Università degli Studi di Urbino Carlo Bo / Portale Web di Ateneo


SOCIOLOGY OF EDUCATION
SOCIOLOGIA DELL'EDUCAZIONE

A.Y. Credits
2017/2018 6
Lecturer Email Office hours for students
Massimo Russo Monday, 9-11 and other days by appointment email

Assigned to the Degree Course

Sociology and Social Work (L-39 / L-40)
Curriculum: PERCORSO COMUNE
Date Time Classroom / Location
Date Time Classroom / Location

Learning Objectives

The course aims to provide conceptual and analytical tools for reading the transformations of socio-cultural values in relation to education processes, starting from the evolution and transmission of values and norms on the individual and collective level of society.

This course provides conceptual and analytical tools to review the socio-cultural transformations in relation to the culture of legality. From how they are born, they evolve and transmit values and norms on individual and collective social plan.

The training objective is aimed at developing capacity and skills to know how to formulate plans and intervention

Program

Since the relationship between the young and the legality the course will address issues related of the formation norms and values, looking at the processes of socialization and education.

A second part will be devoted to the concept of responsibility on the individual and collective level.nt mechanisms, prosocial and antisocial behavior and motivations to responsible action.

In the final part we will be taken into consideration the commitment and moral disengageme

What is the legality

Because there are rules

Formal rules and hidden rules

Follow rules

How to change the rules that are considered unjust

The scales of justice as an image.

Apply the correct law

Human beings are all equal before justice

Educate yourself to the charge rule

The new off again justice practices

The notion of value

For a philosophy of values

Authorities and conventions

Disobey the rules

Challenge authority

The individual resistance and group

Bridging Courses

not expected

Learning Achievements (Dublin Descriptors)

Knowing the main theories on the individual-society-law relationship. Acquire knowledge and expertise on major theories about the education law. .Paradigms, schools of thought and concepts about developed by the main authors of reference. Gain knowledge and understanding of the key factors related to training and educational processes concerning the legality and transmission of values and norms.

Applying knowledge and understanding

Through reflection on specific case studies, the course aims to develop knowledge and understanding applied. Students will know how to use what they learned in class and be able to interpret proficiently as you form the values ??and standards, how they are transmitted, by analyzing the changes that are affecting the social dynamics, useful in understanding the dynamics of change

Making judgments

Increase their ability to process judgments that compared to the general topics covered and with reference to the operational impacts of the knowledge learned. Students will be able, thanks to references to the knowledge acquired during the entire course of study, to proceed with a critical approach, essential to build action plans

Communication skills

Acquire the skills necessary to compete with other professionals on issues related to legality. Adequate skills useful to present theories, data and research

Increase the skills essential to transmit and adequately disclose information on the topics covered

Students must also show presentation skills, the lessons learned during the lessons, using a specific language, your own judgment and their own conclusions also critically.

learning ability

Learning the basics of the discipline for a subsequent application in the employment field. Acquiring the ability to consult databases, journals and use the basic knowledge tools for the continuous updating of knowledge.

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

teaching cards and study in paper and electronic format


Teaching, Attendance, Course Books and Assessment

Teaching

Lessons in the presence, use of concept maps and keywords

teaching cards and study in paper and electronic format.

Attendance

frequency lessons 3/4

Course books

Basic for all

V. Mancuso, Il coraggio di essere liberi, Garzanti, Milano 2016 (disponibile anche in ebook)  

D. Fusaro, Coraggio, Cortfina Editore, Milano 2012 (disponibile anche in ebook)  

L. Manicardii, Coraggio non temere, Qjqaion, Comunità di Bose 2013 (disponibile anche in ebook)  

One choice 

F. Alberoni, L'arte di avere coraggio, Piemme, Milano 2016

P. Tillich, Che cos'è il coraggio, Fazi, Roma 2015.

Assessment

Assessment of learning It will occur with either a written or an individual interview of exam papers. It will evaluate learning content, the reworking skills and argumentation. You can present a working paper, he agreed with the teacher 

The evaluations are configured in 1) of excellence; 2) discrete; 3) negative 

The feedback of excellence will be given to students based on: 1) good critical skills and in-depth; 2) valid thematic link; 3) the use of an appropriate language with respect to the specificity of the discipline

Discrete valuations: will be given on the basis of: 1) a knowledge no mnemonic of the contents; 2) a relative critical and the connection between the topics covered: 3) the use of appropriate language, but not entirely, with the specific nature of the discipline.

Sufficient feedback will be given on the basis of: 1) a baggage of minimal knowledge on the topics covered; 2) a formally correct exposure, but not critical, present educational gaps; 3) the use of a little-appropriate language with respect to the specificity of the discipline.

Will give rise to negative assessments: student's difficulty in orientation with respect to the issues addressed in the exam papers; training gaps; the use of inappropriate language with the specific nature of the discipline "

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Additional Information for Non-Attending Students

Teaching

teaching cards and study in paper and electronic format.

Attendance

not expected

Course books

Basic for all

V. Mancuso, Il coraggio di essere liberi, Garzanti, Milano 2016 (disponibile anche in ebook)  

D. Fusaro, Coraggio, Cortfina Editore, Milano 2012 (disponibile anche in ebook)  

L. Manicardii, Coraggio non temere, Qjqaion, Comunità di Bose 2013 (disponibile anche in ebook)  

One choice 

F. Alberoni, L'arte di avere coraggio, Piemme, Milano 2016

P. Tillich, Che cos'è il coraggio, Fazi, Roma 2015

Assessment

Assessment of learning It will occur with either a written or an individual interview of exam papers. It will evaluate learning content, the reworking skills and argumentation. You can present a working paper, he agreed with the teacher 

The evaluations are configured in 1) of excellence; 2) discrete; 3) negative 

The feedback of excellence will be given to students based on: 1) good critical skills and in-depth; 2) valid thematic link; 3) the use of an appropriate language with respect to the specificity of the discipline

Discrete valuations: will be given on the basis of: 1) a knowledge no mnemonic of the contents; 2) a relative critical and the connection between the topics covered: 3) the use of appropriate language, but not entirely, with the specific nature of the discipline.

Sufficient feedback will be given on the basis of: 1) a baggage of minimal knowledge on the topics covered; 2) a formally correct exposure, but not critical, present educational gaps; 3) the use of a little-appropriate language with respect to the specificity of the discipline.

Will give rise to negative assessments: student's difficulty in orientation with respect to the issues addressed in the exam papers; training gaps; the use of inappropriate language with the specific nature of the discipline "

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

« back Last update: 21/08/2017

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