In the perspective of training future teachers able to combine pedagogical, psycho-pedagogical and social history, with flexible skills necessary to intervene in contexts of cultural complexity and prevention of widespread forms of violence, the course will focus on two main focuses: the model of educational quality proposed by Feuerstein and national and international contributions related to knowledge of the Holocaust and the prevention of genocide.
Guetta, Gasperini, Il tempo di riflettere e di apprendere, Aracne, Roma 2017
Rosenberg, Le parole sono finestre oppure muri, Edizioni Esserci, Reggio Emilia, 2003
Buccioni, Palma, Venturi, Mediare le conflittualità. Riflessioni e strategie operative per sviluppare competenze comunicative nella trasformazione dei conflitti, Franco Angeli, Milano 2012
Canuti, Palma, La gentilezza che cambia le relazioni, Franco Angeli, Milano, 2017, La grammatica dei conflitti, Sonda, 2011; Neri, Imparare a gestire i conflitti, Edizioni Erickson, Trento, 2008
Learning Objectives
mastering an organic and interdisciplinary framework of fundamental knowledge on issues related to pedagogy, quality learning processes, the relationship between peace education and training
knowing how to interpret the contexts by capturing the aspects that characterize, indicate and orient the conflicts
to know the phenomena of change taking place at the social level, both local and global, related to the dynamics that characterize the different forms of violence
to be able to design educational and training interventions based on the criteria of peace education
to know how to exercise reflexivity on past experience, to know how to reflect in itinere, and to prefigure in the light of it possible areas of intervention in relation to the actions carried out and realized;
to know how to recognize the individual and cultural specificities useful for building a culture of peace
know how to analyze social complexity and existing cultural models
know how to manage the processes and methodologies for verifying the effectiveness / efficiency of the educational / training interventions implemented and knowing how to adopt corrective measures or implement support actions;
to know how to practice reflexive attitude and competence on one's professional action.
Prerequisites
Ability to read critical, personal processing, cognitive and emotional decentralization.
Skills of analysis, comparison, critical reading of the contents of texts, articles, orientation materials.
Ability to identify the circularity present between theory, methodology and educational practice.
Educational use of the moodle platform
Teaching Methods
During the course, in addition to lectures supported by visual and audio-visual teaching tools, group work will be organized to investigate the many areas that affect the educational processes.
All the materials presented during the course and the information related to the assigned tasks will be uploaded to the course moodle page.
The audiovisual recordings of the lessons and the streaming connection are also provided if the structure allows it.
For the thematic analysis, indications of articles or essays can be given to be integrated into the study.
In relation to the number of students and their availability, in addition to the insights on the topics of the course, working groups can be created. During the course will be communicated the dates of some important conferences for the deepening of the topics of the course. The report stating the participation will be evaluated.
The course is considered attended with 80% of attendance.
Further information
They will be complementary to the course and useful for the final assessment, participation in seminars, workshops and in-depth activities. The calendar will be presented at the opening of the course.
The emails that will be sent to the teacher must contain all the necessary information about the student / student's career. They must be written in a formal and clear way. No reply will be given to e-mails requesting standardization of the program.
Type of Assessment
Intermediate evaluations
oral and written evaluations
Course program
During the course some articles will be indicated to deepen the themes of conflicts in relation to sport, cultures, religious traditions, the Shoah and the relationships that are created at school.
The aim of the course is to learn about different theoretical and methodological approaches on conflict theory and the ways in which these can be treated, managed and resolved. Due to the importance assumed in the educational and training field the position assumed by the educator or by any person who aims to help identify resolutive paths in conflict management and peace education, the choice of theoretical models as well as methodologies is responsible for the result that will be achieved. For this reason, the course focuses primarily on the question of the largely consolidated nature of the literature on the subject, about the non-avoidance of conflicts. After this exploration, the different and possible methodological paths that the educator / trustee can use to identify the management and resolution strategies will be considered.
The course will also consider the contribution given by Feuerstein's psycho-pedagogical approach to the concept of mediation. The knowledge of how mediation is responsible for the quality of learning, turns out to be a creative contribution to operate an integration with pedagogical, psycho-sociological models related to conflicts.
Due to the wide possibility of contexts in which conflicts can emerge at different levels and intensities, the thematic discussions will be proposed to be carried out in small groups. The themes will be introduced during the course and will concern: interreligious dialogue and education in knowledge of the Holocaust and other genocides. One of the three weekly lesson days on Wednesdays will be dedicated to these activities.
The group work will be indicated at the conclusion of each thematic module of the course. The contributions and works produced by the students will enrich the site on self-managed peace education by the students.
These insights will be self-assessed by the students themselves, through anonymity methods, and will be the object of monitoring the learning and personal elaboration of the course contents. Monitoring this process will be a tool for evaluating learning. In order to make it more transparent and participant, the course will use the different options on the moodle page