General training objective, in relation to the professional profile of the educator
The general educational purpose of adult education teaching, in relation to the professional profile of the educator, working in particular in community services is to help understand the overall sense of an age of life, which emerges both in relation to problems of the adult age, both in relation to the other ages of life, especially in the youth and the elderly. The centrality of adulthood in the context of a human community is due to the fact that adults in many ways and in various ways represent the existential paradigm of reference for other ages and more generally for intergenerational relationships.
Specific learning objectives
In relation to the general educational objective mentioned above, the course aims to achieve some specific goals, expressed in the form of expected learning outcomes.
1st goal: Knowledge and understanding skills.
At the end of the lessons the student will have to show that he knows and understands the complexity of adult life, both in his tiring evolution towards an increasingly aware and mature adulthood, as well as in the multiple forms he can take in relation to personal and social experiences. Through this understanding experience, the student will be able to understand more easily why adults can be in difficult situations, but there are also adults who can overcome the difficulties through a greater understanding of the meaning of their own existence.
2nd goal: knowledge and understanding applied to educational work.
At the end of the lessons the student will be able to understand and interpret the various manifestations of adult life from the point of view of what education can do to activate or strengthen the various factors of growth and deepening, retrieval and conservation which are present in the various and complex phases of adult life: from the advent of the young adult into adult life until the gradual passage of the adult into the direction of old life. Hence the possibility of formulating possible pedagogical methods of meeting and dialogue with adults, according to methodologies suitable for their reality.
3rd goal: Judgment autonomy.
At the end of the lessons, the student will have to show that it is clear that working with adults involves educators in the ability to take on the responsibility of thinking, planning and acting wherever they work, never having them, especially with adults, as with young people and seniors, two very similar educational situations.
4th Goal: Communicative Skills.
At the end of the lessons, the student will have to show that he has expanded and deepened his linguistic and communicative skills through the acquisition of the thematic and conceptual heritage that is precisely the existential experience of adults. In particular, he must show that he understands that working with adults requires the ability to speak with expressive clarity and personal conviction with the life experience of each adult.
5th goal: ability to continue learning.
At the end of the lessons the student will have to show that he understands that, as is the case with the educational work related to the other ages of life, knowledge of adults and their experiences is never ended; On the contrary, the more it deepens and the more there appear in it the great existential questions, which in their essence are not different from those that the human being puts - in different ways and with different languages - in all ages of life.
The "general" part of the program presents the basic disciplinary content, aimed at achieving the expected training objectives.
From the didactic point of view, learning the basic disciplinary content concerns directly the first two training objectives; Successive goals are pursued indirectly both through content learning and through classroom activity
1. Adult life as a problem: the faces of adult crises
2. Who are the adults: theories and existential analysis
3. Become an adult: an identical and always different path
4. Deep dynamism, inward to adult life.
5. Adult life: a life "between" opposite realities
6. Educational paths with adults in difficulty
The "monographic" part of the program presents an in-depth study of the methodological and applicative dimension of pedagogical hermeneutics.
1. An "adult" reality?
2. Adult experiences of fragility, suffering and discomfort
The lessons will be predominantly a frontal, but within them will be favored interventions, questions and short debates on topics from time to time addressed
|C. SECCI||I giovani, il dolore e la crescita||Junior- Spaggiari||2017||9788884348012|
|E. BORGNA||La fragilità che è in noi||Einaudi||2014||9788806221874|
|E. LUPPI||Pedagogia e terza età||Carocci||2008||9788843044870|
|G. ZAGREBELSKY||Senza adulti||Einaudi||2016||9788806229139|
|D. LORO||Vita adulta e questioni educative (Dispensa)||2018|
Texts for the exam
For the preparation of the exam are obligatory for all, attending and not frequent, 3 texts: two compulsory for all, attending and non-attendants; one of your choice.
- D. Loro, Adult Life and Educational Issues. Lecture a. to. 2017- 2018 (the text will be available in January at the "Ateneo" stationery, Lungadige Porta Vittoria, 37th www.ateneovr.it).
- E. Borgna, The fragility that is in us, Turin, ed. Einaudi, 2014.
A text you choose from among the following:
- G. Zagrebelsky, Without Adults, Turin, ed. Einaudi, 2016.
- E. Luppi, Pedagogy and Senior Citizens, Rome, ed. Carocci, 2008 (reprint 2014).
- C. Secci, Young People, Pain and Growth. Culture, Education, Educational Perspectives, Parma, ed. Junior - Spaggiari, 2017.
The objective of the exam is to verify the presence of students in an adequate level of learning of the contents of the program and of the acquisition of the objectives and competences required by the specific training objectives.
The exam will take the form of a written test of 2 hours and 30 minutes. The written test will consist of:
• 9 closed-ended questions aimed at verifying the learning of general content aspects;
• 3 questions centered on the definition of the most important concepts; there are questions aimed at verifying the learning of the structural nodes of the issues addressed;
• 1 request for an understanding of a written text taken from the examination material; the application is aimed at verifying the ability to understand a written text;
• 3 open-ended questions aimed at verifying the descriptive and argumentative capacity in relation to the content studied.
Questions are assigned the following score:
9 closed-ended questions: 1 point for each correct answer;
3 concept definitions: max. 3 points;
1 request for understanding the text; max. 3 points;
3 open answer questions: max. 4 points.
The ability to communicate effectively will also be evaluated by the quality of the written composition, which must be corrected graphically, grammatically and syntactically.
To ensure the connection, as required by the "Diploma Supplement" (Diploma Supplement) document, between the Examination Program and the academic year in which the student submits the exam, and since each year the course program is deepened and updated in its contents, compared to the programs of previous years, it is culturally and didactically appropriate that students enrolled in the academic years preceding pass the examination by carrying out the program of the current academic year, except for serious and motivated reasons, to be communicated in any case and in advance to the teacher.