Pedagogical Innovation in a knowledge society: policies of cooperation and new educational and training scenarios
The course aims to outline the conceptual framework for analysis and reflection on the role of education in late modernity. They will be provided the methodological tools to read the complexity of the educational and training development and the main theoretical systems interpretative. The general pedagogy can be identified as the discipline of individual and collective development, which more than others, communicating with the sociology and economics, may develop possible answers and highlight problematic aspects paradoxical innovation and contrast inequalities.
The course will focus on the size and theoretical reflection on the socio-educational scenarios to present in particular the following approaches: educational and training policies for Economic Cooperation and Development (with regard to the action of international organizations such as UNESCO, etc.); scenarios of lifelong learning in Europe and new applications for education/training; the educational dimensions of the approach to habitat capability in social and educational (Nussbaum, Sen).
The course is divided into three modules of 10 hours each for a total of 30 hours. Within each module there will be a Planning Training workshop on issues related to the module itself. During the workshop a work on collaborative design will be started and it will form part of the exam.

Area 1
• Fundamental paradigms of the pedagogical thinking of the challenge of late modernity. Education as a “common good”
• Workshop “Reading Documents International and European on Continuing Education (Agenda 2030 Unesco News and Skills Agenda of the European Commission)”
Area 2
• The pedagogy facing the issue of human development: the learnfare, emotion and development, poetic justice
• The foundations of the Capability approach of M.C. Nussbaum: capabilities and educational welfare
• Workshop: “The capability approach in adult education”
Area 3
• The European scenarios of life long learning and new training needs
• Workshop “Write a training project, methods, techniques, evaluation”

* Part of the program is dedicated to early childhood and to applications to educational settings for children.

Reference books
- Alessandrini G. (a cura di) (2016), Nuovo Manuale per l’esperto dei processi formativi. Canoni teorico-metodologici, Carocci, Roma (Cap. 1, 2, 4, 6)
- Alessandrini G. (2014), La “pedagogia” di Martha Nussbaum. Approccio alle capacità e sfide educative, Franco Angeli, Milano
- Baldacci M., Colicchi E. (2016), Teoria e prassi in pedagogia. Questioni epistemologiche, Carocci, Roma

Books of your choice (One book):
- Alessandrini G. (a cura di) (2017), El enfoque de las capacidades: ¿Una teoría pedagógica?, Universidad Politécnica Salesiana, Casilla
- Alessandrini G. (2013), La formazione al centro dello sviluppo umano. Crescita, lavoro, innovazione, Giuffrè, Milano
- Alessandrini G., D’Agnese V. (2013), L’apprendimento permanente e lo sviluppo del territorio, Pensa Multimedia, Lecce
- Nussbaum M.C. (2010), Non per profitto. Perché le democrazie hanno bisogno della cultura umanistica, Il Mulino, Bologna
- Nussbaum M.C. (2012), Giustizia poetica. Immaginazione letteraria e vita civile, Mimesis, Milano
- Baldacci M. (2012), Trattato di pedagogia generale, Carocci, Roma, 2012
* Oppure potrà essere concordato con il docente la scelta di un classico della pedagogia

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.

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.

Course title: Methodological and procedural foundations of teaching and didactic planning for skills.

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.

Educational goals
- Know the historical, epistemological and methodological-procedural foundations of teaching
- Know the main methodologies of educational and training planning
- Understanding the relationship between knowledge and skills
- Be able to design educational actions for the development of skills
- Be able to design educational actions to promote inclusion
- Understand the role of evaluation for the regulation of the teaching / learning process
- Be able to access the relevant scientific literature.
- Know the Italian legislation and the main European documents concerning the organization of educational systems

PAPER TEXTS
1. Zanniello, G. (2016). La didattica tra storia e ricerca. Roma: Armando
2. Calvani, A. (2011). Principi dell’istruzione e strategie per insegnare. Criteri per una didattica efficace. Roma: Carocci

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

Antonio Sgobba, ? Il paradosso dell'ignoranza da Socrate a Google, il Saggiatore, 2017
Gian Enrico FERRARI, Libro, Bollati Boringhieri, Torino, 2014
Walter ONG, Oralità e scrittura. Le tecnologie della parola, il Mulino, Bologna, 2014

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.

Obligatory books:

1. Ambrogio Santambrogio, Introduzione alla sociologia, Editore Laterza.
2. Paolo Montesperelli, Metodologia della ricerca sociale (materiale scaricabile dalla bacheca della cattedra).

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

Towards an intercultural didactics of poetry

The title of the course, Towards an intercultural didactics of poetry , concerns three aspects of the knowledge that will be explored from the readings of the poet and essayist Franco Fortini (1917-1994).
The text on which the course is based is The Twentieth Century Poets by Franco Fortini, an author-anthology story in which Fortini's critical method is always aimed at triggering short circuits between poetry, history and language and which allows us to read and comment on some emblematic texts of our 20th century poetic. The major scholars of education - Dewey, Bruner, Gardner - have repeatedly advocated the centrality of artistic education in learning processes. It should therefore be stressed the importance of reading poetry for the enhancement of those qualities that underlie every authentic educational relationship: listening, depth, attention, critical capacity, creativity. Furthermore, poetry makes use of a deliberately ambiguous language, based on a multiplicity of meanings, on a semantic richness capable of undermining the flat conformism of so much communication present in everyday speech, in books, in the media, in the web.
A part of the course concerns the nursery schools and the applications for the educational nursery schools context.

Franco Fortini, The poets of the twentieth century, edited by Donatello Santarone, with an introductory essay by Pier Vincenzo Mengaldo, Donzelli, Rome 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.

Obligatory books:

1. Ambrogio Santambrogio, Introduzione alla sociologia, Editore Laterza.
2. Paolo Montesperelli, Metodologia della ricerca sociale (materiale scaricabile dalla bacheca della cattedra).

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

global inequality and the environmental sociology, energy policies, bioeconomic theories

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

Theories and models of guidance psychology and counseling; School-work transition; Tools for professional design; Actions and programs for guidance training.

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.

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 in-depth literature, devices that refer to paradigms of narrative pedagogy, reflection and emotional intelligence will be investigated, which is inevitable for future teachers and the educational field in general.
During the course students will prepare their own works, which will be evaluated by the lecturer.

- 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 of the Department (http://formonline.uniroma3.it).

The students attending the course can replace the first text with individual and group activities provided during the course.

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.

Educational goals
•Identify the reference paradigms of research in education (quantitative approaches and qualitative approaches)
• Make the distinction between experimental and non-experimental research
• Recognize the main phases of educational research
• Gather, process and represent data
•Construct and use checklists, questionnaires, interviews, structured and semi-structured tests, systematic grids of observation
•Identify the characteristics of the most important statistical samples
•Simulate simple paths of investigation
•Analyze the relationship between educational research and teaching practice

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

The course “Lifelong Learning Assessment” will focus on the historical benchmarks and theoretical framework for testing and assessment techniques (docimology) and evaluation research, with particular reference to adult competencies.
The criteria for designing and arranging micro and macro-level survey researches will be illustrated and discussed, with a view to the basic features of evaluation validity and reliability, as well as to the construction of data collection tools.
The characteristics and the findings of the major national and international research studies on adult competencies will be presented and discussed. Beginning from the definition of key competencies, at European and international levels, the emphasis will be on the methodology used in this type of research studies.

The objectives of the course are: to have in-depth knowledge of theoretical and methodological foundations of experimental research in adult education, with particular reference to evaluative research; to identify the drawbacks of mainstream assessment tests; to know the main national and international surveys on adult competences; to identify suitable tools for the collection of data through comparison with the main international surveys dedicated to the adult population; to analyse and interpret data concerning adult competences.

Part of the course is dedicated to early childhood and applications to educational contexts for children.

Foreseen knowledge obtained by the students at the end of the course “Lifelong Learning Assessment”:
- Knowledge and understanding: be able to know the most relevant international comparative surveys on adult skills assessment; be able to identify theoretical and methodological foundations of international comparative surveys on adult learning.
- Applying knowledge and understanding: the preparation and administration of the questions (types of stimulus and response, administering paper and pencil and computer based, review mode, encoding open-ends); understanding the results of the major international comparative surveys on adult skills assessment.
- Making judgements: be able to analyze the relationship between functional literacy and ICT at the national level; be able to conduct a critical analysis of the impact of technology on literacy and how informal and non-formal learning in adulthood.
- Communication skills: be able to explain the results of research to specialists and non-specialists.
- Learning skills: be able to identify the diachronic perspectives in the analysis of the data available on a worldwide scale in relation to the skills of the adult population; be able to identify similarities or differences between international surveys with a high degree of autonomy.

B. Vertecchi, G. Agrusti, B. Losito, Origini e sviluppi della ricerca valutativa Milano, FrancoAngeli, 2010.

D. S. Rychen, L. L. Salganik, Agire le competenze chiave. Scenari e strategie per il benessere consapevole, Milano, FrancoAngeli, 2007.

G. Di Francesco (a cura di), Il framework teorico del programma PIAAC. Metodologia e strumenti per la valutazione delle competenze degli adulti, Isfol, 2013. (Il testo completo è pubblicato sul sito web dell’Isfol, all’indirizzo http://sbnlo2.cilea.it/bw5ne2/opac.aspx?WEB=ISFL&IDS=19828)

Further materials will be distributed on the course website.

Legal order. Law state. The sources of law. The sources of European Union. The Parliament. The government and public administration. The President of the Republic. The local authorities- constitutional justice. Principles on jurisdiction. Rights and freedom.
Welfare state and social rights.
Rights of persons with disabilities.

- R. BIN, G. PITRUZZELLA, D. DONATI, Diritto pubblico per i servizi sociali, Giappichelli, Torino, 2017.
- C. COLAPIETRO, Diritti dei disabili e Costituzione, Editoriale Scientifica, Napoli, in corso di pubblicazione.

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 second part of the course intends to deal with the current "post-media" era, with a particular attention to the evolution of television as a medium, and the web world: its potential and risks.

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 television and the post-network television; contemporary television series; the web world: "on demand" culture and algorithmic culture.

S. Bernardi, L’avventura del cinematografo. Storia di un'arte e di un linguaggio, Venezia, Marsilio, 2007.

R. Eugeni, La condizione postmediale, Brescia, La Scuola, 2015.

1. General part
a) Moral, ethos, ethics, metaethics: terminological clarifications
b) Man as a moral subject and the pursuit of happiness
c) d) 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, edizioni ETS 2017
M. Scheler, Modelli e capi, edizioni Franco Angeli 2011
-Bibliography online

This course is dedicated to Rousseau's second 'Discourse' and 'Social Contract'. Particular attention will be paid to their reflection on human nature and the forms of civil and political life, as well as to how this reflection evolved between the first and the second work.

This course will consider the following topics and questions. 'Côté physique' and 'côté métaphysique ou moral': socialization as alienation or as realization of the human? Needs and passions: amour propre as corruption or as the development of amour de soi? Ownership and Power: Despotism as Truth or as Denial of the Covenant? Particular will and general will: identity or opposition between man and citizen?

- Jean-Jacques Rousseau, Discorso sull’origine e i fondamenti della disuguaglianza tra gli uomini, in J.-J. Rousseau, Scritti politici, vol. I (Roma-Bari, Laterza)
- Jean-Jacques Rousseau, Discorso sull'economia politica, in J.-J. Rousseau, Scritti politici, vol. I (Roma-Bari, Laterza)
- Jean-Jacques Rousseau, Il contratto sociale, in J.-J. Rousseau, Scritti politici, vol. II (Roma-Bari, Laterza)

A book of your choice
- Robert Derathé, Rousseau e la scienza politica del suo tempo (Bologna, Mulino)
- Annamaria Loche, La società possibile. Una lettura del 'Contrat social' di J.-J. Rousseau (Milano, FrancoAngeli)
- Francesco Toto, L’origine e la storia. Il ‘Discorso sull’origine dell’uguaglianza’ di Rousseau (Pisa, Ets)

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) applying them to the reading, re-elaboration, deepening, written and oral, of a main text of French literature,about the issues of interculturality in the French-speaking world, the Étranger by Albert Camus.

Albert Camus, Étranger, Livre de poche Folio, Gallimard, also available in pdf at the link http://www.anthropomada.com/bibliotheque/CAMUS-Letranger.pdf and in audiobook https://www.youtube.com/watch?v=28dKxawmdbQ
For the study and the practice of the grammar: any high school handbook can be used to revise the grammar topics. The websites indicated below can be used for the exercises.
You can use the following websites in order to check and improve your knowledge of the French language:
Français facile [http://www.francaisfacile.com] (exercises, explanations, etc.);
Le Point du FLE [http://www.lepointdufle.net] (exercises, explanations, songs, audio files, vidéos, etc.;
Lexilogos [http://www.lexilogos.com] (French-Italian and Italian- French Dictionaries; etc.);
Le conjugueur [http://www.leconjugueur.com] (for resolving all problems of French Verbs Conjugation)
Littérature audio [http://www.litteratureaudio.com] (for listening online a lot of French texts and novels; for training oral understanding and pronunciation in French).
Exercises, trainings and communication on Departmental digital platform http://formonline.uniroma3.it/

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 1-2-3-5 + 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 (last edition)

** Grammar texts (optional):
- M. Vince, L. Pallini, English Grammar Practice for Italian Students, Macmillan & Heinemann OR M. Foley, D. Hall, MyGrammarLab (Intermediate B1/B2), Pearson Education Limited, 2012

** B1 level specific course (optional):
- S. Ireland, J. Kosta, PET Direct, Cambridge University Press
- S. Ashton, L. Hashemi, B. Thomas, PET Practice Tests plus ½ (with key), Pearson Longman, 2010

** Dictionaries (optional):
- Bilingual dictionaries: Hazon Garzanti, New Edition, OR F. Picchi, Grande dizionario Inglese-Italiano/Italiano-Inglese, Hoepli.
- Monolingual dictionaries: Macmillan English Dictionary for Advanced Learners OR Oxford Advanced Learner’s English Dictionary, OR Collins COBUILD Advanced Learner’s English Dictionary

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.

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

Research articles:
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

Camerucci M., Bisogni Educativi emergenti, ed. Morlacchi, Perugia, 2015.

Camerucci M., Educazione e libertà: il diritto di non aver paura, ed. Morlacchi, Perugia, 2017.

Camerucci M., Le vie dell’apprendimento: dalla percezione all’Integrazione, ed. Morlacchi, Perugia, 2015

Camerucci M., La relazione educativa nella tradizione dei saperi, NUOVA EDIZIONE, Morlacchi, Perugia 2019.

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

Texts suggested for 6 credits:

1) Neil J. Smelser, Manuale di Sociologia, Il Mulino

2) one text to choose beetwen:
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 .

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

4) one text to choose beetwen: : M. Gammaitoni, a cura, Le arti e la politica. Le risposte della sociologia, Cleup, 2015, M. Gammaitoni, a cura, Per una sociologia delle arti. Storia e storie di vita, Cleup, 2012 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 another text to choose from this list:

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, 2018, M. Orioles, La seconda generazione dei migranti, M. D’Amato, Telefantasie, per una sociologia dell’immaginario , Agnes Heller, Paradosso Europa, 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».

 The present program of study establishes, at its foundation, the recognition of the centrality of the aesthetic paradigm as educational and training of the mind of the child and adolescent, from the point of view of cognitive, emotional, imaginative and perceptive development. The comparison with different forms of textuality (a poem, a novel, a philosophical dialogue), as well as images (a drawing, a painting, a sculpture) or musical or theatrical forms, bears in itself the value of an increase in exercise of reading, writing, listening and vision, introducing us to the worlds of art, to its peculiar and differentiated languages, having its own specificity and vocabulary, capable of activating paths of self-edification and of the formation of the most pedagogically fruitful person. But it also constitutes a way of access to the cultural tradition, historically connoted, of reference, which through its symbolic forms, to put it with Cassirer, finds the way to be communicated, transmitted, assimilated, constantly questioning us and thus placing ourselves in a space dialogic, of responsiveness and encounter with texts, authors, traditions of thought. Part of the program is dedicated to early childhood and to applications to educational settings for children.
 
This year's course (2017-2018) will focus on the trinomial dialogue / humanitas / education, placed at the base of the aesthetic experience. The text of Gadamer introduces us to a reflection on the theme of dialogic confrontation with the text, as well as the theme of play, the symbol, the party. Giosi's text proposes a philosophical-educational reflection on the dimension of aesthetic experience as a form of the human, in its crucial educational value. Finally, Sophoclean Antigone will be the occasion for a reading of a classic text and for a reflection on the human and the tragic as an experience of limitation, pain, love.

Texts:
H.G. Gadamer, Attualità del bello, Genova, Marietti, 2000.
M. Giosi, Attraversare i mondi dell’arte. Per una educazione estetica oggi, Bologna, Clueb, 2012.
T. Mann, La montagna incantata (trad.di E. Pocar), Milano, Mondadori, 1965 (o altre edizioni).

Laboratorio da 3 CFU:
W.Shakespeare; Re Lear (qualsivoglia edizione col testo inglese a fronte, sia Rizzoli che MOndadori)

Course title: Individualization of teaching and modular teaching in formal education contexts
The organization of teaching is a crucial variable to guarantee the quality of training processes in different educational contexts, both formal and non-formal, also with a view to orientation. The course of General Didactics, starting from a reflection on the fundamentals, methods of investigation and aims of the discipline, intends to analyze some of the most known and significant models of teaching organization in the contexts of formal education, and in particular to study some models of individualization and personalization of teaching also in relation to the most recent contribution provided by ICT to education and learning processes. it will take place online on the part of the course to be held on an e-learning platform in the form of a workshop. The theme of the laboratory is centered on the use of tools for the detection, analysis and enhancement of strategic skills in adolescence. From an operational point of view, it is necessary to complete some online questionnaires, analyze the results and carry out a brief interpretation and comment report to be delivered in the specific space of the Course on the formonline.uniroma3.it platform.

Testi per il corso base
- Domenici G., Cajola L., Organizzazione didattica e valutazione, Roma, Monolite, 2005
- Margottini M., Formazione e-learning, Roma, Monolite, 2008 ((for free on the online platform))
- Learning units are available for free on the course platform

Testo per il Laboratorio:
- Margottini M., Promuovere competenze strategiche a scuola e all'università. Esiti d'indagini empiriche, Milano, LED Edizioni, 2017 (for free on the online platform),

The course takes different training paths: how digital technologies transform ideas about knowledge and learning; changes in online communications and considerations about their educational effectiveness; task and expertise for an I-learning project; development of a learning community and sharing construction of knowledge.
Students will develop an educational project in a work group.
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 part of this program is dedicated to early childhood education and to related contexts.

A. Quagliata, I-learning. Storie e riflessioni sulla relazione educativa, Armando, Roma 2014

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 publication).
2) Carmela Covato, Pericoloso a dirsi. Emozioni, sentimenti, divieti e trasgressioni nella storia dell’educazione, Unicopli, Milano, 2018.
3) John Dewey, Scuola e società, Introduction of F. Borruso, Edizioni, Conoscenza, Roma, 2018.

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 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: Innovation in TV broadcasting: Luciano Berio’s C’è musica & musica.
Examination: Students will be assessed by means of a written test.
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; L. BERIO, C’è musica & musica, 2 DVD + book, ed. by A. I. DE BENEDICTIS, Milano, Feltrinelli, 2013.

O. KAROLYI, Grammatica della musica, Torino, Einaudi, 1967 e successive ristampe; Profilo storico della musica in Occidente, in Musica, collana Le Garzantine, Milano, Garzanti,1996 o successive edizioni aggiornate, pp. 1009-1042; L. BERIO, C’è musica & musica, 2 DVD + libro, a cura di A. I. DE BENEDICTIS, Milano, Feltrinelli, 2013.

The 36 hours/6 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) applying them to the reading, re-elaboration, deepening, written and oral, of a main text of French literature,about the issues of interculturality in the French-speaking world, the Étranger by Albert Camus.
Compared to the students of the 9 CFU course, the students of the 6 cfu course can read and study part of the scheduled text by themselves in Italian.

Albert Camus, L'Étranger, Livre de poche Folio, Gallimard, also available in pdf at the link http://www.anthropomada.com/bibliotheque/CAMUS-Letranger.pdf and in audiobook https://www.youtube.com/watch?v=28dKxawmdbQ
For the study and the practice of the grammar: any high school handbook can be used to revise the grammar topics. The websites indicated below can be used for the exercises.
You can use the following websites in order to check and improve your knowledge of the French language:
Français facile [http://www.francaisfacile.com] (exercises, explanations, etc.);
Le Point du FLE [http://www.lepointdufle.net] (exercises, explanations, songs, audio files, vidéos, etc.;
Lexilogos [http://www.lexilogos.com] (French-Italian and Italian- French Dictionaries; etc.);
Le conjugueur [http://www.leconjugueur.com] (for resolving all problems of French Verbs Conjugation)
Littérature audio [http://www.litteratureaudio.com] (for listening online a lot of French texts and novels; for training oral understanding and pronunciation in French).
Exercises, trainings and communication on Departmental digital platform http://formonline.uniroma3.it/

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 1-2-3-5 + 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 (last edition)

** Grammar texts (optional):
- M. Vince, L. Pallini, English Grammar Practice for Italian Students, Macmillan & Heinemann OR M. Foley, D. Hall, MyGrammarLab (Intermediate B1/B2), Pearson Education Limited, 2012

** B1 level specific course (optional):
- S. Ireland, J. Kosta, PET Direct, Cambridge University Press
- S. Ashton, L. Hashemi, B. Thomas, PET Practice Tests plus ½ (with key), Pearson Longman, 2010

** Dictionaries (optional):
- Bilingual dictionaries: Hazon Garzanti, New Edition, OR F. Picchi, Grande dizionario Inglese-Italiano/Italiano-Inglese, Hoepli.
- Monolingual dictionaries: Macmillan English Dictionary for Advanced Learners OR Oxford Advanced Learner’s English Dictionary, OR Collins COBUILD Advanced Learner’s English Dictionary

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 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.

C. Bezzi, Cos’è la valutazione. Un’introduzione ai concetti, le parole chiave e i problemi metodologici, Milano, FrancoAngeli, 2007.

F. Ciucci, Valutazione delle politiche e dei servizi sociali. Partecipazione, metodo, qualità, Milano, FrancoAngeli, 2008.

Additional papers will be distributed during the lessons. These papers are fundamental to pass the exam; hence, they will be downloadable from the professor's website

M. Ambrosini, Sociologia delle migrazioni, il Mulino
J. Hickel, The Divide, il Saggiatore
M. Steger, La globalizzazione, il Mulino

M. Ambrosini, sociologia delle migrazioni, Il Mulino
M. B. Steger, La globalizzazione, Il Mulino.
J. Hickel, The Divide, Il Saggiatore.

1. General part
a) Moral, ethos, ethics, metaethics: terminological clarifications
b) Man as a moral subject and the pursuit of happiness
c) d) 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, edizioni ETS 2017
M. Scheler, Modelli e capi, edizioni Franco Angeli 2011
-Bibliography online

This course is dedicated to Rousseau's second 'Discourse' and 'Social Contract'. Particular attention will be paid to their reflection on human nature and the forms of civil and political life, as well as to how this reflection evolved between the first and the second work.

This course will consider the following topics and questions. 'Côté physique' and 'côté métaphysique ou moral': socialization as alienation or as realization of the human? Needs and passions: amour propre as corruption or as the development of amour de soi? Ownership and Power: Despotism as Truth or as Denial of the Covenant? Particular will and general will: identity or opposition between man and citizen?

- Jean-Jacques Rousseau, Discorso sull’origine e i fondamenti della disuguaglianza tra gli uomini, in J.-J. Rousseau, Scritti politici, vol. I (Roma-Bari, Laterza)
- Jean-Jacques Rousseau, Discorso sull'economia politica, in J.-J. Rousseau, Scritti politici, vol. I (Roma-Bari, Laterza)
- Jean-Jacques Rousseau, Il contratto sociale, in J.-J. Rousseau, Scritti politici, vol. II (Roma-Bari, Laterza)

A book of your choice
- Robert Derathé, Rousseau e la scienza politica del suo tempo (Bologna, Mulino)
- Annamaria Loche, La società possibile. Una lettura del 'Contrat social' di J.-J. Rousseau (Milano, FrancoAngeli)
- Francesco Toto, L’origine e la storia. Il ‘Discorso sull’origine dell’uguaglianza’ di Rousseau (Pisa, Ets)

Camerucci M., Psicomotricità: equilibrio fra mente e corpo, ed. Morlacchi, Perugia, 2008

(*) Impara L., Aspetti riabilitativi motori e neurologici nell’età evolutiva, ed. Morlacchi, Perugia, 2018.

(*) solo per la sessione invernale il testo è sostituito da: Camerucci M., Educazione e Libertà: il diritto di non avere paura, Morlacchi, Perugia, 2017

Camerucci M., La relazione educativa nella tradizione dei saperi, NUOVA EDIZIONE, Morlacchi, Perugia 2019.

Course title:

Poetry, Mimesis, Human Expression

Description:

The course will investigate the mystery of poetic creation and evaluate the extent to which a poetic education can be the way to refound the pedagogical action. To this end, Orazio Costa's Mimic Method for the training of actors will be studied in depth, both from a theoretical point of view and through practical exercises that will take place in class.
A part of the programme is dedicated to early childhood and applications to educational contexts for children.

R. M. Rilke, Lettere a un giovane poeta, qualunque edizione.
G. Scaramuzzo, Educazione poetica, Anicia, Roma 2013.
L. Piazza, L'acrobata dello spirito. I quaderni inediti di Orazio Costa, Titivillus, Corazzano (Pi) 2018.
Docufilm “L’uomo e l’attore” edited by Maricla Boggio – in view on the page:
http://www.mariclaboggio.it/pagine/video/corpocreativobari_video.html