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. Zoletto D., Dall'intercultura ai contesti eterogenei. Presupposti teorici e ambiti di ricerca pedagogica, Franco Angeli, Milano 2018.

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.

INTERCULTURAL EDUCATION
9 Credits 54 hours
Prof. Donatello Santarone

Title and Course Content

An intercultural teaching of poetry.
Vittorio Sereni: Lombard of Europe, Africa, and America;
Franco Fortini: Florentine-Milanese and citizen of the world.


The course aims to read and analyze poems by one of the greatest Italian and European poets after World War II, Vittorio Sereni (1913-1983), trying to bring out the intercultural intertwining of places, themes, figures, and languages coming from different historical, cultural, and poetic experiences of the poet: the civil dimension of the "Lombard" literary tradition, the second world war and imprisonment in Africa, the post-war publishing industry, opening the world up to Italian culture, travel, and the experience of translation.
The course also aims to read and analyze poems by Franco Fortini (1917-1994), who was a poetic and intellectual friend and interlocutor of Sereni. For this part, we will also trace the intercultural dimension of Fortini's work, which is characterized by cosmopolitanism and internationalism of his poems and prose and for his activity as a "cultural mediator" through translation (Milton, Goethe, Kafka, Proust, Brecht, Eluard), aware that the history and culture of the world are the cognitive background for understanding individual existences.
Reading these texts and interpreting them as a critical exercise of the imagination, with the consequent historical-critical commentary, will consolidate three capacities of which the critic Romano Luperini speaks: “the cognitive capacity, widening and deepening specific knowledge of the discipline and of the linguistic and cultural knowledge that is obtained from the dense network of interferences that presides over reading and interpretation; the imaginative capacity, as an existential, emotional and cultural enrichment produced by the contact with the great reservoir of imagination that is literature; the critical capacity, from education to the complexity and the problematic nature of the hermeneutical moment to the partiality and interdialogical character of every truth and to the democratic dialectic of the conflict of interpretations. These three capacities outline the many educational objectives.”
Part of the program is dedicated to practical applications in a learning environment for early childhood.



Objectives
• Know how to read and comment critically on a poetic text, a narrative text and an argumentative text.
• Experience the "alienating" character of the language of poetry.
• Acquire a method of reading the texts that is impressionistic but based, as much as possible, on what the text actually says.
• Know how to connect knowledge in the different analysis of texts.
• Know some key moments in the history and culture of the world over the last three centuries and connect these moments to the literary and educational dimensions.
• Acquire cognitive, imaginative and critical skills.

Exam Texts:
1. Vittorio Sereni, Diario d’Algeria, prefazione di Giovanni Raboni, Einaudi, Torino 1998.
2. Vittorio Sereni, Gli strumenti umani, introduzione di Chiara Fenoglio, il Saggiatore, Milano 2018.
3. Vittorio Sereni, Stella variabile, prefazione di Franco Fortini, il Saggiatore, Milano 2017.
4. Franco Fortini, Tutte le poesie, a cura di Luca Lenzini, Mondadori, Milano 2014.
5. Donatello Santarone, Letteratura e intercultura, dispensa scaricabile dal sito del docente.

Trainers:
The Course starts from a reflection on the historical, epistemological and methodological-procedural fundamentals of Didactic and aims to acquire knowledge and skills on the main methodological approaches for an effective didactic planning. In particular, the theme of "planning by skills" is highlighted, which represents the strategic key for a didactics able to face the challenges of diversity and lifelong learning.
- Unit 1: The historical, epistemological and methodological-procedural foundations of teaching.
- Unit 2: The main methods of teaching design. Effective and inclusive teaching strategies. Teaching design for skills.
- Unit 3: The relationship between knowledge and skills. The skills for lifelong learning.
- Unit 4: Evaluation as a tool for regulation and self-regulation of the teaching process.
- Unit 5: Teacher training.
- Unit 6: The Italian legislation and the main European documents concerning the organization of educational systems.

Trainers:
- Paper texts
Zanniello, G. (2016). La didattica tra storia e ricerca. Roma: Armando
Calvani, A. (2011). Principi dell’istruzione e strategie per insegnare. Criteri per una didattica efficace. Roma: Carocci
L. Chiappetta Cajola & A.M. Ciraci (a cura di) (2019). La formazione degli insegnanti: ricerca, didattica, competenze. Roma: Aracne.
- Online activities (on http://formonline.uniroma3.it):
Unit 1: Instructional design for skills.
Unit 2. Teaching, assessment and certification of skills in the education system: key elements for inclusion and social equity.
Unit 3. Skills and evaluation processes.
Unit 4. The university education of teachers.
Unit 5. School abandonment : social hardship, economic damage, political privilege.The fight against school leaving.
Unit 6. The Italian legislation and the major European documents relating to the organization of education and training systems.

The course explores the differences between oral, literate and digital cultures, offering a view of social and mental effects of writing, printing and using electronic technologies.
Specific attention will pay to the relationships between the digital culture and education.

Alfonso Fuggetta, Cittadini ai tempi di Internet. Per una cittadinanza consapevole nell'era digitale, Franco Angeli Editore, 2018
Ken Robinson, Scuola creativa. Manifesto per una nuova educazione, Erickson, 2016
Kenneth Goldsmith, Perdere tempo su Internet, Einaudi, 2017

The course is dedicated to the problems, concepts, methods and main sociological theories.
During the course, some of the key concepts of sociology will be studied: social relations; social action, socialization, solidarity, interaction, social inequality, stratification and social classes and exclusion, culture etc.
The course aims a critical analysis of the most relevant aspects of social processes ongoing in contemporary. Know the main trends of sociological theory and learn the basics of methodologies for social research.

Testi obbligatori
Parte generale:
1. Ambrogio Santambrogio, Introduzione alla sociologia, Editore Laterza.
2. Paolo Montesperelli, Metodologia della ricerca sociale (materiale scaricabile dalla piattaforma Formonline)
3. Claudio Tognonato, La sociologia alla ricerca della qualità (materiale scaricabile dalla piattaforma Formonline)

Seminario:
4. Claudio Tognonato, Teoria sociale dell’agire inerte. L’individuo nella morsa delle costruzioni sociali, Liguori Editore, Napoli 2018.

INTERCULTURAL EDUCATION
9 Credits 54 hours
Prof. Donatello Santarone

Title and Course Content

An intercultural teaching of poetry.
Vittorio Sereni: Lombard of Europe, Africa, and America;
Franco Fortini: Florentine-Milanese and citizen of the world.


The course aims to read and analyze poems by one of the greatest Italian and European poets after World War II, Vittorio Sereni (1913-1983), trying to bring out the intercultural intertwining of places, themes, figures, and languages coming from different historical, cultural, and poetic experiences of the poet: the civil dimension of the "Lombard" literary tradition, the second world war and imprisonment in Africa, the post-war publishing industry, opening the world up to Italian culture, travel, and the experience of translation.
The course also aims to read and analyze poems by Franco Fortini (1917-1994), who was a poetic and intellectual friend and interlocutor of Sereni. For this part, we will also trace the intercultural dimension of Fortini's work, which is characterized by cosmopolitanism and internationalism of his poems and prose and for his activity as a "cultural mediator" through translation (Milton, Goethe, Kafka, Proust, Brecht, Eluard), aware that the history and culture of the world are the cognitive background for understanding individual existences.
Reading these texts and interpreting them as a critical exercise of the imagination, with the consequent historical-critical commentary, will consolidate three capacities of which the critic Romano Luperini speaks: “the cognitive capacity, widening and deepening specific knowledge of the discipline and of the linguistic and cultural knowledge that is obtained from the dense network of interferences that presides over reading and interpretation; the imaginative capacity, as an existential, emotional and cultural enrichment produced by the contact with the great reservoir of imagination that is literature; the critical capacity, from education to the complexity and the problematic nature of the hermeneutical moment to the partiality and interdialogical character of every truth and to the democratic dialectic of the conflict of interpretations. These three capacities outline the many educational objectives.”
Part of the program is dedicated to practical applications in a learning environment for early childhood.



Objectives
• Know how to read and comment critically on a poetic text, a narrative text and an argumentative text.
• Experience the "alienating" character of the language of poetry.
• Acquire a method of reading the texts that is impressionistic but based, as much as possible, on what the text actually says.
• Know how to connect knowledge in the different analysis of texts.
• Know some key moments in the history and culture of the world over the last three centuries and connect these moments to the literary and educational dimensions.
• Acquire cognitive, imaginative and critical skills.

Exam Texts:
1. Vittorio Sereni, Diario d’Algeria, prefazione di Giovanni Raboni, Einaudi, Torino 1998.
2. Vittorio Sereni, Gli strumenti umani, introduzione di Chiara Fenoglio, il Saggiatore, Milano 2018.
3. Vittorio Sereni, Stella variabile, prefazione di Franco Fortini, il Saggiatore, Milano 2017.
4. Franco Fortini, Tutte le poesie, a cura di Luca Lenzini, Mondadori, Milano 2014.
5. Donatello Santarone, Letteratura e intercultura, dispensa scaricabile dal sito del docente.

The course is dedicated to the problems, concepts, methods and main sociological theories.
During the course, some of the key concepts of sociology will be studied: social relations; social action, socialization, solidarity, interaction, social inequality, stratification and social classes and exclusion, culture etc.
The course aims a critical analysis of the most relevant aspects of social processes ongoing in contemporary. Know the main trends of sociological theory and learn the basics of methodologies for social research.

Testi obbligatori
Parte generale:
1. Ambrogio Santambrogio, Introduzione alla sociologia, Editore Laterza.
2. Paolo Montesperelli, Metodologia della ricerca sociale (materiale scaricabile dalla piattaforma Formonline)
3. Claudio Tognonato, La sociologia alla ricerca della qualità (materiale scaricabile dalla piattaforma Formonline)

Seminario:
4. Claudio Tognonato, Teoria sociale dell’agire inerte. L’individuo nella morsa delle costruzioni sociali, Liguori Editore, Napoli 2018.

The course aims to initiate students to the study of themes and problems of general Pedagogy, with particular attention to the pedagogical and educational reflection that emerged during the twentieth century. Some significant constructs of the pedagogical discourse will be examined in depth, in comparison with the Socratic lesson: education and paideia, ethics and moral action, practice of care and self-care, communication and dialogic relationship.

Platone, Apologia di Socrate, Laterza, Roma-Bari 2005 (edizione consigliata);
A. Broccoli, Educazione senza morale. Risorse e limiti dell'etica pedagogica, La Scuola, Brescia 2017;
G. Alessandrini, La pedagogia di Martha Nussbaum. Approccio alle capacità e sfide educative, Franco Angeli, Roma 2014.

Those wishing to take the exam with a different program than the standard one, are requested to agree with the teacher, at least 30 days before the date of appeal.

the relationship between global inequalities and the environmental crisis, energy policies, bio-economic theories, the ecological footprint

L. Pellizzoni, G. Osti, Sociologia dell'ambiente, il Mulino
E. Lombardo, Potere e natura. Le cause sociali della crisi ambientale, Armando

Theories and models of the vocational Psychology;
Passage from School to profession;
tools for creating professional projects ;
Actions and programs for the vocational practice;
Variables related to vocational guidance and to the educational and professional success

1) Savickas, M. L. (2014). Career counseling. Guida teorica e metodologica per il XXI secolo. Trento: Erickson.
2) Toderi S, Sarchielli G (2013). Sviluppare la carriera lavorativa. Risorse personali e metodi di intervento. Bologna: Il Mulino.
3) D’Alessio M., Laghi F., Pallini S. (2007). Mi oriento. Il ruolo dei processi motivazionali e volitivi. Padova: Edizioni Piccin Nuova Libraria

The theoretical foundations and their methodological-operational applications, which are provided by current debates on phenomena that might predispose hardship and deviance at school, represent the starting point of reflective processes on problems of contemporary society and educational strategies of risk prevention. Through practical exercises and the use of in-depth bibliographic material, the course aims to investigate and experiment with some devices that refer to the paradigms of narrative pedagogy, reflectivity and emotional literacy, useful to the educational profession and spendable in the pedagogical field. A part of the programme will be dedicated to early childhood and applications in educational contexts for children.

- De Angelis B., Progettualità educativa e qualità pedagogica. Una antologia di testi, Anicia, Roma, 2012.
- 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.
- Teaching materials and pages chosen to read, analyze and study, will be inserted digitally into the online e-learning platform Teams in "Materiali De Angelis".
The students attending the course can replace the first text with individual and group activities provided during the course 2019-20.

The course aims to give knowledge and skills related to the methodologies and techniques of empirical research in the educational-teaching field in order to find the most appropriate and effective solutions to the problems that educators and trainers encounter in the context in which they operate and for the improvement of the quality of formal educational processes.
- Unit 1: The reference paradigms of research in education (quantitative approaches and qualitative approaches).
- Unit 2: Experimental and non-experimental research.
- Unit 3: The phases of educational research.
- Unit 4: Gather, process and represent data.
- Unit 5: Check lists, questionnaires, interviews, structured and semi-structured tests, systematic grids of observation.
- Unit 6: Statistical samples.
- Unit 7: The relationship between educational research and teaching practice.

LUCISANO, P. & SALERNI, A. (2002). Metodologia della ricerca in educazione e formazione. ROMA: CAROCCI
CORBETTA, P. (Seconda Edizione 2015). La ricerca sociale: metodologia e tecniche. I. I paradigmi di riferimento. BOLOGNA: IL MULINO
CORBETTA, P. (Seconda Edizione 2015). La ricerca sociale: metodologia e tecniche. III. Le tecniche qualitative. BOLOGNA: IL MULINO

The course presents in detail the contents and basic skills of docimology. To this end, the main students performance assessment models and procedures will be illustrated, with in-depth analysis of the current prospects of docimological research at national and international level. The course's specific objectives that will be tackled during through the lectures are: consider the characteristics of the educational language; consider the changes that influence the evaluation; classify the evaluation instruments; define the relation between didactics and evaluation; identify the evaluation elements and functions; build knowledge related structured tests; analyze the test data and adequate manner of correction of various test types. Moreover, these topics will be presented: in-depth knowledge of theoretical and methodological foundations of experimental research in adult education, with particular reference to evaluative research; the drawbacks of mainstream assessment tests; the main national and international surveys on adult competences. Furthermore, part of the course programme is dedicated to early childhood and applications to educational contexts for children.

Mandatory readings:
B. Vertecchi, Manuale della valutazione. Analisi degli apprendimenti e dei contesti, Milano, Franco Angeli, 2003.
Isfol, Bastianelli M., Mineo S., (2016). Il Secondo Round dell’indagine OCSE-PIAAC: le competenze per vivere e lavorare oggi, Roma, Isfol Research Paper, 34.

Please note that the mandatory readings must be studied entirely unless otherwise indicated. The slides discussed in class and related to the main topics of the course will be available on the e-learning platform.

Further readings:
OECD (2016), The Survey of Adult Skills: Reader’s Companion, Second Edition, OECD Skills Studies,OECD Publishing, Paris.
Di Francesco G., Amendola M., Mineo S., I low skilled in Italia. Evidenze dall’indagine PIAAC sulle competenze degli adulti, in “Osservatorio Isfol”, VI (2016), n. 1-2, pp. 53-67.

Please note that the further readings are not mandatory. However, it is advisable for both attending students and non-attending students to undertake the study of these didactic materials.

Considering the different topics covered in the lessons, the lecturer will provide, as a stimulus and aid to study, handouts, articles, essays and research reports on the course website.

1. Forms of State and Forms of Government (basic notions);
2. The sources of law in Italy (basic notions);
3. The constitutional organization in Italy (Parliament, Government, President of the Republic);
4. The public administration: organization, acts and measures;
5. The new system of local authorities ( « Legge Delrio »);
6. Rights and freedoms in the Italian constitutional system;
7. The right to health in the Italian Constitution;
8. The welfare state in Italy: social rights and welfare system;
9. Italian healthcare system;
10. The regional welfare systems;
11. Protection of rights / 1: jurisdiction’s principles;
12. Protection of rights / 2: the constitutional justice.

1) R. BIN – G. PITRUZZELLA – D. DONATI, Lineamenti di diritto pubblico per i servizi sociali, Giappichelli ,Torino, 2014;

oppure:

2) F. MODUGNO (a cura di), Diritto pubblico, Giappichelli, Torino, 2019.

1. General part
a) Moral, ethos, ethics, metaethics: terminological clarifications
b) Man as a moral subject and the pursuit of happiness
c) Being free: what does this mean?

2. Monographic Part

a) The notion of virtue and its rediscovery in contemporary philosophy
b) Moral questions through literature
c) Education and virtue

M.T. RUSSO-L.VALERA, Invito al ben-essere, Aracne, Roma 2015
P. RICCI SINDONI, L'altro, Messaggero, Padova 2016
M. T. RUSSO, Esperienza ed esemplarità morale. Rileggere Le due fonti della morale e della religione di Bergson, ETS, Pisa 2017
M. SCHELER, Modelli e capi, Franco Angeli, Milano 2011
Bibliography online

Due to the suspension of the lessons due to the COVID19 emergency, the lessons relating to the suspension period will also be available in the video recording at the following link: http://formonline.uniroma3.it/
The access key to the course is: Fil.MOR.Russo19/20

The question about happiness in the history of Western philosophy.

In its first part (36 hours), the course will offer an overall view, through an anthology of texts, which will allow the student to compare the theories of the main authors of Western philosophy.

Who has not a philosophical background will be alble to demonstrate a basic knowledge of some main authors: Socrates, Plato, Aristotle, Augustine, Thomas Aquinas, Descartes, Kant, Hegel, Nietzsche. We suggest the use of this text: M. De Bartolomeo – V. Magni, Storia della filosofia, Atlas, Milano 2011.

The second part (18 hours), dedicated to Eudemonism, is structured in three parts:
a. The examination of a work of the twenty-first century, in which the sources of contemporary unhappiness are well exposed: G. Lipovetsky, Una felicità paradossale (12 hours).
b. A focus on the influence of Eudemonism on the so-called "positive psychology", founded by Martin E.P. Seligman (6 hours)

Fist part:
F. de Luise – G. Farinetti, I Filosofi parlano di felicità, 2 voll., PBE, Einaudi, Torino 2014 (Mappe 51-52).
A file with the list of text will be uploaded on the blackboard online

Second part:

G. Lipovetsky, Una felicità paradossale, Cortina, Milano 2007.
M.E.P. Seligman, La costruzione della felicità, tr. it. T. Franzosi, Sperling Paperbacks 2005 (passages).
A. Petagine, Profili dell’umano, FrancoAngeli, Milano 2007, pp. 17-52 e 138-170.

Other references could be uploaded on the blackboard online.

La prima parte del corso riguarda gli aspetti essenziali della grammatica spagnola, in dettaglio:a) Fonetica, ortografia, accentazione b) Morfologia - Articoli determinativi e indeterminativi - Sostantivi: genere e numero.; diminutivi e accrescitivi - Aggettivi e pronomi: possessivi, dimostrativi, numerali - Verbo. Le tre coniugazioni regolari: tempi semplici e composti. I principali verbi irregolari- Pronomi personali soggetto e complemento - Gradi della comparazione - Aggettivi e pronomi relativi, interrogativi, indefiniti - Preposizioni, avverbi e congiunzioni) Sintassi - Uso dei verbi ser, estar, haber, tener - Differenze nell’uso del presente, dell’imperfetto, e del passato remoto del modo indicativo - Le principali perifrasi verbali

La seconda parte del corso si basa sugli aspetti della traduzione dallo spagnolo all’italiano con esercitazioni pratiche. Inoltre, si prenderà in esame la figura di Simón Bolívar e le vicende politico costituzionali dell’America latina del XIX sec. sulla base del volume di Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008 da pag. 29 a pag. 76, e sempre dallo stesso testo le letture: Manifiesto de Cartagena e Discurso de Angostura.

Manuel Carrera Díaz, Grammatica spagnola, Laterza, 2006.

Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008.

Dizionari:

Laura Tam, Grande dizionario di spagnolo, Hoepli, 2004.

Real Academia Española, Diccionario de la lengua española, XXII ed., disponibile on-line al sito: http://www.rae.es/

For instruction regarding the course, and much else, please refer to my personal website:
http://host.uniroma3.it/docenti/svolacchia

THIS COURSE AIMS AT:
- Debunking some of the most pervasive myths and prejudices regarding language and languages and making way to the results of contemporary research in the sciences of language.
- Providing students with sound information regarding how foreign languages are best learned and taught.
- Enhancing students’ metalinguistic capabilities to improve their command of written language and their ability to improve their pupils’ command of written language, both native and L2 speakers.
- Providing students with the linguistic knowledge implied in the processes of both teaching literacy and preparing pre-school children to literacy.

For instruction regarding the texts to prepare for the final examination, please refer to my personal website:

http://host.uniroma3.it/docenti/svolacchia

The first part of the course intends to offer a historical and theoretical knowledge on cinema, from the beginning to contemporary forms of audiovisual production, through the most relevant stages of its technological and stylistic development. The cultural aspect and the educational contribution of the cinematographic medium will be particularly considered, since cinema is seen as a medium that both produces and reflects imaginary.
The second part of the course intends to deal with the current audiovisual context with a particular attention to the evolution of television as a medium, the web world and serial contemporary narratives.
Il programma sarà lo stesso per frequentanti e non frequentanti; la presenza durante le lezioni è
fortemente consigliata, anche perché la visione dei materiali audiovisivi mostrati a lezione sarà
parte integrante dell’esame.
The main topics of this course will be, in particular:
A brief cinema history, from the beginning to post-modern cinema, in order to frame historically some key-forms of the cinematographic storytelling; the transition from analogical to digital culture, and the main consequences on technological, cultural and social levels; the evolution of the television medium until the post-network television; the web world: on demand culture and algorithmic culture; Digital and Media Literacy: definitions and perspectives.

1) S. Bernardi: L'avventura del cinematografo. Storia di un'arte e di un linguaggio, 2007, Marsilio. Except chapters: 5,6,7,12.

2) Articles in open access journals:

- R. Eugeni, Nativi Postmediali, in OPPInformazioni, n.118, pp. 22-29
http://oppi.it/wp-content/uploads/2014/11/118_22-29_R.-Eugeni-Nativi-postmediali.pdf

- T. Doni, Comunicazione digitale e nuovi media: una sfida per l’educazione, in Rassegna CNOS, pp. 189-193
https://www.cnos-fap.it/sites/default/files/articoli_rassegna/Comunicazione%20digitale%20e%20nuovi%20media.pdf

The question about happiness in the history of Western philosophy.

In its first part (36 hours), the course will offer an overall view, through an anthology of texts, which will allow the student to compare the theories of the main authors of Western philosophy.

Who has not a philosophical background will be alble to demonstrate a basic knowledge of some main authors: Socrates, Plato, Aristotle, Augustine, Thomas Aquinas, Descartes, Kant, Hegel, Nietzsche. We suggest the use of this text: M. De Bartolomeo – V. Magni, Storia della filosofia, Atlas, Milano 2011.

The second part (18 hours), dedicated to Eudemonism, is structured in three parts:
a. The examination of a work of the twenty-first century, in which the sources of contemporary unhappiness are well exposed: G. Lipovetsky, Una felicità paradossale (12 hours).
b. A focus on the influence of Eudemonism on the so-called "positive psychology", founded by Martin E.P. Seligman (6 hours)

Fist part:
F. de Luise – G. Farinetti, I Filosofi parlano di felicità, 2 voll., PBE, Einaudi, Torino 2014 (Mappe 51-52).
A file with the list of text will be uploaded on the blackboard online

Second part:

G. Lipovetsky, Una felicità paradossale, Cortina, Milano 2007.
M.E.P. Seligman, La costruzione della felicità, tr. it. T. Franzosi, Sperling Paperbacks 2005 (passages).
A. Petagine, Profili dell’umano, FrancoAngeli, Milano 2007, pp. 17-52 e 138-170.

Other references could be uploaded on the blackboard online.

The 54 hour/9 Cfu course will take place in the second semester. Students of other courses of study (or who must achieve integration) will attend the course for the number of hours / cfu (or study a program proportionally reduced and agreed with the teacher) as provided in the ordering of their course of study.
The commitment to attend the course must be assumed in a rigorous and continuous manner, as it provides a structured study path, in-progress checks, individual and group work with weekly deadlines.
Attending students are those who are present at least 2/3 of the hours of the course and who participate assiduously in all activities, both individual and collective, both carried out in the presence and through the multimedia platform Formonline.
Anyone who, for whatever reason, cannot ensure such continuity of attendance and/or participation, may also attend the course by reporting their particular situation to the Teacher and in any case referring to the program and the examination test provided for non-attendants.
The course includes the study of the fundamental structures of the French language (pronunciation, vocabulary, grammar, syntax) applied to specific exercises and to the reading, re-elaboration, deepening, written and oral, of Charles Perrault's fairy tales

Grammar part: French grammar book and exercises: Grammatica francese, Lingua in pratica, con esercizi di autoverifica, CD audio per l’ascolto e esercizi online (seconda edizione), Zanichelli, 2015 (ISBN 978-88-08-13657-2), https://www.ibs.it/grammatica-francese-con-esercizi-di-libro-vari/e/9788808136572?lgw_code=1122-B9788808136572&gclid=Cj0KCQiAm4TyBRDgARIsAOU75soNDXXBKisq86ZQY4jsXtkNu_6qDs1lfK1EYXiMkmRklvJhNRWq2MAaAkAZEALw_wcB

Testo di lettura e approfondimento: Charles Perrault, Contes, Présentation, notes et dossier par Fabrice Fajeau, Flammarion, 2017 https://editions.flammarion.com/Catalogue/etonnants-classiques/contes
Il libro è acquistabile tramite amazon o altre librerie online (costo euro2,80).


Text of reading and deepening: Charles Perrault, Contes, Présentation, notes et dossier par Fabrice Fajeau, Flammarion, 2017 https://editions.flammarion.com/Catalogue/etonnants-classiques/contes (you can bay on Amazon or other online bookshoop).
Il libro è acquistabile tramite amazon o altre librerie online (costo euro2,80).
At the link https://fr.wikisource.org/wiki/Contes_de_Perrault_(%C3%A9d._1902) there is the classic text reproduced online, which you can use instead of the book.
The site http://ticsenfle.blogspot.com/2015/07/charles-perrault-et-ses-contes-lire.html will also be used, where students will be able to find, in addition to comments and insights, both a version of the fairy tales rewritten in a more modern French and abbreviated versions for children. There is also an audio reading of the fairy tales, very useful to practice listening and pronunciation. During the course all these materials will be used and compared.

Links:
https://fr.wikisource.org/wiki/Contes_de_Perrault_(%C3%A9d._1902)
http://ticsenfle.blogspot.com/2015/07/charles-perrault-et-ses-contes-lire.html
http://clpav.fr/
https://www.ricochet-jeunes.org/articles/15-suggestions-douvrages-qui-revisitent-les-contes-classiques
http://www.francaisfacile.com;
http://www.lepointdufle.net

The educational path aims at making students already possessing a pre-intermediate/intermediate language level consolidate their skills, globally responding to Common European Framework of Reference for Languages level B1/B2 (see European Language Portfolio at http://www.coe.int/portfolio). The tasks proposed will refer to the practicing of the main linguistic constructions, the formulation of complex phrases, the enrichment of specialized vocabulary. In particular, activities will focus on ESP for HR and Socio-pedagogical Sciences.

* Course description:
The course is structured as to allow the implementation of the students’ linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and practicing modalities, as well as some cultural analysis skills.
The reading of different types of texts – intended to show students both the pedagogic models of the English culture and the specific jargon of their field of interest (HR and Social Sciences) – will allow the student to enrich his/her lexical and grammar-syntactical competences through constant exercise (pre-reading and post-reading activities, reading and listening comprehension), stimulating the students’ reflection and discussion on general-interest themes and providing useful topics for class-work both at written and oral level. The constant use of English in the classroom will be encouraged, also by the use of multimedia materials; students will be fostered to noticing the differences and similarities between L2 and L1 also by providing and analyzing different translations of the texts proposed.
- Linguistic aspects will be focused on as well; grammar texts with answer-keys and monolingual and bilingual dictionaries are suggested in bibliography. Online language exercises links will be suggested too.

*N.B.: Students belonging to DISSAIFE and SERSS previous courses MUST stick to this program; they will also follow the exam modalities prescribed for this year. Those who need to obtain 4, 5 or 10 CFU must contact the teacher to agree on their specific exam modalities.
* N.B.: All changing concerning the program or the lessons, or any other news will be posted on the teacher’s page on the Department website.

The Teacher meets the students at the end of classroom. For more information or further details, or to ask for an appointment, please contact the teacher via e-mail [ raffaella.leproni@uniroma3.it ].

** Reading texts (mandatory):
- G. Sandford, Cambridge English for Human Resources, Cambridge University Press, 2011
- C. Downes, Cambridge English for Job-hunting, Cambridge University Press, 2008 (2013)
- Maria Edgeworth, The Little Merchants (any complete original language edition) [Italian edition: I Piccoli Mercanti, in R. Leproni (ed.) Due racconti di Maria Edgeworth, Kappa, Roma, 2009]

Students are requested to focus in particular on the following texts/parts of the texts:
- THE LITTLE MERCHANTS introduction to The Parent’s Assistant (whole) + chap. 1-2
- CAMBRIDGE ENGLISH FOR HUMAN RESOURCES Units 1-3-6 + glossary
- CAMBRIDGE ENGLISH FOR JOB HUNTING Units 1-2-3-4 (5 optional) + appendix 1-2-3
NB. As for the two Cambridge English books, the program includes the texts reported in the AUDIOSCRIPT section concerning the Units specified above.

** Methodology texts:
- C. Taylor, Language to Language, Cambridge University Press (latest edition)

La prima parte del corso riguarda gli aspetti essenziali della grammatica spagnola, in dettaglio:a) Fonetica, ortografia, accentazione b) Morfologia - Articoli determinativi e indeterminativi - Sostantivi: genere e numero.; diminutivi e accrescitivi - Aggettivi e pronomi: possessivi, dimostrativi, numerali - Verbo. Le tre coniugazioni regolari: tempi semplici e composti. I principali verbi irregolari- Pronomi personali soggetto e complemento - Gradi della comparazione - Aggettivi e pronomi relativi, interrogativi, indefiniti - Preposizioni, avverbi e congiunzioni) Sintassi - Uso dei verbi ser, estar, haber, tener - Differenze nell’uso del presente, dell’imperfetto, e del passato remoto del modo indicativo - Le principali perifrasi verbali

La seconda parte del corso si basa sugli aspetti della traduzione dallo spagnolo all’italiano con esercitazioni pratiche. Inoltre, si prenderà in esame la figura di Simón Bolívar e le vicende politico costituzionali dell’America latina del XIX sec. sulla base del volume di Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008 da pag. 29 a pag. 76, e sempre dallo stesso testo le letture: Manifiesto de Cartagena e Discurso de Angostura.

Manuel Carrera Díaz, Grammatica spagnola, Laterza, 2006.

Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008.

Dizionari:

Laura Tam, Grande dizionario di spagnolo, Hoepli, 2004.

Real Academia Española, Diccionario de la lengua española, XXII ed., disponibile on-line al sito: http://www.rae.es/

This course deals with the fundamentals of Work Psychology with the aim of providing a basic knowledge of: the main theories that have marked the development of this discipline, with a focus entrepreneurial education and self assessment competences;the methods and tools used in work psychology research.
There will be a particular focus on the topic entrepreneurial education and of self assessment to improve his competences.
This course will present theoretical contents and fieldwork discussions.
Moreover, there will be in-class works and visiting lectures.
The course includes lessons in English and Spanish.

ARGENTERO, CORTESE, PICCARDO, Psicologia del lavoro, Raffaello Cortina Editore, Milano Cap: cap. 1, 2, 3, 5, 6, 7, 9, 10,13
V. Caggiano, Hard work on Soft skills, Teaching and Learning way to BE HAPPY , Anicia Roma 2019
Articoli di ricerca:
Caggiano, V. (2018). Education to leadership: Shakespeare’s exempla and soft skills. Educazione. Giornale di pedagogia critica, 7(2). ISSN: 2280-7837
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/153

Caggiano, V., Belsaguy, I., (2017). Initial Training of teachers: comparative study of mexican and chines education systems. EDUCAZIONE, 5(1), 91-102. ISSN: 2280-7837
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/131

Caggiano, V., Bellezza, A., & Piccione, V. (2017). Entrepreneurial university as innovation driver: the Salamanca Summer School case. Studi Sulla Formazione, 20(2). doi:10.13128/Studi_Formaz-22179
http://www.fupress.net/index.php/sf/article/view/22179/20572

Caggiano, V. (2016). Assunti e pratiche dell’Educazione Imprenditoriale. Il caso della Summer School# Teaching&Learning way to be happy. EDUCAZIONE, 5(1), 91-102. ISSN: 2280-7837
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/98

Caggiano, V. (2015). Educación emprendedora y el uso de la metáfora: un camino hasta la felicidad. EDUCAZIONE, (4), 107-118. ISSN: 2280-7837, doi: 10.14668
http://www.giornaledipedagogiacritica.it/index.php/gdpc/article/view/80


For non-attending students

In addition to the texts for those who attend, the program includes these texts:

Pedagogia dell’innovazione, Andrea Bellezza, Anicia 2017
V. Caggiano, Educazione Imprenditoriale, Aspetti psicologici dell’imprendere, Anicia Roma 2012

The teaching of POLICIES AND SERVICES FOR STUDY AND WORK aims to decline, through the reconstruction of the main systemic actions (the policies) and the most significant experiences realized (the services), two of the main fundamental rights of our Constitution: the right to work and the right to study.

The first part of the course will go over the main stages of the history of the right to study focusing on the university: from the different models of governance up to the different examples of granting economic subsidies; and then a list of the main services provided by our legal system to substantiate and support the right to university study.

The second part of the course will focus on the policies and services put in place to relaunch the binomial of study and work. The program foresees, on the themes of the work, a survey of the main institutional actors in the field to go on to define the third mission of the Italian universities by retracing the policies for access to work and services fielded by some public and private Lazio’s universities.

Teaching materials
(teaching materials and handouts may be requested by email to the contact of dr. Gianni D'Agostini - gianni.dagostini@uniroma3.it)

Policies and services for the study:
- Slides: "the right to university study in Italy: scholarships"
- The right to university study A.A. 2017-2018 (Miur - Statistics and Studies Office)
- The right to university study, september 2019, CD, Study Service, XVIII legislature
- The current legislation on the right to university study, January 2020, CD, Study Service, XVIII Legislature

Policies and services for the work:

- The job market 2018 - Ministry of Labor and Social Policies, Istat, Inps, Inail e Anpal. Cap. 1, 2, 3
- Universities and businesses, report 2018, Foundation CRUI, pg 34-64
- ANVUR, Biennial report 2018, part II, sez. 9, Third mission activities: strategies, resources and impact, pg 1-24
- ANPAL, Active labor policies in Italy, 2019, pg. 11-36

Appendix

- artt. 3 e 34 Italian constitution (principle of equality and right to study)
- DPR 616/1977, art. 34
- Law 390/1991
- Law 549/95
- DPCM 9 april 2001
- Law 240/2010
- DLGS 68/2012 (DSU)

The aim of the course is to offer systematic reflections on the relationship between Pedagogy and the professional activity of the socio-pedagogical educator (legally regulated by the recent Law 205/17), in the current multicultural contexts for individual and community welfare. The epistemological questions of pedagogical knowledge and its antinomies (nature/culture, individual / society, equality / difference, authority / freedom, theory /praxis) will be addressed, hinting at the evolution of this knowledge from the twentieth century to today and accentuating planning and transformative dimension. We will explore the different educational settings (from the family to services for minors; from the structures of and for psychosocial discomfort to street and emergency contexts; from services for the elderly to cultural ones for different audiences), to identify strategies and resources for professional action. Therefore, construction laboratories will be built to study the various socio-educational problems and highlight the different methods of intervention.

With the study of professional pedagogy the student will be able to:

In terms of knowledge and understanding:
- know the main paradigms of pedagogical knowledge in relation to its evolution;
- know the specific characteristics of the different educational settings.

In terms of the ability to apply knowledge and understanding:
- analyze the different contexts and identify the resources needed to network with the realities of the area;
- access the relevant scientific literature to plan programs for the emancipation of those involved in the processes;

In terms of independent judgment:
- interpret the various educational needs;
- master the methodologies and expressive languages ​​best suited to different contexts.

In terms of communication skills:
- identify one's own pedagogical style;
- interact in social contexts to design educational actions.

In terms of learning capacity:
- understand the role of pedagogical knowledge in its historical and socio-political development in formal and non-formal educational contexts.
- know how to understand the educational relationship in its different socio-historical, cognitive and affective dimensions.

L. Cerrocchi, L. Dozza (Eds), Contesti educativi per il sociale. Progettualità, professioni e setting per il benessere individuale e di comunità, FrancoAngeli, Milano 2018.


During the course further teaching materials may be provided.

Sociology unites theory and empirical research, and today, more than ever, it is useful for being able to analyze and respond to the questions of change and social coexistence: democracy, globalization, ecology, gender and sexuality, migrations, symbolic representations, great themes that carry within them the transformations of social relations, of the family, of stratification, of education, of religion, of the arts, of the use of mass media. The course therefore intends to address the forms and changes of living in society, according to different theories and methods of investigation, with the aim of making female students and students increasingly autonomous, critical and aware. Able to set up conceptually oriented empirical research.

Particular attention will be paid to issues closer to the professional course of the EduForm and Sde Online Degree Course and special attention for childhood.
Seminars will be organized during the course.
The exam will be oral.

Students are required to present on the day of the exam (not by e-mail) a speech related to a research project conceived and freely chosen from one of the topics covered by the course (eg how to study the presence of immigrants in a neighborhood of their own city / country) using sociological theories, elaborating personal research hypotheses, choosing research techniques that are deemed more suitable. For further clarification, students are invited to attend classes or contact the teacher to define a meeting during student reception.

esti di esame consigliati per 6 crediti:

1) Main Text to choose between: J. Smelser, Manuale di Sociologia, Il Mulino, F. Ferrarotti, Manuale di Sociologia, Laterza, R. Cipriani, Nuovo Manuale di sociologia, Maggioli ed.

2) One text to choose between:
E. Goffman, La vita quotidiana come rappresentazione o I rituali dell’interazione, L. Berger, T. Luckmann, La realtà come costruzione sociale, M. Weber,Lo spirito protestante e le origini del capitalismo o La scienza come professione. La politica come professione, , E. Durkheim, Il Suicidio, P. H. Marcuse, L’uomo ad una dimensione, W. Adorno, La personalità autoritaria Bourdieu, Il dominio maschile, Feltrinelli, C.W. Mills, L'immaginazione sociologica, Il Saggiatore, Hannah Arendt, Vita activa o Le origini del totalitarismo, qualsiasi edizione, Franco Ferrarotti, La sociologia alla riscoperta della qualità/oppure/ La sociologia, Agnes Heller, per una teoria dei sentimenti.
.

3) Milena Gammaitoni, Storie di vita di artiste europee, dal Medioevo alla contemporaneità, Cleup, Padova

4) One text to choose between:: M. Gammaitoni, a cura, Per una sociologia delle arti. Storia e storie di vita, Cleup, 2012 M. Gammaitoni, a cura, Le arti e la politica. Le risposte della sociologia, Cleup, 2015 Milena Gammaitoni, Le Compositrici, Storia e storie di vita, SEdM, in corso di stampa, M. Gammaitoni, L'Orchestra di Piazza Vittorio, storie e storie di vita, in corso di stampa i libri dell'editore Cleup si possono ordinare direttamente a redazione@cleup.it oppure on line su ibs libri,


For 9 credits one text to choose between::


Mary Wollstonecraft, I diritti delle donne, A. De Toqueville, La democrazia in America, Erich Fromm, Fuga dalla libertà, Franco Ferrarotti, La tentazione dell’oblio oppure Vite di Baraccati, Z. Bauman, Amore liquido, A. Giddens, Sull’intimità, R. Sennet, Insieme, Simone Weil, La prima radice, E. Morin, Insegnare a vivere. Manifesto per cambiare l'educazione, F. Berardi, Futurabilità, I. Illich, La convivialità, L. Irigaray, Condividere il mondo, V. Zolberg, Sociologia dell’arte, R. Cipriani, La religione diffusa, M. Ambrosini, Migrazioni, Egea, M. Orioles, La seconda generazione dei migranti, M. D’Amato, Telefantasie, per una sociologia dell’immaginario , Agnes Heller, Paradosso Europa, Annalisa Tota, Sociologia dell’arte, M. D’Amato a cura, Immaginario e satanismo, G. Turnaturi, Immaginazione sociologica e immaginazione letteraria, Laura Verdi, Il corpo al centro, 2016, K. Carnà, S. Rossetti, Kotha. Donne bangladesi nella Roma che cambia, Ediesse, 2018, F. Antonelli, a cura, Genere, sessualità e teorie sociologiche, Cedam, 2018, A. Romeo, Per una sociologia del corpo, Mondadori, 2018, Ignazia Bartholini, Violenza di prossimità. La vittima, il carnefice, lo spettatore e il «grande occhio».

This year's course will focus on the trinomial dialogue / humanitas / narration, in the spirit of a philosophical-educational reflection on living the human dimension, in today's "age of technology". The concern for the intrinsically humanistic value of education, which animates the present Course, constitutes an explicit stance against the possible drifts and risks of a vision of man increasingly marked by the intrusiveness of the technique intended as an end, not as a means ; from the reduction of education to purely utilitarian and systemic-functionalist logics; from a depersonalization of the educational relationship, which becomes more and more an object, precisely, of a process of "pedagogical sterilization" that would like to empty the training path of the young "subjects in training" of substance, weight, content, in the name of a illusory and ephemeral need for formalization, quantification of learning and teaching.
The idea of ​​living we intend to refer to is that of a human subject who, through the narrative dimension, the word and the writing, the discourse and reading, literature and the arts, is induced to promote an emancipatory enrichment of himself and his ability to create and understand meanings, values, vocabularies, texts, symbols. Central, in our perspective of analysis, the connection and analogy existing between the dimension of language and that of the city, of the polis understood as a place of the human.
However, the human and the inhuman have always coexisted within the city of men, and our living in this city is perpetually exposed to expropriation, exile, pain, vulnerability, denial of self and 'other person: the reading of Sophocles' Antigone, foreseen in the present Course, as well as the reference to Albert Camus' Foreigner and Bertolt Brecht's Mother Courage (authors treated in the text by Marco Giosi), will touch this theme connected to the dialectic between recognition and dehumanization. Even the text by Charles Taylor, Consequences of modernity, will be confronted with the themes related to the eclipse of the ends, the need for recognition, the loss of the social bond in relation to forms of "selfish" individualism. The study of the text by Jean Paul Sartre, Existentialism is a humanism, constitutes a call to a personal, ethical "commitment" that conceives man as a "builder" of a humanism through choices and practices of mutual recognition interhuman, without "Guarantees" of divine or transcendent order.
The educational-pedagogical principle that is at the basis of this course is that of dialogue:
A) Dialogue as the foundation of the same educational relationship; this dialogue belongs to the intimate nature of thinking, knowing, learning and teaching. From the Socratic pedagogical practice to the pedagogical experience of Don Milani, passing through the I-tu relationship described by Martin Buber.
B) Dialogue as a social, political space crossed by a dialectic between identity and difference, between solitude and community, to use the words of the philosopher of education Stanley Cavell.
The text of Marco Giosi, The educational experience and its languages: dialogue, narration, humanitas, intends to offer keys for reading and interpreting issues that touch the current educational condition: education for citizenship; the processes of literacy of the person, between orality, writing, reading; the study of the classics; the analysis of the aesthetic experience on the "symbolic" front; analysis of the impact of media and new electronic-digital technologies on the cognitive, perceptive, emotional and imaginative processes of the child / adolescent person. The philosophical-educational reflection on the knowledge of education and on the epistemological status of the discipline itself.
A part of the program is dedicated to early childhood and applications to educational settings for children ", with reference to what is indicated in Decree 378/2018, enclosed

M. Giosi, L'esperienza educativa e i suoi linguaggi. Dialogo, narrazione, humanitas, Roma, Anicia, 2019.
M. Giosi, Pedagogia della cura e integrazione sociale, Anicia, Roma, 2019.
J.P. Sartre, L'esistenzialismo è un umanismo, Milano, Mursia, 2012

Laboratorio da 3 CFU:
Sofocle, Antigone, Milano, Mondadori, 2002.

Programma del corso

Il corso di Didattica Generale comprende un percorso base (6 CFU) e un Laboratorio (3 CFU) per il conseguimento di complessivi 9 crediti.

Titolo del corso: Individualizzazione dell’insegnamento e didattica modulare nei contesti di istruzione formale

L’organizzazione della didattica risulta essere una variabile cruciale per garantire la qualità dei processi formativi nei diversi contesti di istruzione, formali e non, anche in chiave orientativa. Il corso di Didattica Generale, partendo da una riflessione sui fondamenti, metodi d’indagine e scopi della disciplina, intende analizzare alcuni dei modelli più noti e significativi di organizzazione della didattica nei contesti di istruzione formale, ed in particolare studiare alcuni modelli di individualizzazione e personalizzazione dell’insegnamento anche in relazione al più recente contributo fornito dalle ICT ai processi di istruzione e apprendimento. Parte del corso si svolgerà su piattaforma e-learning in forma laboratoriale. Il tema del laboratorio è centrato sull'uso di strumenti per la rilevazione, l'analisi e il potenziamento di competenze strategiche in età adolescenziale. Dal punto di vista operativo è necessario compilare alcuni questionari on line, analizzarne gli esiti e svolgere una sintetica relazione di interpretazione e commento da consegnare nell'apposito spazio del corso sulla piattaforma formonline.uniroma3.it.

Testi
- Domenici G., Cajola L., Organizzazione didattica e valutazione, Roma, Monolite,2005
- Margottini M., Formazione e-learning. Teorie e modelli didattici per la scuola, Roma, Monolite editrice, 2008 (disponibile sulla piattaforma)
- Altri materiali didattici disponibili gratuitamente sulla piattaforma on line
- Margottini M., Competenze strategiche a scuola e all’università, Milano, LED, 2017 (testo disponibile in digitale gratuitamente sulla piattaforma del corso)

Learning goals: the student is able to discuss learning changes moved by digital technologies and to design blended learning paths.
Relational goals: the student improves his communicating skills and is well active in learning communities
- Knowledge and understanding: the student is conscius that knowledge is endlessly changing
- Applying knowledge and understanding: the student uses Internet effectively
- Making judgements: the student is well oriented on Internet
- Communication skills: the student is able in public speaking
- Learning skills: the student knows his meta-learnig

A. Quagliata, I-Learning. Storie e riflessioni sulla relazione educativa

The course consists of a basic course and a monographic part. The basic course aims at examining the evolution of the history of ideas on education by analyzing the thinking of some of the most important authors who have dealt with the theme of education in the Western thought history. Part of the program will be dedicated to the early childhood and to implementation in educational contexts for childhood.The reading of a 'classic' of pedagogical thought will also be the object of analysis: "School and Society" by John Dewey, published in 1899, is devoted to the pedagogical renewal of the activist thought, which was widely spread throughout the Twentieth century.
The monographic part, instead, will examine the role of feelings and emotions in the history of education, as well as the transformation of real educational practices and pedagogical arrangements which took place from the Eighteenth to the Twentieth centuries. These studies are focused on the analysis of private life, understood as a labyrinth of affective and educational relationships and, at the same time, as a privileged place for transmitting rules and identities.

1) Saverio Santamaita, Storia dell’educazione e delle pedagogie, Bruno Mondadori, Milano, (latest edition).
2) Carmela Covato, Pericoloso a dirsi. Emozioni, sentimenti, divieti e trasgressioni nella storia dell’educazione, Unicopli, Milano, 2018.
3) John Dewey, Scuola e società, editing and preface by F. Borruso, Edizioni, Conoscenza, Roma, 2018.

The first part of the course covers the essential aspects of Spanish grammar, in detail: a) Phonetics, spelling, accent b) Morphology - Determintive and indeterminative articles - Nouns: gender and number; diminutives and growths - Adjectives and pronouns: possessive, demonstrative, numerical - Word. The three regular conjugations: simple and compound times. The main irregular verbs - Personal pronouns subject and complement - Degrees of comparison - Adjectives and relative pronouns, questions, undefined - Prepositions, adverbs and conjunctivae) Syntax - Use of the verbs ser, estar, haber, tener - Differences in the use of the present, the imperfect, and the remote past of the indicative mode - The main verbal periphrases

The second part of the course is based on the aspects of translation from Spanish into Italian with practical exercises. In addition, the figure of Simón Bolívar and the political and constitutional events in Latin America in the 19th century will be examined on the basis of the volume by Giuseppe Cacciatore and Antonio Scocozza, El gran Majadero de América, Naples, La città del sole, 2008 from page 29 to page 76, and the readings: Manifiesto de Cartagena and Discurso de Angostura will also be taken from the same text.

Translated with www.DeepL.com/Translator

Manuel Carrera Díaz, Grammatica spagnola, Laterza, 2006.

Giuseppe Cacciatore e Antonio Scocozza, El gran Majadero de América, Napoli, La città del sole, 2008.

Dizionari:

Laura Tam, Grande dizionario di spagnolo, Hoepli, 2004.

Real Academia Española, Diccionario de la lengua española, XXII ed., disponibile on-line al sito: http://www.rae.es/

The aim of the course is to provide the students with basic methodologies and knowledge in the fields of Musicology, History and Sociology of Music. The course programme is divided in two parts: the first is devoted to the fundamentals of music theory (acoustics, notation, musical forms etc.) and to a survey of musical history connected with listening and analysis of exemplary works of both written art music and non-written traditions; the second one, monographic, is focused on the following subject: Film Music. History, Functions, Techniques.

The examination textbooks are the following: O KAROLYI, Grammatica della musica, Torino, Einaudi, 1967 and reprinted versions; A Survey of history of Western music, in Musica, Le Garzantine, Milano, Garzanti 1996 and updated editions, pp. 1009-1042; K. KALINAK, Film Music. A Very Short Introduction, Torino, EdT, 2012

The 36 hour/6 Cfu course will take place in the second half of the year.
The commitment to attend the course must be assumed in a rigorous and continuous manner, as it provides a structured study path, in-progress checks, individual and group work with weekly deadlines.
Attending students are those who are present at least 2/3 of the hours of the course and who participate assiduously in all activities, both individual and collective, both carried out in the presence and carried out through the multimedia platform Formonline.
Anyone who, for whatever reason, cannot ensure such continuity of attendance and/or participation, may also attend the course by reporting their particular situation to the Teacher and in any case referring to the program and the examination test provided for non-attendants.
The course includes the study of the fundamental structures of the French language (pronunciation, vocabulary, grammar, syntax) applying them to specific exercises and to the reading, re-elaboration, in-depth study, written and oral, of the fairy tales of Charles Perrault.
Compared to the students of the course for 9 CFU, the students of the course for 6 cfu will be exempted from the essay.

Grammar part: French grammar book and exercises: Grammatica francese, Lingua in pratica, con esercizi di autoverifica, CD audio per l’ascolto e esercizi online (seconda edizione), Zanichelli, 2015 (ISBN 978-88-08-13657-2), https://www.ibs.it/grammatica-francese-con-esercizi-di-libro-vari/e/9788808136572?lgw_code=1122-B9788808136572&gclid=Cj0KCQiAm4TyBRDgARIsAOU75soNDXXBKisq86ZQY4jsXtkNu_6qDs1lfK1EYXiMkmRklvJhNRWq2MAaAkAZEALw_wcB

Testo di lettura e approfondimento: Charles Perrault, Contes, Présentation, notes et dossier par Fabrice Fajeau, Flammarion, 2017 https://editions.flammarion.com/Catalogue/etonnants-classiques/contes
Il libro è acquistabile tramite amazon o altre librerie online (costo euro2,80).


Text of reading and deepening: Charles Perrault, Contes, Présentation, notes et dossier par Fabrice Fajeau, Flammarion, 2017 https://editions.flammarion.com/Catalogue/etonnants-classiques/contes (you can bay on Amazon or other online bookshoop).
Il libro è acquistabile tramite amazon o altre librerie online (costo euro2,80).
At the link https://fr.wikisource.org/wiki/Contes_de_Perrault_(%C3%A9d._1902) there is the classic text reproduced online, which you can use instead of the book.
The site http://ticsenfle.blogspot.com/2015/07/charles-perrault-et-ses-contes-lire.html will also be used, where students will be able to find, in addition to comments and insights, both a version of the fairy tales rewritten in a more modern French and abbreviated versions for children. There is also an audio reading of the fairy tales, very useful to practice listening and pronunciation. During the course all these materials will be used and compared.

Links:
https://fr.wikisource.org/wiki/Contes_de_Perrault_(%C3%A9d._1902)
http://ticsenfle.blogspot.com/2015/07/charles-perrault-et-ses-contes-lire.html
http://clpav.fr/
https://www.ricochet-jeunes.org/articles/15-suggestions-douvrages-qui-revisitent-les-contes-classiques
http://www.francaisfacile.com;
http://www.lepointdufle.net

The educational path aims at making students already possessing a pre-intermediate/intermediate language level consolidate their skills, globally responding to Common European Framework of Reference for Languages level B1/B2 (see European Language Portfolio at http://www.coe.int/portfolio). The tasks proposed will refer to the practicing of the main linguistic constructions, the formulation of complex phrases, the enrichment of specialized vocabulary. In particular, activities will focus on ESP for HR and Socio-pedagogical Sciences.

* Course description:
The course is structured as to allow the implementation of the students’ linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and practicing modalities, as well as some cultural analysis skills.
The reading of different types of texts – intended to show students both the pedagogic models of the English culture and the specific jargon of their field of interest (HR and Social Sciences) – will allow the student to enrich his/her lexical and grammar-syntactical competences through constant exercise (pre-reading and post-reading activities, reading and listening comprehension), stimulating the students’ reflection and discussion on general-interest themes and providing useful topics for class-work both at written and oral level. The constant use of English in the classroom will be encouraged, also by the use of multimedia materials; students will be fostered to noticing the differences and similarities between L2 and L1 also by providing and analyzing different translations of the texts proposed.
- Linguistic aspects will be focused on as well; grammar texts with answer-keys and monolingual and bilingual dictionaries are suggested in bibliography. Online language exercises links will be suggested too.
*N.B.: Students belonging to DISSAIFE and SERSS previous courses MUST stick to this program; they will also follow the exam modalities prescribed for this year. Those who need to obtain 4, 5 or 10 CFU must contact the teacher to agree on their specific exam modalities.
* N.B.: All changing concerning the program or the lessons, or any other news will be posted on the teacher’s page on the Department website.

The Teacher meets the students at the end of classroom, or via Teams/Skype/Zoom (appointment needed). For more information or further details, or to ask for an appointment, please contact the teacher via e-mail [ raffaella.leproni@uniroma3.it ].

** Reading texts (mandatory):
- G. Sandford, Cambridge English for Human Resources, Cambridge University Press, 2011
- C. Downes, Cambridge English for Job-hunting, Cambridge University Press, 2008 (2013)
- Maria Edgeworth, The Little Merchants (any complete original language edition) [Italian edition: I Piccoli Mercanti, in R. Leproni (ed.) Due racconti di Maria Edgeworth, Kappa, Roma, 2009]

Students are requested to focus in particular on the following texts/parts of the texts:
- THE LITTLE MERCHANTS introduction to The Parent’s Assistant (whole) + chap. 1-2
- CAMBRIDGE ENGLISH FOR HUMAN RESOURCES Units 1-3-6 + glossary
- CAMBRIDGE ENGLISH FOR JOB HUNTING Units 1-2-3-5 + appendix 1-2-3
NB. As for the two Cambridge English books, the program includes the texts reported in the AUDIOSCRIPT section concerning the Units specified above.

** Methodology texts:
- C. Taylor, Language to Language, Cambridge University Press (latest edition)

The course is divided into two parts. The first part will focus on the presentation and discussion of the main theories and techniques of evaluation, on the relationship between planning and evaluating, on the main features of evaluation processes (objects, objectives, schedule and procedures).
The second part will deal with evaluation of and within social and educational services, in particular the relationship between policies and evaluation and quality and evaluation.

E.M. Torre, "Dalla progettazione alla valutazione", Carocci, Roma, 2014. 160 pages
C. Corsini, "Inclusione e culture valutative", in In S. Polenghi, M. Fiorucci, L. Agostinetto, "Diritti, Cittadinanza, Inclusione", Lecce, Pensa, 2018 pp. 85-94. 10 pages.
(download: https://www.academia.edu/37615575/INCLUSIONE_E_CULTURE_VALUTATIVE._In_Simonetta_Polenghi_Massimiliano_Fiorucci_Luca_Agostinetto_2018_a_cura_di_Diritti_Cittadinanza_Inclusione_Lecce_Pensa_pp._85-94 )
E.G. Guba, Y.S. Lincoln, La valutazione di quarta generazione, In N. Stame, a cura di, Classici della valutazione, Milano, FrancoAngeli, 2007 pp. 128-156. 29 pages.
M.Q. Patton, Il dibattito sui paradigmi: una sintesi utilitarista, In N. Stame, a cura di, Classici della valutazione, Milano, FrancoAngeli, 2007 pp. 188-239. 51 pages

Neuro-motor experience and experimentation is at the base of every process of growth and somatic, emotional, affective, relational and social growth. From the infinitely large of the external world, even before birth, the child uses the body to relate to himself and to the world around him, making all possible sensory experiences his own through emotions, engraving them in the infinitely small of his own neuronal synapses and then transforming them into neuro-motor learning.

Growing through sensory experiences and therefore their perceptive functions, the new individual is able to experience the surrounding environment, to define the boundaries, the possibilities and the limits of action of his body, dialoguing at the somato-psychic level with his own genome and allowing the epigenetic modulation of this as a phenotypic response to the motor and emotional stresses in which it grows.

With play (relationship with objects and the environment and people) and movement reaches and perfects not only important skills such as balance, concentration, attention, physical abilities, but also awareness or identity corporeal (somato-estesico and somato-sensory) and therefore emotional-relational acquiring awareness of one's own entity with and communicating with others.

A fundamental assumption of psychomotor education is the global consideration in childhood and adolescence, in a holistic dimension, of its Mind-body unity and understanding of the purpose of psychomotor action even in the case in which there are differences and physiological defects.

The program focuses on knowledge of the aspects and elements of anatomy and physio-pathology and movement disorders from infancy, adolescence and young adults according to the Biological Aesthetic Structural Model (MSEB, Villanova M., 2006).

The following topics are therefore subjects of cross-cutting interest.

Direct observation of the child. Embryo-fetal development and risk factors. Ontogenesis, Phylogenesis, Embryogenesis and Comparative Ethology of Motor Development.
Psychomotor delay. Cognitive development. Emotional development. Affective and sexual development. Acquisition of the body schema. Body awareness. Genesis of the imitation of gestures. Mirror neurons and Emulation. Memory. The body-emotion axis. The sense-motor game. The symbolic game.
Cognitive development according to J. Piaget. Dyspraxia. Perception of space and time. Spatial abilities. Verbal and non-verbal communication. Hemispheric dominance. Alterations from lateralization. Concept of number and quantity. Dysgraphia. Executive functions. Neuro-psychomotor intervention in infantile cerebral palsy. Modified States of Consciousness.

Libri di Testo

• Villanova M.: “Orientamenti clinico-forensi-criminologici ed educativo-pedagogici di Neuropsichiatria dell’età evolutiva per le Professioni dell’infanzia e dell’adolescenza” Ed. La Sapienza , 2010 (Opera monografica).
• Camerucci M., Formazione e coerenze educative, Morlacchi, Perugia, 2016

Course title:

Meeting each other's bodies to meet ourselves?

Description:

The course aims to investigate to what extent body, beauty and eros play a role in the authentic expression of one's inner self.

Texts for the exam

Plato, Symposium, any edition with Greek text in front.
P. P. Pasolini, Teorema (film available online at: https://archive.org/details/1967Teorema)
G. Scaramuzzo, In-tendere. L’umana sophia di Luigi Pirandello, Anicia, Roma 2005.


In addition, only for those who have to pass the 9 credit exam:

L. Pirandello, Trovarsi, any edition.