The course will deal with lifelong learning and the different forms that can assume, such as organizational learning (Argyris, Schön, 1992; Fulmer, Keys, 1998; Senge, 1990), knowledge-creating learning (Gherardi, Nicolini, Odella, 1998; Nonaka, Takeuchi, 1995), action learning (Mumford, 1997; O’Neil, 1999; Jones, 1990), transformative learning (Mezirow, 1991; Hobson, Welbourne, 1998), implicit learning (Reber, 1993; Stadler, Frensch, 1998), reflective learning (Boud, Walker, 1991; Williamson, 1997), self-directed learning (Candy, 1991; Merriam, Caffarella, 1991), flexible learning (Jakupec, Garrick, 2000; Lundin, 1999), cooperative e collaborative learning (Schul, 2012; Dillenbourg, 1999), lifelong learning (Maehl and William, 2000; Moreland and Lovett, 1997; Oliver, 1999).
The course will deal with the following subjects:
- Training and lifelong learning: relationships, similarities and differences;
- Lifelong learning and professional vocation: learning in adults;
- Job placement: which characteristics increase the employability of unemployed;
- Theories of professional vocation: from traits to contexts to the interaction between the two of them;
- Learning and organizational cultures: which training for which organization;
- Psychosocial training and transactional analysis: the group and the relationships among individuals as a method and a purpose of the lifelong leaning.
| Author | Title | Publisher | Year | ISBN | Note |
| Berne E. | A che gioco giochiamo? (Edizione 1) | Milano, Bompiani. | 2000 | ||
| Favretto G. & Sartori R. | Le età dell'impresa (Edizione 1) | Milano, Franco Angeli. | 2007 | ||
| Sartori R. & Ceschi A. | Orientamento e crisi economica: la ricerca-intervento con le classi terze di un Istituto Tecnico per Geometri del Nord Italia | ECPS Journal, 8, 173-202 | 2013 | Sartori R. & Ceschi A. (2013). Orientamento e crisi economica: la ricerca-intervento con le classi terze di un Istituto Tecnico per Geometri del Nord Italia, ECPS Journal, 8, 173-202 | |
| Bellotto M. | Pensieri su la formazione psico-sociale. Dal 1984 al 2015 (Edizione 1) | Verona, Thesy | 2015 | ||
| Guichard J. & Huteau M. | Psicologia dell'orientamento professionale. Teorie e pratiche per orientare la scelta negli studi e nelle professioni (Edizione 1) | Milano, Raffaello Cortina | 2001 | 978-88-7078-804-4 | |
| Sartori R. | Stage e tirocinio tra orientamento e formazione: il caso di alcune laureate in discipline umanistiche di Verona e provincia | Giornale Italiano di Psicologia dell’Orientamento, 11(2), 23-33. | 2010 | Sartori R. (2010). Stage e tirocinio tra orientamento e formazione: il caso di alcune laureate in discipline umanistiche di Verona e provincia, Giornale Italiano di Psicologia dell’Orientamento, 11(2), 23-33. |
The exam is written and based on the deepened study of the texts. The written task comprises a certain number of open questions and closed questions so that students can prove their preparation and the teacher can base his marks on a representative sample of knowledge. I do not use a rigid and structured form of written exam, meaning that the closed questions sometimes are present and sometimes are not. The open questions are always present, generally 3. I generally give 10 points to each question, so that the sum is 30.
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