Adult Education (2019/2020)

Course code
Name of lecturer
Daniele Loro
Daniele Loro
Number of ECTS credits allocated
Academic sector
Language of instruction
Sem. 2B dal Apr 6, 2020 al May 30, 2020.

Lesson timetable

Go to lesson schedule

Learning outcomes

Conoscere i principali elementi che caratterizzano la complessità della vita adulta e le teorie che ne approfondiscono il significato dal punto di vista esistenziale e in particolare da quello educativo. Conoscere e comprendere la dimensione evolutiva, presente anche nell’età adulta, e la possibilità del suo delinearsi in direzione di una sempre maggiore consapevolezza del senso del proprio ruolo sociale e del proprio compito esistenziale e in relazione alle altre età della vita. Comprendere la problematicità delle esperienze che sono alla base delle situazioni di fragilità, disagio, marginalità e devianza, che caratterizzano le esperienze personali esistenziali di giovani e adulti. Individuazione, in questi casi, delle modalità di intervento educativo più adeguati. Applicare le conoscenze apprese dalla letteratura e relative a specifiche problematiche sulla vita adulta, al fine di contribuire ad elaborare progetti educativi adeguatamente contestualizzati. Formulare modalità educative di dialogo con gli adulti, secondo metodi e progetti che rispettino il desiderio degli adulti, di un apprendimento consapevole e rispettoso della propria storia e della propria esperienza del reale. Formulare progetti e interventi educativi finalizzati al recupero e al potenziamento degli elementi essenziali per una riattivazione del processo di recupero e di sviluppo del proprio percorso esistenziale, che caratterizza l’età adulta, dalla fase giovanile a quella anziana.


The program is divided into two major themes, both linked to adult life and closely related to each other: one of a "methodological" nature, linked to practical experience; the other of a "content" nature, linked to the theoretical reflection on adulthood,

Methodological part: "how" educational work is carried out with adults
─ Because it is necessary to think that even adults need education
─ The necessary conditions for the adult to have an educational experience
─ From the general methodological principles to their application in the particular context of adult life
─ The breadth of educational issues affecting adult life
─ Methods and techniques of educational work with adults

Content part: "who are" adults and "when" we become adults
─ The life of adults "between" the other ages of life
─ The long and painful transition from youth to adulthood
─ The rooting of the adult in his individual and social reality
─ The discovery of a deeper and more interior dimension, typical of adulthood
─ From the circularity of the link between exterior life and inner life to an adult lifestyle
─ A new, difficult and painful transition from adulthood to old age

The teaching organization of the course is characterized by the following methods, which will alternate according to the needs connected with the program:
 the "frontal lecture", for the presentation of conceptually more important contents;
 “The" participatory lesson ", useful for encouraging interventions, asking questions, formulating reflections and giving space to brief debates on the issues addressed each time;
 “The" seminar lesson ", with the intervention of some educators who work in specific areas of work with young people, adults and the elderly; or with the vision and subsequent discussion of a film:
─ the lesson in "e-learning" mode; should it be necessary, the e-learning platform will be used to 1 upload teaching material.

Reference books
Author Title Publisher Year ISBN Note
D. Loro Essere e diventare adulti “tra” le età della vita. Fondamenti di pedagogia della vita adulta ed. Libreria Cortina, Verona 2020
E. BORGNA La fragilità che è in noi Einaudi 2014 9788806221874

Assessment methods and criteria

Texts for the exam
In relation to the educational objectives and programs listed above it is necessary to study 2 texts, mandatory for all, attending:
- D. Loro, Being and becoming adults "between" the ages of life. Fundamentals of pedagogy of adult life, Verona, ed. Cortina Library, 2020.
E. Borgna, The fragility that is in us, Turin, ed. Einaudi, 2014.

Texts suggested for those who wish to deepen their knowledge of one of the three ages of life, object of study for this exam:
Texts related to youth:
─ M. Aime, G. Pietropolli Charmet, The effort to grow up. The disappearance of the rites of passage, Turin, ed. Einaudi, 2014
─ G. Pietropolli Charmet, The unbearable need for admiration, Rome-Bari, ed. Laterza, 2018.
─ F. Togni, the "invention" of adolescence. Ritual, modesty, tenderness and "retarded adultity", Rome, ed. Studium, 2016.
Texts related to adulthood
- R. Bodei, Generations. Age of life, age of things, Rome-Bari, ed. Laterza, 2014.
- M. Cornacchia, S. Tramma (edited by), Vulnerability in adulthood. A pedagogical look, Rome, ed. Carocci, 2019.
- I. Lizzola, Education in the shadows. Educate and care for frailty, Rome, ed. Carocci, 2013.
- A. M. Mariani, Becoming adults. Training and new models to counter the disappearance of the adult, Milan, ed. Unicopli, 2014, pp. 9-151.
Texts related to old age:
- E. Bianchi, Life and the days. On old age, Bologna, ed. il Mulino, 2018.
- E. Luppi, Pedagogy and the Third Age, Rome, ed. Carocci, 2008 (reprint 2014).
- S. Tramma, Pedagogy of aging. Living (well) the old age, Milan, ed. FrancoAngeli, 2017.

Methods of the written test
The objective of the exam is to verify the presence in the students of an adequate level of understanding not only of the contents but also of the cognitive processes, underlying the contents, and of the existential meanings that are hidden from them.
The exam will take the form of a written test, lasting a maximum of 3 hours. The written test will consist of 5 mandatory questions, differentiated by type. The first four questions concern the handbook; the fourth question concerns the text of Borgna. The 5 compulsory questions are assigned up to a maximum of 6 points.
1st question of a "descriptive" nature: being able to summarize a given topic in the handbook;
2nd Question of a "conceptual" nature: knowing how to define with precision two concepts present in the handbook;
3rd Question of an "argumentative" nature: being able to reconstruct in a coherent way the passages of a reflection or argumentation present in the handbook;
4th question of an "expository" nature: knowing how to present, and explain in a synthetic way, a specific topic, taken from the text of Borgna.
5th question of an "applicative" nature: to show how a topic or concept, taken from the text of Borgna can be read in an educational key and in the context of the ages of life, the object of study.


To guarantee the connection, as required by the document of "integration to the degree diploma" (diploma supplement), between the exam program and the academic year in which the student takes the exam, and because each year the course program it is deepened and updated in its contents, compared to the programs of previous years, it is culturally and didactically appropriate that the students enrolled in the previous academic years take the exam bringing 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.