DIFFERENCE AND EDUCATION

The time of complexity and planetary interdependence opens up new horizons of reflection, all equally oriented towards building an idea of citizenship that escapes both abstract cosmopolitanism and short-sighted internationalism. It is in this horizon of meaning, which expands individual and collective responsibilities, that it becomes crucial to start a pedagogical reflection on the sense of universalism starting from the nuclear category of difference. The course, that falls within the supplementary training activities of the Master's Degree Course in Philosophical Sciences, aimed at analyzing and addressing critical situations attributable to globalization making use of the contribution of pedagogical skills and aims, in particular, to achieve the following objectives: highlight the specificity and role of pedagogy in building new spaces for meeting and dialogue; bring the attention of students to the anthropological sustainability of certain social behaviors; critically analyze the phenomenology of the differences that characterize the subjects of training (gender, individual, social or cultural); eviscerate the problems related to the social perception of diversity; propose a reinterpretation of the difference from an ecological perspective as a value and as a resource.

Knowledge and understanding
- Know and understand the fundamental problems related to planetary complexity
- Know and understand the meaning of the crucial questions posed to education by the multicultural configuration of the complex society
- Know and understand the biological and historical-cultural matrix of difference
- Know and understand the phenomenology of differences
- Know and understand the meaning of planetary citizenship
- Know and understand the meaning of deep ecology
- Know and understand the pedagogy / sustainability link

Ability to apply knowledge and understanding
- Knowing how to analyze the needs of the educational context with reference to gender and ethnicity issues
- Knowing how to design multidisciplinary educational paths oriented towards the respect and enhancement of differences
- Knowing how to promote a culture of prevention in a longlife learning perspective

Autonomy of judgment
- Know how to analyze case studies taking into account the complex issues related to them
- Know how to analyze 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
- Knowing how to manage the difference of views 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

Knowledge of the general frameworks of contemporary history and of the social problems that characterize it, acquired through the basic teachings of the three-year period.

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

Materials provided by the teacher.

Verification of learning outcomes takes place through an oral test, during which the student must demonstrate that they: know the topics covered during the course, know how to present them in a formal way; knowing how to make creative connections; analyze them with a critical spirit.
For ATTENDING STUDENTS the discussion will focus on the materials provided by the teacher and made available on the moodle platform. In particular, the contents of the power point and the flipped material explicitly indicated as such are MANDATORY. All the others are to be considered OPTIONAL.
Furthermore, the involvement of students in the classroom and online, the relevance of the interventions, the commitment during the exercises on the proposed contents, as well as the willingness to actively participate in the discussion and moments of intermediate collegial review are considered fundamental components for a profitable attendance and they constitute evaluation elements that contribute to the outcome of the final exam.

For NON ATTENDING STUDENTS the discussion will focus on the reference TEXTS and on the MATERIALS provided by the teacher and made available on the moodle platform. In particular, power points and the flipped material explicitly indicated are MANDATORY. All the others are to be considered OPTIONAL.

The course is frontal and uses the approach known as "Partially Flipped Learning", which allows you to recover, enhance and integrate student-centered pedagogical models and laboratory and collaborative teaching methodologies, all equally aimed at optimizing the time resource and promote the personalization and self-regulation of learning with a view to achieving the student's full autonomy. It will be delivered in web-enhanced mode with the support of the University Moodle platform, on which in-depth materials (articles, videos, interviews) and self-assessment materials will be made available. Attendance is strongly recommended.

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Accessibility, Disability and Inclusion

Ca' Foscari abides by Italian Law (Law 17/1999; Law 170/2010) regarding support services and accommodation available to students with disabilities. This includes students with mobility, visual, hearing and other disabilities (Law 17/1999), and specific learning impairments (Law 170/2010). If you have a disability or impairment that requires accommodations (i.e., alternate testing, readers, note takers or interpreters) please contact the Disability and Accessibility Offices in Student Services: disabilita@unive.it.

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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