EDUCATIONAL PROJECTS

This time of complexity and planetary interdependence opens up new horizons of reflection, all equally oriented to building an idea of citizenship that is neither an abstract cosmopolitanism or a myopic internationalism.
It is from this perspective, which expands individual and collective responsibility, that it becomes crucial to initiate a pedagogical reflection on the meaning of universalism starting from the nuclear category of differences.
The course aims, therefore, to promote a design culture that is guided by a profound knowledge of phenomenology of the differences that characterize the subjects being trained (whether gender, individual, social or cultural), on the basis of which, building new educational spaces marked by dialogue and encounter and, ultimately, a new idea of citizenship, will succeed.

Knowledge and understanding
- Know and understand the significance of crucial issues placed on the educational level by the multicultural configuration of complex society
- Know and understand the biological and historical-cultural matrix of the differences
- Know and understand the phenomenology of differences
- Know and understand the different design models
- Know and understand the meaning of competence

Ability to apply knowledge and understanding
- Know how to analyse the needs of the educational context with reference to gender and ethnicity issues
- Know how to design educational courses aimed at respecting and valuing differences

Autonomy of judgment
- Know how to analyse case studies taking into account the complex issues related to them
- Know how to analyse the same situation from multiple interpretative perspectives

Communication skills
- Know how to communicate the results of exercises and group activities carried out during the lessons to colleagues
- Know how to manage the different points of view and opinions during a comparison regarding the proposed topics or the choices to be made

Learning ability
- Know how to manage self-directed processes, both in traditional learning situations and in flipped mode, through which students transform their mental abilities into skills related to activities and practiced in this specific context

No prerequisite is necessary

- The biological roots of the concept of difference
- Historical review of the evolution of the concept of diversity
- The phenomenology of differences (gender, individual, social, cultural)
- From the Cartesian (unity / diversity) approach to the dialogic (unitas multiplex)
- The ecological paradigm
- Planetary education and citizenship
- Design for competences
- The "spaces" of encounter and dialogue

F. Frabboni (2016). Incontro e dialogo. Prospettive della pedagogia interculturale. Roma: Carocci.
R. Trinchero (2017). Costruire e certificare competenze nel secondo ciclo. Milano: Rizzoli.
M. Catarci, E. Macinai (a cura di) (2015). Le parole-chiave della Pedagogia Interculturale. Temi e problemi nella società multiculturale. Pisa: ETS.

For attending students: oral discussion of the reference texts.
For non-attending students: oral discussion of the reference texts and delivery of the mandatory activities indicated by the teacher on the Moodle platform.
Fundamental components which constitute elements of evaluation that will be taken into consideration for the final exam, and which also contribute to a profitable learning experience are; classroom interaction, the relevance of contributions and commitment during the exercises on the proposed content, as well as enthusiasm towards active participation in discussion, and the moments of intermediate collegial review.

The course will adopt the "Partially Flipped Learning" approach and will be delivered in web-enhanced mode with the support of the University Moodle platform. Attendance is strongly recommended.

Italian

oral

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development