48
General and Social Pedagogy
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
1 – (Knowledge and Understanding)
By the end of the course, students will be familiar with the main interpretative models through which adolescence has been interpreted over time and is interpreted in the contemporary context. They will also have consolidated, from an epistemological and educational research perspective, theoretical and practical skills to establish educational work with adolescents.
2 – (Applying Knowledge and Understanding)
By the end of the course, students will be able to apply the knowledge acquired and will be able to recognize social and cultural representations and theoretical models of adolescence, past and present. They will be able to pedagogically analyze the contexts of pedagogical intervention aimed at adolescents and design experiences, operational tools, and pedagogical intervention styles with adolescents in the contemporary context and in current transitions.
3 – (Making judgments)
Students must be able to appropriately recognize, with critical thinking and reflexivity, the main critical issues in adolescent development.
4 – (Communication skills)
Students will be able to describe, using technical terminology, the main reflective and methodological issues regarding educational interventions in formal and informal work contexts involving pre-adolescents and adolescents.
5 – (Learning skills)
Students will acquire self-assessment skills, including with respect to the use of theoretical categories developed on adolescence as an object of human science research, and will highlight the specific elements that characterize the pedagogical interpretation of the main cultural and social changes of contemporary times.
Course Prerequisites
The course includes knowledge of pedagogical epistemology and general pedagogy, as well as basic knowledge of the developmental stages and tasks of adolescence.
Teaching Methods
In addition to lectures (also using slides, model examples, in-depth bibliographical materials, short films, and presentations by experts in adolescent education), the course also includes presentations of student work. Students, following a student-centered approach, will be involved in discussions on the topics covered and invited to share their experiences in class.
Films will be used to encourage self-reflection and a better understanding of the content.
The instructor is available at any time for clarification, guidance on possible in-depth explorations of topics of particular interest, and dedicated meetings.
The following activities will also be offered:
- participatory readings;
- exercises aimed at analyzing and re-elaborating individual and group educational experiences;
- exercises on real-life cases and situations of educational work in adolescent settings.
Assessment Methods
Learning outcomes will be assessed through an oral exam on the topics covered during the course and the recommended books.
The assessment and related score will be measured on range from 18 to 30.
The assessment will be based on the following criteria:
• the ability to develop, using appropriate language, an independent discussion on topics covered in the books;
• the ability to critically argue around the conceptual cores highlighted in the books;
• the ability to connect what has been studied to one's professional and personal experience.
Texts
Lavanga F., Mancaniello M.R., Formazione dell'adolescente nella realtà estesa. La pedagogia dell’adolescenza nel tempo della realtà virtuale, dell’intelligenza artificiale e del metaverso, Libreriauniversitaria, 2022.
Iavarone M.L., Educare nei mutamenti. Sostenibilità didattica nelle transizioni tra fragilità e opportunità, Milano, FrancoAngeli, 2022.
Contents
Teaching focuses on the following topics:
- Digital evolution and its intersections with biological evolution;
- The global and connected world: the disorientation of today's society
- The influence of digital technology on language, emotions, and thoughts;
- Transformations in the relationship between humans and machines;
- Scientific and humanistic reflections useful for developing new paradigms for interpreting an extended reality that overlaps the physical and virtual worlds;
- The pedagogy of adolescence as an epistemological axis for understanding ongoing change and responding to the complex needs of individual development;
- The development of the adolescent mind in a hyper-technological society: ongoing transformation processes;
- The need to challenge limits and take risks in adolescence: the role of adventure in the real and virtual worlds;
- Learning in a hyper-technological context;
- Individual development in the era of the web and the metaverse;
- Pedagogical scenarios in the digital society.
More information
Filmography will be used.