SOCIOLOGICAL THEORIES: SOCIAL INNOVATION AND COMMON GOODS

During the last decades, great changes have affected social systems and transformed the relationships between the social and economic sphere, the local and global dimension, individuals and the community. Acceleration of processes (economic, social, cultural...) and fragmentation of individual and collective identities characterized the globalized society: in it, the individual is called upon to deal individually with systemic problems and risks (Beck, Bauman), not to mention the social, economic and health crises concentrated in the decade 2010-2020.
Decision-making and organizational processes also highlight the inadequacy of individual resources in the face of the complexity of social challenges and the management of goods and services of general interest. The possibility of finding individual solutions to social problems becomes complicated at a time when social challenges are multiplying (the growth of inequalities, the spread of de-contextualized models of production and consumption, the encounter between different peoples and cultures).
Nonetheless, in such a panorama, initiatives arise that are capable of tackling some emerging social problems, i.e. the field of the so-called social innovation (IS): IS relocates the collective dimension to the center of social structure and action (Giddens), in a perspective of sustainability of social systems.
IS emerges in changing contexts, including crises, where relationships and social processes are put to the test and can take on new configurations (creativity, reflexivity). As recent concept, IS has the ability to develop responses from below (bottom-up logic) and to intervene on the modes of interaction between individuals and social groups within a defined territorial dimension.

Attendance and active participation in the activities of the course and individual study will allow students to acquire specific theoretical skills and the ability to understand the phenomena related to social complexity and issues of innovation and protection of the common good.
However, the course also aims to provide students with the tools to interpret the reality that surrounds them and thus become capable of acting in a constantly changing context, with a critical and active role: in particular, acting as responsible social actors, able to take care of those goods that constitute a collective heritage and an investment in the future (sustainability).
At the end of the course, the students will be able to:
- place the theme of the commons at the crossroads of different knowledge and issues
- recognise the role of different publics (public authorities, nonprofit organisations, citizens) in protecting and enhancing the common goods
- recognise the elements characterising social innovation experiences
- analyse actors, processes, and results of social innovation experiences.

Basic sociological theories. However, no specialist knowledge of the subject is required, so much as a predisposition to learning.

- Public and common goods: what are they?
- "The tragedy of the commons"
- The governance of common goods
- From the ownership of goods to their management: processes of social innovation
- Social innovation: a sociological reading
- Characteristics and determinants of social innovation
- The "bees" of social innovation: who are the innovators?
- Social innovation and development

Required texts:
Giddens A. (1990), The consequences of modernity, Cambridge: Polity Press.
One of the following:
Ostrom E. (2006), Governare i beni collettivi, Venezia: Marsilio.
Ostrom E., Nagendra H. (2014), Applying the social-ecological system framework to the diagnosis of urban lake commons in Bangalore, India, "Ecology and Society", 19 (2).
Ostrom E. (2008), The challenge of common-pool resources, "Environment", 50 (4), 8-20.

PS: Further bibliographical information can be provided during the lessons

The verification of learning requires a written test dedicated to the themes presented during the lessons and in the bibliography (usually four questions for one hour).
Students will be required to demonstrate specific knowledge of the topics covered and will particularly appreciate the critical ability to apply theoretical approaches to the analysis of case studies.

The examination is written and is aimed at ascertaining the students' preparation for the program content.
As a standard, the examination consists of a number of open-ended questions (tends to be four questions per hour; approximately 15 minutes per question).
The questions can cover all the topics of the course, both those discussed directly in class and those in the texts available to support the course.

Regarding the way in which the grades will be awarded, regardless of whether attending or not:

1. points in the 18-22 range will be awarded in the presence of:
- sufficient knowledge and ability to understand the course content;
- limited ability to interpret information, making independent judgments;
- sufficient communication skills, about the use of written language and specialist language relating to public policy.

2. points in the 23-26 range will be awarded in the presence of:
- fair knowledge and ability to understand the course content;
- discrete ability to interpret information, making autonomous judgements;
- fair communication skills, about the use of written language and specialist language relating to public policy.

3. points in the 27-30 range will be awarded in the presence of:
- good or very good knowledge and understanding of the course content;
- good or very good ability to interpret information, making independent judgments;
- good or very good communication skills, about the use of written language and specialist language relating to public policy.

Summa cum laude will be awarded in the presence of excellent knowledge and skills.

The course is conducted in a blended mode: a part of lectures in the classroom with discussion of topics and case studies (2/3); a part of teaching material in digital format (1/3).
The active and critical participation of students is particularly appreciated, also through the digital tools provided.
However, the analysis of social phenomena cannot be reduced to the mere listing of characters and analytical typologies. Therefore, active attendance will allow students to experiment and compare themselves with the teacher and the class, and build together an articulated and complex learning path.

Italian

written

This subject deals with topics related to the macro-area "Circular economy, innovation, work" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development