The course aims at transmitting an understanding of the specific aspects of pedagogical consultations and of the importance of basing these on a specific profile of the advisor. It illustrates the pathway from the assessment to the monitoring of projects, to consultancy and supervision in pedagogical contexts.
The course contains a part which has the character of laboratory exercises to analyse particular sites of pedagogical consultancy. In this part practitioners present educational projects and case examples. Students will acquire competences of how to intervene in social situations and will have occasion to experience the meaning of pedagogical consultancy through targeted exercises according to the number and the experience of participating students.

Students have the possibility to read some books books in english, french, spanish or german

Course title

To express the word.

Description

The course will investigate the mystery of the word in human beings from a theoretical point of view, in the practice of dialogue, in the expressive reading.

E. Ducci, La parola nell'uomo, La Scuola, Brescia 2005.
E. Ducci (a cura di), Il margine ineffabile dell’educativo. Un bene da salvaguardare, Roma 2007.
E. Ducci (a cura di), Preoccuparsi dell’educativo, Anicia, Roma 2002.
M. Buber, Il principio dialogico e altri saggi, San Paolo, Cinisello Balsamo, 2014.
Antology of poetic texts edited by the teacher and availeble on-line.

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 Goals of laboratory The laboratory activities start from some specific, fundamental theories in order to enable the students to perform training models through the moodle platform. The laboratory intends firstly to give the essential theories of the professional training in relation to sciences such as pedagogy, psychology, philosophy, sociology, epistemology and training methodology. Secondly, the laboratory carries out the strategies to get the training projects. The study of the models of the professional training is done in relation to some characteristics of the knowledge society, in particular in relation to the large diffusion of ICT and e-learning models of training. These concepts are also studied in relation to the evolution of the contemporary society towards Model 4.0. This model is characterized in terms of job and training by strong interconnection of elements and processes, by Internet of things, increased reality, robotics and artificial intelligence. The strategies and training practices should enable people to face the challenges of innovation, flexibility and rapid changes in the labor market. More specifically reference is done to the concepts of lifelong learning and lifewide learning, competence and strategic skills, the ability of learning and learning to learn, to e-learning, to on –line training and to the blended learning, to computational thinking and digital fabrication. The aim is to arrive at model of professional training as a set of tools by which to face the challenges of the Knowledge Society, namely as a set of flexible tools though which individuals can continuously adapt themselves to the changes taking place in their working and social environment.

Thanks to the course, students will be able to plain e-learning and blended learning training models

Suggested books:

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

Web site:

AgendaDigitale.eu website - www.agendadigitale.eu

Industry 4.0 website - http://preparatialfuturo.confindustria.it/

The course aims at transmitting an understanding of the specific aspects of pedagogical consultations and of the importance of basing these on a specific profile of the advisor. It illustrates the pathway from the assessment to the monitoring of projects, to consultancy and supervision in pedagogical contexts.
The course contains a part which has the character of laboratory exercises to analyse particular sites of pedagogical consultancy. In this part practitioners present educational projects and case examples. Students will acquire competences of how to intervene in social situations and will have occasion to experience the meaning of pedagogical consultancy through targeted exercises according to the number and the experience of participating students.

Students have the possibility to read some books books in english, french, spanish or german

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 "diachronic-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:
Soresi S., Nota L., Santilli S. (a cura di), Il contributo dell'orientamento e del counselling all'agenda 2030, Padova, Cleup, 2019
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)

Titolo del Seminario: La prospettiva temporale per l’orientamento
Testo: Zimbardo P. Boyd J., Il paradosso del tempo, Milano, Oscar Mondadori, 2009 (il testo non è facilmente reperibile in libreria pertanto ne saranno forniti estratti durante le lezioni e sulla piattaforma online)

Laboratorio on line: Autovalutazione di competenze strategiche.
Materiali didattici e questionari disponibili gratuitamente sulla piattaforma formonline.uniroma3.it
onibili gratuitamente sulla piattaforma formonline.uniroma3.it

The course aims to develop the professional skills necessary to carry out quality integration processes in the various life contexts (family, school, leisure time, work) in an inclusive dimension.
Through the development of the teaching design skills of an inclusive environment in which diversity is a driving force for the improvement and progress of the school, the course proposes, on the one hand, music therapy as an example of an effective way to promote participation in school life and On the other hand, the course will highlight the importance of the study method as a mastery to be developed for learning and, more generally, for inclusion.

• 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

In the perspective of scholastic inclusion, as promoted by international organizations and Italian legislation, the course will deal with the organization of special education as a fundamental variable to guarantee the quality of processes and equity in the various contexts of life (family, school, free time, work).

To this end, the course is organized in a blended mode for a total of 36 hours, of which 20 are lectures and 16 on-line activities.

Specifically, during the lectures hours the theoretical-applicative principles underlying pedagogy and special teaching will be proposed with reference to the processes of education and learning in the inclusive dimension.
Starting from a reflection on the aims of the discipline, we will analyze some of the most well-known and significant models of organization of inclusive teaching in the contexts of formal education, with particular attention to models of individualization and personalization of teaching also in relation to the recent contribution provided from evidence-based-education and the contribution of information and communication technologies.

In particular, in the first part of the teaching in presence the theoretical-applicative principles underlying pedagogy and special teaching will be taken into consideration, in the second part we will deepen the methods of inclusive organization of teaching.

During online activities, through exercises and case studies related to the design of an inclusive activity, also through technologies, the course will develop from an operational point of view the interdependence between the pedagogical dimension of inclusion and its organizational and didactic dimension.

Calvani A. (2018). Come fare una lezione inclusiva. Roma: Carocci.
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.

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.

A. Quagliata, I-learning. Storie e riflessioni sulla relazione educativa (Armando editore)
S. Manghi, Il presente della relazione http://www.academia.edu/31168210/Il_presente_della_relazione_Dialogo_violenza_fraternit%C3%A0

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.
In particular field work to create OERs for cross sectional competences in heritage and cultural users will be carried out.

-Trinchero R., Manuale di ricerca educativa, Milano, FrancoAngeli, 2002.
-Poce A., Il Patrimonio Culturale per lo Sviluppo delle Competenze nella Scuola Primaria, Milano, FrancoAngeli, 2018.
-Poce A., Verba Sequenturper uno sviluppo critico delle competenze nella scuola secondaria, Milano, FrancoAngeli, 2018.
- Poce, Antonella (2019, in corso di pubblicazione) (a cura di). Studi Avanzati di Educazione Museale. Lezioni. Napoli: ESI, ISBN 978-88-495-3653-9.
- Other materials will be made available during the course

The lectures will discuss the methods of empirical research aimed to the observation and analysis of educational settings.
A laboratory will analyze the contribution of Montessori pedagogy to the current teaching models.
A seminar will propose a critical reading of a Montessori text.

1. C. Tornar, La pedagogia di Maria Montessori tra teoria e azione. Franco Angeli, Milano .
2. M. Montessori, Dall'infanzia all'adolescenza, (esclusivamente edizione Franco Angeli 2019, seconda edizione a cura di Clara Tornar, con introduzione e note critiche aggiornate).
3. M. Montessori, Psicogrammatica , a cura di C. Tornar e G. Honegger Fresco, Franco Angeli, 2017.
4. Centro di Studi montessoriani (a cura di), Linee di ricerca sulla pedagogia di Maria Montessori, Franco Angeli, Milano, 2005.

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, Storia delle donne. Il Novecento, Laterza, Roma-Bari
L. Azara, L. Azara, L'uso "politico del corpo femminile", Carocci, Roma 2017
M. Loconsole, Umberto Notari e il confronto tra tradizione ed emancipazione in “Intersezioni”, anno XXVIII, n.2, agosto 2018 (https://www.rivisteweb.it/doi/10.1404/90478)

The course will be structured into three parts:

1) Analysis of the key moments of the European Union founding process: the transatlantic relations versus the formation of the Franco-German axis; the European Coal and Steel Community and the proposed European Defense Community; the establishment of new supranational institutions. The course will examine European Community's path first from the point of view of political history (especially with regard to the transnational cooperation between political parties and trade unions). Secondly, the course will take into account the history of ideas that is the analysis of the federalist thought within the twentieth century political cultures and about the importance of the religious factor on the dynamics of redefining the rules and institutions of European governance.

2) 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 analysis of community construction, its crisis and development possibilities.

3) Evaluation of the limits and of the critical aspects of the mechanisms of European governance, with particular reference to the managing migration flows. The course will examine the following issues:

The Dublin Regulation, that is the EU law that determines which EU Member State is responsible for the examination of an application for asylum;
The policies related to the institutional developments of the Lisbon Treaty, which introduces a new legal basis for the promotion of integration measures;
The GAMM (Global approach to migration and mobility, adopted by the Commission in 2011);
The Strategic Guidelines of June 2014 (Stockholm Program);
The European Agenda on Migration.

For attending students

Piero S. Graglia, L'Unione europea. Perché stare ancora insieme, Il Mulino 2019

Dispense

For non-attending students


Piero S. Graglia, L'Unione europea. Perché stare ancora insieme, Il Mulino 2019 [ultima edizione]

Enrica Rigo, Europa di confine: trasformazioni della cittadinanza nell'Unione allargata, Meltemi Editore srl 2007

Leonardo Rapone, Storia dell'integrazione europea, Carocci, ristampa 3^, 2018

Definition of communication. 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.

The items to be studied for the oral exam are the following:


A. Lotto L. e 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.: Le parole del corpo. Introduzione alla comunicazione multimodale. Carocci, Roma 2006.
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 8 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. Both of the following texts:
a. Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino.
b. Riva G.: I social network. Bologna, Il Mulino

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

8. 4 papers about multimodal communication, chosen among the following, to be downloaded from:
http://www.comunicazione.uniroma3.it/it/page/25/_/___22

Vincze L., Poggi I. (2013) Multimodal markers of One's Own and the Other's Vagueness. AI*HCI 2013, Workshop of the XIII AI*IA Conference, December 4th

Poggi I., D'Errico F. (2013) Towards the Parody Machine. Qualitative analysis and cognitive processes in the parody of a politician. In A. Petrosino,

D'Errico F and Poggi I., Vincze L. (2013) Discrediting body. A multimodal strategy to spoil the other's image. In Poggi I., D'Errico F. (et al.; eds)

D'Errico, F., Vincze L. Poggi, I. (2013). Vagueness in Political Discourse. In S. Villalta & Cabrio (eds) Proceedings of 2nd International Workshop on

Poggi I, D'Errico F., Vincze L. (2013) Comments in words, face and body. Journal of multimodal users interface. Vol. 7, Issue 1 (2013), Page 67-78; DO

D'Errico, F., Vincze L. Poggi, I. (2013). Face and head comments. Taking the floor without words. In Mello, H., Pettorino, M., and Raso, T., editors,

Signorello, R., D'Errico, F., Poggi, I., Demolin, D., and Mairano, P. (2013). Charisma perception in political speech: a case study. In Mello, H., Pet

D'Errico F., Signorello R., Poggi I..(2013) The perception of charisma from voice. A cross-cultural study. Proceedings of Aci Conference, IEEE, pp. 55-

D’Errico F. and Poggi I.: “The Bitter Laughter”. When Parody Is a Moral and Affective Priming in Political Persuasion. Frontiers in Psychology, 09 August 2016 | https://doi.org/10.3389/fpsyg.2016.01144 (download from Frontiers)

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).

Arguments considered are: population, sample, point estimation. Hypothesis tests for one and two samples, one way analysis of variance.

MARELLA D. Lectures slides a.a. 2018-2019 will be available
AGRESTI A., FINLAY B. Statistica per le scienze sociali, Pearson (2015)

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.

F. De Giorgi ( a cura di), Cantieri di pace nel Novecento. Figure, esperienze e modelli educativi nel secolo dei conflitti, Ed. Il Mulino, Bologna, 2018

più uno a scelta tra:

1. M.L. Sergio, La diplomazia delle due sponde del Tevere: Aggiornamento conciliare e democrazia nelle transizioni internazionali (1965-1975), Studium Edizioni, 2018

2. V. Bartolucci-G.Gallo, Capire il conflitto, costruire la pace, Ed. Mondadori Università, 2017

3. M.Impagliazzo, IL martirio degli armeni. Un genocidio dimenticato, Ed. La Scuola, Brescia 2015

Educating your gaze. Toward a philosophy of images.

Course objective
Contemporary society has maximized the impact of images in our ordinary life, revealing their extraordinary communicative power. Images narrate our daily activities. Thanks to modern technologies, we can access photos of a happy family at the seaside and at the same moment the reportage of a terrorist attack. What is an image? Can we provide a definition of image? What is the link between images and reality? The aim of the course is to reflect on the notion of image, evidencing, on one side, the relevance of the concept of image throughout Western history and, on the other side, focusing on the possible impact that a “culture of images” has on the education of individuals.

Part A
Choose two among the following texts:
• P. Spinicci, Simili alle ombre e al sogno. La filosofia dell’immagine, Bollati Boringhieri, 2008.
• J.J. Wunenburger, Filosofia delle immagini, Einaudi, 1999
• D. Lopes, Understanding Picures, Oxford University press, 1996
• J. Hyman, The Objective Eye. Chicago, Chicago University Press, 2006
• J. Kulvicky, On images, Oxford University Press, 2006
• M. Newall, What is a Picture? Depiction, Realism, Abstraction, Palgrave Macmillan, 2011

Part B

Choose one of the following texts:

• M.J. Mondzain, L’immagine che uccide. La violenza come spettacolo dalle torri gemelle all’Isis, EDB, 2017
• L. Russo (a cura di), Vedere l’invisibile. Nicea e lo statuto dell’immagine. Aesthetica, Palermo, 1999
• M. Bettetini, Contro le immagini. Le radici dell’iconoclastia, Laterza, 2006.
• E. Franzini, Fenomenologia dell’invisibile. Al di là dell’immagine. Raffaello Cortina, 2001.
• F. Vercellone, Il futuro dell’immagine, Il Mulino, 2017
• E. Kitzinger, Il culto delle immagini, Meltemi, 2018

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 available at the professor dashboard

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 museum fruition.

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

Un testo a scelta tra i due seguenti:
- Kandel, E. (2017). "Arte e neuroscienze. Le due culture a confronto". Raffaello Cortina Editore, Milano (NON è da studiare il capitolo 4).
oppure
- Golomb, C. (2004). "L'arte dei bambini: contesti culturali e teorie psicologiche". Raffaello Cortina Editore, Milano (NON è da studiare il capitolo 3).

Program SPE LM 2019-2020 (2° Sem-March 2020)
History and historiography of the modern age
(Giorgio Rossi)
" THE BESIEGED CITY ". FEAR THROUGHOUT CENTURIES
The course ("The besieged city. Fear throughout centuries ") is organized around the subject of fear, theme of great interest and relevance for the student engaged in the study of socio-historical-pedagogical aspects in daily life.
Jean Delumeau, started a systematic historical study of the argument of fear with the work “Fear in the West (14TH-18th centuries). The besieged city”. Delumeau says that, once again, the L. Febvre’s assertion, according to that the “Story is daughter of its time” is true. Which means that we study the past with the concerns of the present. Today continuously we speak of fear, and maybe too much.
According to Delumeau it was not possible to study this investigation without the help of social sciences such as psychology, sociology, psychiatry, Ethnology, history of medicine. The main interpretative key was the distinction between fear and anguish, taken up to the present day by Bauman.
Delumeau dedicated large space to the “ Witch-Hunt in Modern Europe”, for its strong influence on European life in the modern age. The link between the medieval, modern and contemporary age is the well known work of the sociologist Zygmunt Bauman, “Liquid fear”, reflecting the suggestions of the past to study the elusive and multiform fear of man today.

TEXTBOOKS

1. LA PAURA, IL PECCATO E LA COLPA. Recensione di: Jean Delumeau, La Paura in Occidente (secoli XIV-XVIII). La città assediata. A cura di Armando Comi (cfr. https://governarelapaura.unibo.it/article/download/2513/1884diA.Comi-2008)
2. B. P. Levack, La caccia alle streghe in Europa, Laterza (Collane “Economica”/”I Robinson”), Roma-Bari 2012
3. Z. Bauman, Paura liquida, Laterza, Bari 2008;
NOTA BENE: Il docente indicherà in maniera dettagliata il materiale oggetto di esame

TEXTBOOKS

1. LA PAURA, IL PECCATO E LA COLPA. Recensione di: Jean Delumeau, La Paura in Occidente (secoli XIV-XVIII). La città assediata. A cura di Armando Comi (cfr. https://governarelapaura.unibo.it/article/download/2513/1884diA.Comi-2008)
2. B. P. Levack, La caccia alle streghe in Europa, Laterza (Collane “Economica”/”I Robinson”), Roma-Bari 2012
3. Z. Bauman, Paura liquida, Laterza, Bari 2008;
NOTA BENE: Il docente indicherà in maniera dettagliata il materiale oggetto di esame

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

A. 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
• G. MILAN, Educare all’incontro. La pedagogia di Martin Buber, Città Nuova, Roma 2002

CLINICAL PSYCHOLOGY AND STRESS MANAGEMEMENT
SYLLABUS_Academic Year 2018-2019
Prof. Barbara Barcaccia

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 diathesis-stress etiopathological model. Finally, some techniques for stress prevention and management will be presented, including a few mindfulness practices. In particular it will be examined in depth the MBSR program (Mindfulness-Based Stress Reduction) and the main principles to overcome procrastination, a maladaptive behaviour significantly associated to stress.

ERASMUS students

ERASMUS students are expected to undertake the same workload as local students, and to study on the same three textbooks, although they may choose to take the exam either in Italian, English or Spanish.
Two of the three mandatory textbooks are also available in English:
Ramirez Blasco, M. The Procrastinator's Guide to Getting Things Done. Guilford Press.
Kabat-Zinn, J. Full Catastrophe Living (Revised Edition): Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness.

One of the three mandatory textbooks is also available in Spanish:

Kabat-Zinn, J. Vivir con plenitud las crisis (ed. Revisada y actualizada): como utilizar la sabiduria del cuerpo y de la mente para enfrentarnos al estres, el dolor y la enfermedad

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 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.

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 Goals of laboratory The laboratory activities start from some specific, fundamental theories in order to enable the students to perform training models through the moodle platform. The laboratory intends firstly to give the essential theories of the professional training in relation to sciences such as pedagogy, psychology, philosophy, sociology, epistemology and training methodology. Secondly, the laboratory carries out the strategies to get the training projects. The study of the models of the professional training is done in relation to some characteristics of the knowledge society, in particular in relation to the large diffusion of ICT and e-learning models of training. These concepts are also studied in relation to the evolution of the contemporary society towards Model 4.0. This model is characterized in terms of job and training by strong interconnection of elements and processes, by Internet of things, increased reality, robotics and artificial intelligence. The strategies and training practices should enable people to face the challenges of innovation, flexibility and rapid changes in the labor market. More specifically reference is done to the concepts of lifelong learning and lifewide learning, competence and strategic skills, the ability of learning and learning to learn, to e-learning, to on –line training and to the blended learning, to computational thinking and digital fabrication. The aim is to arrive at model of professional training as a set of tools by which to face the challenges of the Knowledge Society, namely as a set of flexible tools though which individuals can continuously adapt themselves to the changes taking place in their working and social environment.

Thanks to the course, students will be able to plain e-learning and blended learning training models

Suggested books:

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

Web site:

AgendaDigitale.eu website - www.agendadigitale.eu

Industry 4.0 website - http://preparatialfuturo.confindustria.it/

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, Storia delle donne. Il Novecento, Laterza, Roma-Bari
L. Azara, L'uso "politico del corpo femminile", Carocci, Roma 2017
M. Loconsole, Umberto Notari e il confronto tra tradizione ed emancipazione in “Intersezioni”, anno XXVIII, n.2, agosto 2018 (https://www.rivisteweb.it/doi/10.1404/90478)

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).

The course will be structured into three parts:

1) Analysis of the key moments of the European Union founding process: the transatlantic relations versus the formation of the Franco-German axis; the European Coal and Steel Community and the proposed European Defense Community; the establishment of new supranational institutions. The course will examine European Community's path first from the point of view of political history (especially with regard to the transnational cooperation between political parties and trade unions). Secondly, the course will take into account the history of ideas that is the analysis of the federalist thought within the twentieth century political cultures and about the importance of the religious factor on the dynamics of redefining the rules and institutions of European governance.

2) 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 analysis of community construction, its crisis and development possibilities.

3) Evaluation of the limits and of the critical aspects of the mechanisms of European governance, with particular reference to the managing migration flows. The course will examine the following issues:

The Dublin Regulation, that is the EU law that determines which EU Member State is responsible for the examination of an application for asylum;
The policies related to the institutional developments of the Lisbon Treaty, which introduces a new legal basis for the promotion of integration measures;
The GAMM (Global approach to migration and mobility, adopted by the Commission in 2011);
The Strategic Guidelines of June 2014 (Stockholm Program);
The European Agenda on Migration.

For attending students

Piero S. Graglia, L'Unione europea. Perché stare ancora insieme, Il Mulino 2019

Dispense

For non-attending students


Piero S. Graglia, L'Unione europea. Perché stare ancora insieme, Il Mulino 2019 [ultima edizione]

Enrica Rigo, Europa di confine: trasformazioni della cittadinanza nell'Unione allargata, Meltemi Editore srl 2007

Leonardo Rapone, Storia dell'integrazione europea, Carocci, ristampa 3^, 2018

Arguments considered are: population, sample, point estimation. Hypothesis tests for one and two samples, one way analysis of variance.

MARELLA D. Lectures slides a.a. 2018-2019 will be available
AGRESTI A., FINLAY B. Statistica per le scienze sociali, Pearson (2015)

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

G. Santoro Passarelli, Diritto dei lavori e dell’occupazione, Giappichelli, Torino, last edition (2020)
Materials uploaded on the platform available at https://formonline.uniroma3.it

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.
COCOZZA A., Organizzazioni. Culture, modelli, governance, Franco Angeli, Milano, 2014.
NEGRELLI S., Le trasformazioni del lavoro: modelli e tendenze nel capitalismo globale, Laterza, Bari, 2013.

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