The course aims to provide students with the tools for a critical reflection on the idea of education, in a historical moment in which it is appropriate to rethink forms and, above all, respect. By focusing on educational practices, as a peculiar field of relationship between theory and practice, reflection will focus on the role of thought and his training in curriculum design by teachers.

Teaching will address the following topics in the order below:

The concept of training in perspective transformative

1. Formation and Transformation. historical evolution and perspectives

1.1 Reflection

1.2 Interpretation

1.3 Imagination

1.4 Storytelling

1.5 Poster of the third training

 Reflective thought 

2 Thought Thoughtful and educational practices

2.1 The Dewey investigation

2.2 Learning through practice

2.3 Theoretical and methodological details of a possible reflection pattern

2.4 The role of the theories for the question of reality in curriculum design

2.5 From teaching practices to the implicit theories

J. Mezirow transformative learning

3 reflective thinking and transformative learning

3.1 Transformative Learning: Theory to Practice

3.2 make meaningful patterns

3.3 transform prospects of meaning

not provided

Learning Outcomes (Dublin Descriptors)

In relation to the pedagogy of the student training must show possession:

- The mastery of basic knowledge related to training;

- Understanding of the basic concepts of the discipline, with reference to the reflective thinking as a paradigm of a new professional epistemology;

- The ability to use knowledge for reasoning and concepts according to the logic of the discipline, particularly with regard to learning transformative.

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

Exercises - supplementary Seminars: It provides for the holding of a seminar on Feuerstein method as an example of a functional strategy to the structural cognitive modifiability (MCS). The seminar will be conducted by Dr. Vincenza Meloni on 10, February, 2015 with a duration of two hours.

Teaching

Lectures, seminars, group work

Attendance

attendance is not mandatory

Course books

M.C. Michelini, Reflexivity and educational practices, Tecnodid, Naples, 2008, p. 142.

Quaglino G. P., The school of life. Manifesto of the third formation, Raffaello Cortina, Milano 2011, p. 170.

Assessment

The objectives are verified by an oral interview as it seeks to establish the knowledge base relative to the current debate on education and its forms, on reflective thinking in key transformative, ability to problematize the relationship theory / practice in order to practice educational, as a special field of reflective thinking.

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.

Teaching

Non-attending students will still be able to access Moodle> blended.uniurb.it platform where will be placed all the material made available by the teacher and those used in the lectures and seminars.

Through the same platform will play the exercises suggested by the teacher.

Attendance

attendance is not mandatory

Course books

Study texts

M.C. Michelini, Reflexivity and educational practices, Tecnodid, Naples, 2008, p. 142.

Quaglino G. P., The school of life. Manifesto of the third formation, Raffaello Cortina, Milano 2011, p. 170.

Assessment

The objectives are verified by an oral interview as it seeks to establish the knowledge base relative to the current debate on education and its forms, on reflective thinking in key transformative, ability to problematize the relationship theory / practice in order to practice educational, as a special field of reflective thinking.

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.