, Noi senza patria, Il Mulino, 1993

The course is developed in three parts: an institutional module, an in-depth module; seminars and meetings with the protagonists.
The institutional module aims to provide the basic concepts and the theoretical framework of the sociological work and organizational disciplines and to analyze the interconnections with other disciplines which have as their object the study of work, production organizations, human resource management and industrial relations.
There will be an in-depth analysis of the change of work in the world, in relation to the development of innovative organizational and managerial cultures, with particular attention to the aspects related to the constant demand for an increase in flexibility and productivity and the strategic importance assumed of soft and transversal skills in the new production processes.
The in-depth module, instead, aims to analyze the concepts and evolution of the negotiation and industrial relations in Italy and on an international level:
1. The transformations of work from a sociological point of view and the conceptual framework relative to the evolution of organizational models and cultures: from Taylor-Fordism to Total Quality Management and networking organizations;
2. The evolution of human resource management policies and tools in search of a new paradigm of reference: the person at the center of the processes;
3. Leadership and management of social-organizational processes in innovative enterprises and virtuous Public Administrations: The Strategic Role of Communication and Lifelong Learning;
4. The development of industrial relations in Italy: the sociological dimension of the economic, legal and institutional framework; the actors of industrial relations; the evolution of collective bargaining; industrial relations and participatory model; labour relations in Public Administrations.
In the final part of the course, seminars will be organized with the protagonists (corporate executives and managers of organization and development of human resources, representatives of trade unions) on issues of organization, training and development of skills, negotiation and regulation of employment relationships in innovative companies and virtuous public administrations.

COCOZZA A., Comunicazione d’impresa e gestione delle risorse umane, Franco Angeli, Milano, 2012 (solo Capitoli V, VI e Conclusioni).
COCOZZA A., Organizzazioni. Culture, modelli, governance, Franco Angeli, Milano, 2014.
COCOZZA A., L’Agire inatteso. Etica, razionalità, competenze, Franco Angeli, Milano, 2020.

For students of SDE e FSRU: “Organizzazioni. Culture, modelli, governance” is substituted by COCOZZA A., Persone, organizzazioni, lavori. Esperienze innovative di comunicazione d'impresa e valorizzazione delle risorse umane, Franco Angeli, Milano, 2010.

Study of groups in social psychology
Roles, norms, status and group functions
Phenomena in group dynamics
Power and leadership
Intra-groups and inter-groups interactions
Inter-groups relationships and social categorization
Inter-groups conflicts
Stereotype decostruction and prejudice reduction
Communication and social influence in group

- BROWN. Psicologia sociale dei gruppi, Il Mulino, Bologna.
- Alberto Voci – Lisa Pagotto. Il pregiudizio. Che cosa è, come si riduce. Laterza

The syllabus will highlight the changes that have occurred in the organization of work and the effects that these changes have had on organizational, individual and collective behaviors. The main theoretical approaches and some of the current issues in the psychological analysis of the organizations will be presented. Areas of application of this knowledge will also be identified to promote the efficiency of the organizations.
The course deals with two thematic modules: an introductory part on concepts and methods in organizational psychology and a second part on the current topics in organizational psychology.
In the first part, methodological elements will be examined, to show different ways of conducting organizational diagnosis and interventions to produce organizational change. Topics such as the relationship between new technologies and organizations, organizational change, organizational climate and cultures, and organizational socialization will be studied in depth.
In the second part, theoretical tools and intervention methodologies will be provided on topics such as ergonomic work analysis, leadership and motivation, and organizational justice. An in-depth analysis will be dedicated to the topic of the aging workforce in organizations.

1) Chmiel N., Fraccaroli F., & Sverke M. (eds). An introduction to work and organizational psychology. An international perspective. Third Edition. Wiley, 2017. Chapters: 1, 3, 4, 6, 7, 9, 10, 11, 12, 13, 15, 16, 18, 19, 20 and 21.

2) Truxillo, D. M., Cadiz, D. E., & Hammer, L. B. (2015). Supporting the aging workforce: A review and recommendations for workplace intervention research. Annual Review of Organizational Psychology and Organizational Behavior, 2, 351-381.

Historical evolution and tendencies of labour law. Sources. Constitutional principles. European and International sources. Trade union freedom and trade unions organisation (inside and outside the firm). Collective agreements, Strikes and other typologies of trade union disputes. 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, autonomous, flexible contracts. The duties of employees (cooperation, diligence, obedience, loyalty); the powers of the employer (directive and disciplinary). The protection of the person, dignity and freedom of employees: the non-discrimination law, wages, wages systems) working hours, breaks, tasks.

Book: G. Santoro Passarelli, Diritto dei lavori e dell’occupazione, Giappichelli, Torino, latest edition