1) Know and understand the theories related to learning and training of individuals in the life cycle;
2) Know and understand the pedagogical theories that support the processes and techniques of learning, training and development of individuals and of different working communities in relation to the necessary processes of social and cultural inclusion;
3) To apply pedagogical methodologies and techniques to the analysis of learning processes to vocational training and to the development of practical communities;
The course approaches the subject of work and education/training from a combination of two pedagogical perspectives: critical pedagogy and the “capabilities” or “human development” approach.
We will be examining current realities of work and education/training with particular regard to their philosophical and theoretical implications, and guided by a central question: what are the utopias and dystopias experienced by individuals and organisations in the world today?
1. Outline the concept of “training for human development”
2. Clarify the relationship between “training for human development” and the “capability approach”;
3. Define the role of the trainer as an originator of processes of learning
4. Define the key competences required by a trainer in terms of their role as originator or processes within an organisation;
5. Evaluate the capability approach as a method for training for human development in the various contexts considered
6. The course will employ the following teaching methods:
- Lecture-style lessons;
- Group discussions;
- Philosophical dialogue;
- Exercises/practice activities.
7. Evaluation of learning outcomes (via discussions, interviews, questionnaires)
The course includes lectures, opportunities for active participation by students, teamwork, guest speakers and some experiential moments.
|Fabrizio d'Aniello||La vita al lavoro||Ricerche di Pedagogia e Didattica||2017|
|Martha Nussbaum||Non per profitto. Perchè le democrazie hanno bisogno della cultura umanistica||Il Mulino||2010|
|Margaret Atwood||Per ultimo il cuore||Ponte delle grazie||2015|
|Peter Mayo, Paolo Vittoria||Saggi di pedagogia critica oltre il neoliberismo||Società Editrice Fiorentina||2017|
|L. Bertell, F. de Cordova, A. De Vita, G. Gosetti||Senso del lavoro nelle economie diverse. Uno studio interdisciplinare||Franco Angeli||2017|
A) Assessment for attending students is in two parts: 1. a written composition discussing a piece of personal research on a specific issue, and reflecting as appropriate on the texts in the bibliography; 2. an oral presentation delivered in the course of a special learning day.
B) Assessment for non-attending students takes the form of a written examination comprising 8 open questions, which will assess knowledge of the course texts and the student’s critical and interpretive capacities in relation to the issues covered.