48
General and Social Pedagogy
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
1. Knowledge and Understanding
At the end of the course, students will be able to:
- Exercise self-oriented analysis as a fundamental prerequisite for the design and management of orientation processes aimed at individuals, groups, and organizations. This involves the ability to reflect on their own motivations and objectives in relation to orientation.
- Recognize the orientative dimension as a constitutive element of the educational experience, supporting educators, teachers, and practitioners in adopting an orientative perspective throughout the life cycle. They will be able to integrate orientation into various educational contexts.
- Design, promote, and manage orientation processes based on the life design paradigm, adopting an existential, systemic-relational, holistic, and narrative approach. This will require competencies to understand individual and relational dynamics within the educational context.
2. Applying Knowledge and Understanding
At the end of the course, students will be able to:
- Apply the knowledge acquired in a variety of situations, recognizing social and cultural representations as well as theoretical models of orientation developed based on the latest scientific evidence.
- Pedagogically analyze the contexts of orientation intervention and design practical experiences, operational tools, and styles of intervention, adapting to the various transitions from one educational level to another.
3. Making Judgements
Students will need to demonstrate the ability to:
- Recognize and critically evaluate the main issues and challenges of orientation processes, developing a deep reflection on the ethical and practical implications related to orientation. This ability includes analyzing the social and cultural dynamics that impact orientation decisions.
4. Communication Skills
Students will be able to:
- Describe, using appropriate technical terminology, the main reflective and methodological issues concerning orientation interventions in formal and informal work contexts. This skill will consist of articulating complex ideas clearly and concisely, addressing the challenges and opportunities of intervention in various settings.
5. Learning Skills
At the end of the course, students will be able to:
- Explain, present, and justify phenomena, facts, and data of an orientative nature, demonstrating a high level of mastery of the content covered.
- Interpret, recognize, and contextualize orientative phenomena and experiences within social and cultural contexts, using their own personal experience as a reference. Students will develop a particular sensitivity towards the cultural and social diversities that influence orientation.
- Effectively apply and utilize knowledge, models, and theories of orientation within professional contexts, contributing to the development of innovative and effective orientative practices.
- Problematicize, observe, monitor, and evaluate using different perspectives, allowing them to capture critical aspects and broaden the overall framework of their considerations, thus fostering a continuous and reflective learning cycle.
Course Prerequisites
The course requires the possession of basic knowledge of pedagogical sciences, acquired through study and engagement with the latest educational and methodological theories. It is essential for students to develop a critical awareness of the epistemological status of Pedagogy, which must be accompanied by a sensitivity to listening and support, both on a personal level and in group settings. These skills should be further refined and complemented throughout the program, fostering an empathetic and collaborative approach in educational processes.
Teaching Methods
In addition to traditional lectures, the course offers a wide range of laboratory activities and thematic seminars designed to enrich the learning experience of students and promote an active and practical approach to the Pedagogy of Orientation.
The laboratory activities will allow students to apply the theoretical knowledge acquired through practical exercises, simulations, and project work, stimulating creativity and problem-solving skills. These labs will be organized in small groups to facilitate collaboration and peer interaction, fostering a dynamic and interactive learning environment.
The thematic seminars, led by sector experts and professionals, will provide the opportunity to explore specific topics related to orientation and contemporary pedagogy in depth. During these meetings, students will be able to engage in discussions, ask questions, and share experiences, creating a productive dialogue between theory and practice. The seminars aim to provide students with an updated view of trends and innovations in the field, thereby enhancing their professional and personal development.
In summary, these activities represent a fundamental component of the course, allowing students to integrate theory and practice, develop specific competencies, and engage with experts and peers, ultimately contributing to shaping competent and aware professionals in the field of orientation.
Assessment Methods
Examination Method
The exam will be conducted orally, providing students with the opportunity to express their knowledge and skills in a direct and interactive manner.
Evaluation Criteria
During the interview, students will need to demonstrate that they have achieved the expected learning outcomes, specifically:
- Assimilation and Understanding: They must show a solid understanding of the main theories and constructs of the pedagogy of orientation, highlighting their applicability in practical contexts.
- Critical Thinking: It will be necessary to formulate a critical perspective, delving into relevant themes and issues using a reflective and analytical approach.
The evaluation indicators will include:
- Expository Clarity: The ability to communicate clearly and concisely, presenting information in an easily understandable manner.
- Relevance of Answers: The pertinence and appropriateness of responses to the questions posed by the instructor, demonstrating a deep understanding of the topics discussed.
- Interconnection and Reflection: The ability to establish connections between different ideas and concepts, as well as to develop critical and reflective thinking on the subjects of study.
These criteria will be used to ensure a fair and accurate assessment of the competencies and knowledge acquired by students throughout the program.
Texts
For the general section: Cunti A., Priore A. (2020). Help Me Choose. Orientation in the Educational Relationship. Franco Angeli. Milan, pp. 1-101.
For the monographic section: Capo M. (2021). The Narrative of Self between Self-Recognition and Promotion. Lecce, PensaMultimedia, pp. 1-319.
Savickas, M.L. (2012). Life Design: A Paradigm for Career Intervention in the 21st Century. Journal of Counseling & Development - January 2012.
Contents
The course offers a comprehensive introduction to the Pedagogy of Orientation, highlighting its relevance as an area of theoretical reflection and educational practice. It focuses on methodologies, as well as on the design and evaluation work in orientation paths.
On the first day of class, the course program and evaluation methods will be presented, providing students with a clear understanding of expectations and objectives.
The topics covered will include:
- Evolution and meaning of the concept of orientation: a historical and contemporary analysis of orientation, exploring its transformations over time and their influence on today's education.
- Definition, role, and fields of pedagogy of orientation: an exploration of the theoretical and practical foundations of the pedagogy of orientation, including areas of application such as school, work, and personal life.
- Introduction to the main national and international documents and guidelines on orientation: an examination of existing regulations and guidelines that inform orientation practices at local and global levels.
- The Life Design Paradigm and formative orientation: a focus on how the concept of life design can influence educational orientation and individuals' professional life choices.
- Self-orientation competencies: analysis of the skills necessary for self-orientation, including self-awareness and decision-making.
- Pedagogical counseling for orientation: skills, knowledge, and methodologies: in-depth exploration of the competencies required for educators in the field of orientation, with an emphasis on counseling techniques.
- Narration as an orienting methodology: reflection on the power of narration as a tool to facilitate orientation and promote personal and professional reflection.
More information
The professor is available to meet with students both in person and remotely, by appointment arranged via email. Students are encouraged to contact her to schedule a meeting, allowing for discussions on topics of interest, academic support, or clarification of doubts in a comfortable and accessible environment. This flexibility aims to ensure that every student can benefit from her availability, accommodating different needs and preferences.