1 - Think about the main interpretations of being adults, with a particular attention to the steps, the ambiguities, the crisis points that are inside this part of life. This first aspect allows the students to observe the complex scenario of adult age and start reading which can be the educational processes that encourage the set ourselves in listening with the continuities and discontinuities of life.
2 - To deepen the narrative aspect as educational practice that support the experience’s thought in adult age. This second objective lets to locate a theoretical-practical aperture for a composition of life’s story as active and transformative “object”.
Dialoguing with texts and depositions we will answer to these questions:
- Which adults’ images can be represented today?
- What does let or doesn’t let the interaction between
- Which thought is necessary for an educational projecting
in adult age, that can keep in mind the changes inside
life’s context? (emigrations, immigrations, new poorness,
Educational Accompaniment processes inside adult age:
We will deepen interaction between:
- Narration, listening, returning, transforming
- Common stories and communities care
Inside general aspect lessons will be integrated small group exercises and deepening meetings as laboratories. One or more devices for reworking and returning course’s experience will be located.
Daniele Loro, Pedagogia della vita adulta. Prospettive di formazione, Ed. La Scuola, Brescia 2006 Cap. .
Rosanna Cima, Tempo di vecchiaia. Percorsi di anima e cura tra storie di donne,
Franco Angeli, Milano, 2004.
A choice between these romans/essays:
Marie Cardinal, Le parole per dirlo, Bompiani, 2001
Cristina Comencini, Matriošca, Feltrinelli, Milano 2002.
Rosanna Cima, Abitare le diversità, Carocci, Roma 2005.
Catherine Dunne, Il viaggio verso casa, Edizioni Guanda, Parma 2000.
Doris Lessing (1983), Il diario di Jane Somers, Feltrinelli, Milano 1988.
Josephine Hart, Ricostruzioni, Feltrinelli, Milano 2002.
Luisa Passerini, La Fontana della giovinezza, Giunti, Firenze 1999.
Gloria Zanardo, Presente remoto, Luciana Tufani Editrice, Ferrara 2000.
During the course will be indicated more books (books/magazines).
For not attending students, in addition to books specified above, it’s mandatory to read also:
Paolo Jedlowski, Storie comuni. La narrazione nella vita quotidiana, B. Mondadori, Milano 2000.
Not attending students should contact the teacher via email: email@example.com to set a meeting before the exam.
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