LIFELONG LEARNING THEORY
TEORIA DELL'EDUCAZIONE PERMANENTE
A.Y. | Credits |
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2018/2019 | 6 |
Lecturer | Office hours for students | |
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Franco Nanetti |
Assigned to the Degree Course
Date | Time | Classroom / Location |
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Date | Time | Classroom / Location |
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Learning Objectives
The aim of the course is to provide an overview of knowledges about the different theories, models and methods in schools environment and professional.
Program
Cognitivism, constructivism, existentialism and systems analysis
Epistemology and multidisciplinary of education
The steps of the operational process of the formation
Problem solving to logo analytic approach
The planning of the training actions
Empowerment and needs analysis
Agents and factors of change
Change and mediation corporeal
Resistance to change
The understanding of the problem: the question of “unveiling of the implicit communication”
Metamodel and linguistic violation
Educational metaphors
Theories of change and psycho-pedagogical implication
The group work and workgroups
The training groups to interpersonal communication
Teaching Material
The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it
Supporting Activities
The aim of the course is to provide an overview of knowledges about the different theories, models and methods in schools environment and professional.
Teaching, Attendance, Course Books and Assessment
- Teaching
Lectures and laboratory activities
- Course books
F.Nanetti Clinica esistenziale, Il metodo umanistico integrato, Trento, 2015
F.Nanetti Il cambiamento intenzionale, Pendragon, Bologna, 2007
F.Nanetti Empatia transpersonale, Pendragon, Bologna, 2010
For further study is recomended the choice of a text among the following:
A.Bandura, Autoefficacia, Trento, Erikson, 2000
F. Pinto Minerva, Progetto sapienza. Per una pedagogia del corso della vita, Roma-Bari, Laterza 1988
M. Baldacci, La dimensione emozionale del curricolo. L’educazione affettiva e razionale nella scuola, Franco Angeli, 2008
- Assessment
Oral examination
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
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