Educational counseling for new fragilities (2019/2020)

Course code
4S008185
Name of lecturer
Daniele Loro
Coordinator
Daniele Loro
Number of ECTS credits allocated
6
Academic sector
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
Language of instruction
Italian
Location
VERONA
Period
Sem. 2B dal Apr 6, 2020 al May 30, 2020.

Lesson timetable

Go to lesson schedule

Learning outcomes

Knowledge and understanding 1. Know the essential features of the pedagogist's professional profile and understand the complexity of the functions and areas in which the pedagogical work manifested. 2. Define the concept of "fragility" and its semantic extension, which involves social contexts and processes, ages and life choices, personal beliefs and cultural values. 3. Understand that educational work and pedagogical knowledge are also "fragile" practices, but awareness of this dimension can be an element of strength and not of professional weakness. Applying knowledge and understanding 1. Identify what could be the "new fragilities" that emerge not only from the economic and social world, but also from the sphere of relationship life and from the crisis of meaning horizons. 2. Knowing how to recognize and deepen the many "faces" of fragility by looking for the cause in the loss of one's individual, social and cultural identity. 3. Develop pedagogical research projects and consequent educational interventions starting from a positive vision of fragility, understood as an existential condition that is at the bottom of every age of life.

Syllabus

The program is divided into two basic themes, closely related to each other: the first concerns the professional figure of the "pedagogist" in his function as "pedagogical consultant"; the second concerns the theme of “fragility”, understood as a common interpretative element, present in various ways in the subjects and contexts of life that require the presence of a pedagogical consultant.

Methodological part: "who is" the pedagogical consultant and "what" is called to do
 Being "educator" and becoming "pedagogist": continuity and discontinuity between the two professional profiles
 Identity, functions, skills and work contexts of the pedagogist as a "consultant"
 Pedagogical consultancy as a "profession"
 The potential and limits of pedagogical consulting work

Content part: the "faces of fragility" and its multiple expressions
 What can be understood by "fragility", which is not synonymous with weakness or lack
 The fragility connected to a "functional" model of society only
 The fragility connected to family life and in particular to the role of parents
 The fragility connected to individual life, which is expressed in the form of dependency
 The fragility connected to the crisis of personal and professional identity and of the principle of social responsibility

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 possible intervention of some figures of pedagogical consultants who work in different working environments.

Reference books
Author Title Publisher Year ISBN Note
D. Loro Essere educatore e diventare pedagogista, Dispensa a. a 2019-2020 2020
M. Benasayag Fuinzionare o esistere Vita e Pensiero 2019
S. Negri (a cura di) La consulenza pedagogica Carocci 2014

Assessment methods and criteria

Texts for the exam
To achieve the learning objectives listed above, it is necessary to study three texts, mandatory for all, frequent and not frequent:
 D. Loro, Being an educator and becoming an pedagogist, Lecture a. a. 2019-2020 (the lecture will be available only at the end of the course at the Ateneo stationery, Lungadige Porta Vittoria, 37. www.ateneovr.it).
 S. Negri (edited by), Pedagogical consulting. Professional perspectives, Rome, ed. Carocci, 2014.
 M. Benasayag, Functioning or existing? trad. from the French, Milan, ed. Life and Thought, 2019.
Examination test procedure
The objective of the final exam is to verify the level of knowledge, understanding and operational application of what has been formulated as specific educational objectives and as "expected learning outcomes".
The exam will normally be oral. If the number of enrolled exceeds a certain number, the exam can continue in oral form the next day, or be done in written form. In this case the written test will last a total of 3 hours and will consist of 5 open questions. Each answer will be awarded 6 points.
During the oral interview the questions will be of the following type:
• questions of a “descriptive” nature, to verify the correct learning of the studied contents and the ability to summarize the most important contents;
• "argumentative" questions, to verify both the ability to explain through which logical steps a reflection, a demonstration or a theory develops;
• questions of "connection" or "comparison" between authors, specific themes, concepts and theories, to verify the reasoning competence;
• "application" or "operational" questions, to verify the ability to think, in concrete and operational terms, of the theoretical contents being studied and to translate them into professional practice.