The "specific" training objectives can be seen beyond the "general" courses of the study program, at the address "Community Educational Services". Therefore, the training objectives are also thought of as the "expected learning course" at the end of the lessons.
Expected learning outcomes, in relation to KNOWLEDGE AND UNDERSTANDING
1. To know the main elements that foresee the duration of life and the theories that deepen the point from the existential point of view and in particular from the educational one.
2. To know and understand the evolutionary dimension, present also in adulthood, and the possibility of its delineation in the direction of a greater simplicity of the sense of one's social role and of one's existential task, also in relation to the other ages of life.
3. Understand the problematic nature of the experiences that underlie the experiences of fragility, discomfort, marginality and deviance, which incorporate the personal experiences of young people and adults. Identification, in these cases, of the most adequate modalities of educational intervention.
Expected learning outcomes, in relation to RESEARCH CAPACITY, KNOWLEDGE AND UNDERSTANDING
1. To apply the knowledge learned from the literature and related to specific problems on adult life, in order to contribute to elaborate detailed educational projects.
2. Formative modalities of dialogue with adults, according to the methods and respect of adults of a conscious and respectful learning of their own history and of their experience of reality.
3. Formulate educational projects and interventions aimed at strengthening the essential elements for a reactivation of the process of recovery and development of one's own existential path, which characterizes adulthood, from the youth to the elderly age.
FIRST PART: who are the adults?
The first part of the program aims to put the necessary cognitive preliminary remarks and then proceed in the knowledge and understanding of the essential disciplinary contents.
Adult life "between" the ages of human life.
The distinction between "role", adulthood "and" person ".
Adult life as a "problem"; the many faces of adult crises.
Looking for a more articulate and complex way of thinking about adulthood and its problems.
SECOND PART: becoming adults.
The second part of the program aims to deepen the initial knowledge and try to understand the deepest dynamics, present in the life of an adult, whose awareness could be important for the rediscovery of the sense of being adults.
Being adults and becoming adults: existential theories and analysis.
From a social adulthood to a personal adulthood: the role of choices and life passages.
The gradual understanding of the presence of a "hidden logic" among the events of one's own existence.
The awareness of a dual dimension of adult life: a life lived towards "the outside" and a life lived towards "the inside".
At the root of the situation of difficulties and discomfort of adults: the inability to reconcile opposites?
THIRD PART: adulthood, experience of maturation and lifestyle.
The third part of the program aims to identify how "realized" adult life can manifest itself, in order to have a reference to try better to understand why it is "difficult" to be adults and to live as adults.
The generative, non-pathological and unitary dimension of adult life.
The risk of the "disappearance" of adults and its most negative implications.
The discovery of the fragility of adult life and the responsibility to understand its meaning.
FOURTH PART: educational work for and with adults.
The fourth part of the program aims to recall some methodological elements that are essential for an educator who works with adults, including young adults and the elderly.
Does it make sense to talk about educational work with adults?
The necessary conditions for starting a process of adult change.
An educational work between some general principles and many different applications.
Some methods of educational work with adults.
ORGANIZATION OF THE DIDACTIC ACTIVITY
The lessons will take place keeping in mind some teaching methods that will alternate according to the needs connected to the program:
the "frontal lesson", for the presentation of conceptually more important or more difficult contents;
the "participated" and workshop lesson, in relation to the moments of classroom dialogue between students and teacher and collaboration between the students;
The "dialoguing lesson", useful for encouraging interventions, asking questions and giving space to brief debates on the issues discussed each time;
The "seminar lesson", with the intervention of some professional educator who works in specific areas of work with young people, adults and the elderly,
The lesson in "e-learning" mode; if it is necessary, the e-learning platform will been used to load educational material.
|A. M. MARIANI||DIVENTARE ADULTI. FORMAZIONE E NUOVI MODELLI PER CONTRASTARE LA SCOMPARSA DELL'ADULTO||Unicopli||2014|
|D. LORO||Educare "tra" le età della vita. Compiti, responsabilità e significati della vita adulta||2019||Dispensa|
|I. LIZZOLA||L'educazione nell'ombra. Educare e curare nella fragilità||Carocci||2013|
|D. LORO||Vita adulta e questioni educative (Dispensa)||2018|
TEXTS FOR THE EXAM
To reach the learning objectives listed above it is necessary to study three texts, compulsory for all, attending and not frequent:
D. Loro, Adult life and educational issues. Lecture note a. to. 2018-2019 (the text will be available in January, at
the "Ateneo" stationery shop, Lungadige Porta Vittoria, 37. www.ateneovr.it).
I. Lizzola, Shadow education. Educating and caring in fragility, Rome, ed. Carocci, 2013, pp. 7-66.
E. Borgna, The fragility that is in us, Turin, ed. Einaudi, 2014.
Suggested texts for those who may have a personal experience:
E. Luppi, Pedagogy and third age, Rome, ed. Carocci, 2008 (reprint 2014).
A, M. Mariani, Become adults. Training and new models to counter the disappearance of the adult, Milan, ed.
Unicopli, 2014, pp. 9-151.
F. Togni, The "invention" of adolescence. Rituality, modesty, tenderness and "delayed adulthood", Rome, ed.
G. Zagrebelsky, Without adults, Turin, ed. Einaudi, 2016.
MODALITIES OF THE WRITTEN TEST
The objective of the exam is to verify the presence in the students of an adequate level of learning of the contents of the program and of the acquisition of the objectives and competences foreseen by the specific training objectives.
The exam will take place in the form of the written test, with a maximum duration of 3 hours. The written test will consist of four parts, for each of which differentiated methods are provided, with different evaluation objectives:
Part A): 1 question to understand a written text: to demonstrate the ability to understand the meaning of a passage taken from the texts studied, to identify the conceptually most important sentence and to justify this choice.
Part B) 6 multiple choice questions, aimed at verifying the learning of the basic content aspects, present in the texts studied.
Part C) 3 questions focused on defining the most important concepts present in the texts studied; they are questions aimed at verifying the learning of the structural nodes of the issues addressed;
Part D) 4 open-ended questions, aimed at verifying the argumentative and exhibition capacity in relation to the contents studied.
The answers are assigned the following score:
Part A) 1 application for understanding the text; max. 3 points;
Part B) 6 multiple choice questions: 1 point for each correct answer; 0.50 for a partially correct answer, -0.50 for the wrong answer;
Part C) 3 questions related to definitions of concepts: max. 3 points for each answer;
Part D) 4 open-answer questions: max. 3.5 points per response.
The ability to communicate effectively will also be assessed through the quality of the written composition, which must be corrected from a graphic, grammatical and syntactical point of view. The correctness of the exhibition, in the contents and in the exhibition form, will be explicitly evaluated as an incentive element for the final vote. A task that presents itself as disordered and incorrect in the contents or in the exhibition form will be penalized in the final vote.
As required by the "supplement to diploma" document, it is necessary to guarantee the connection between the exam program and the academic year in which the student takes the exam. Since each year the program of the course is deepened and updated in its contents, compared to the programs of previous years, it is culturally and didactically opportune that students enrolled in the previous academic years will take the exam bringing the program of the current academic year. If there are serious reasons, which prevent you from taking the exam with the program scheduled for that particular academic year, you need to present the problem to the teacher before preparing to take the exam.