Education and Training Science

Part I (Prof. Simona Finetti) The module includes laboratory activities closely linked to the traditional lectures. The structure and sequence of the lessons will depend on agreements between the teachers and the participants involved in the laboratory and research activities. Participants will initially be involved in activities aimed at understanding and using sources useful for research in the field of educational history, particularly to investigate scholastic memory and educational memory. They will analyze an audiovisual source in a collaborative and cooperative manner and will design activities for minors using archival and audiovisual sources. In a second phase, participants will be introduced into the historical significance of Humanistic Psychology and Transactional Analysis. They will be guided through their understanding of the principles and related educational practices, experimenting and integrating such principles and practices into their own "educational skills." The development of communication and interpersonal skills will be central. Some insights will be given into the origins of holism and psychosomatics, allowing participants to develop an awareness of the multidimensionality of the human being and personally experience the mind-body connection. 1. Presentation of the first 12 meetings. Basic classification of sources and bibliographic research exercise. 2. Historical, scholastic, and educational memory. Analysis of an audiovisual source. 3. Educating with and about audiovisuals. Collaborative and cooperative work aimed at analyzing an audiovisual source. 4. Educating with the media, educating about the media, and educating with archival sources. From theory to practice. 5 and 6. Basic principles of Transactional Analysis. The concept of OKness and the caress. The filter and the profile of caresses. Life positions. The OK Corral. Devaluation. Practical exercises. 7. The dramas of control. Recognizing a DDC. Relating to DDCs. 8. From Humanistic Psychology to Education. Carl Rogers and Non-Directiveness: From the Helping Relationship to the Educational Relationship. A Thoughtful Reading of a Text by Carl Rogers. Active Listening: Theory and Practice. 9. Assertive Communication and Constructive Criticism. Theory and Exercises. 10. More Transactional Analysis Tips. The Concept of Ego State. The Parent-Adult-Child (GAB) Model: Structural and Functional. The Egogram. Diagnosing Ego States. Complementary Transactions and Cross-Transactions. Exercises. 11 and 12. TA in the Educator's Toolbox. Special and Redefinition Transactions, with Exercises. Berne's Games. Karpman's Drama Triangle. Dramatization and Analysis of Games. How to Get Out of Games. Berne's Operations. 12. The Multidimensionality of Educator and Learner: Toward a Unified Vision. PNI-PNEI-SPNEI and the Origin of the Term Holism in Its True Meaning. A Body-Mind Connection Exercise. Part II (Prof. Pesci) The methodology will be similar to that adopted in the first part. The structure and sequence of lessons will depend on agreements between teachers and participants involved in the laboratory and research activities. Main Topics and Contents: Activism Dewey (Philosophy) Dewey (Pedagogy) The Deweyan Legacy Montessori (Pedagogy) Montessori (Method) Montessori (Development Materials) New Active School Methods Humanistic Psychology and Pedagogy Pedagogies of Word and Dialogue Contemporary Educationalists

Prerequisite of the module is basic knowledge of modern and contemporary history, general and social pedagogy.

Prima parte (prof.ssa Simona Finetti) Alfieri P. (a cura di). Immagini dei nostri maestri. Memorie di scuola nel cinema e nella televisione dell’Italia repubblicana. Roma: Armando Editore, Armando Armando s.r.l. Benci V. (2009). Analisi transazionale e gestione dei conflitti. Dallo scontro all’incontro. Milano: Xenia. Berne E. (2007). “Ciao!” … e poi? (traduzione di Roberto Spinola e Laura Bruno). Milano: Tascabili Bompiani. Original work published 1964. Berne E. (2008). A che gioco giochiamo. Un classico della psicologia contemporanea (traduzione di Vittorio Di Giuro). Milano: Tascabili Bompiani. Original work published 1964. Cheli E. (2004, 2005). Relazioni in armonia. Sviluppare l’intelligenza emotiva e le abilità comunicative per stare meglio con gli altri e con se stessi (seconda edizione). Milano: FrancoAngeli. Cheli E. (2009). Percorsi di consapevolezza. Metodi olistici per la conoscenza interiore e la realizzazione di sé. Milano: Xenia. Cheli E., Antoniazzi C. (2020). Olismo. La nuova scienza. Dal pensiero unico alla visione sistemica. Milano: Enea. D’Amanti S. (2011). I “giochi” dell’analisi transazionale. Come riconoscerli e liberarsene. Milano: Xenia. Di Pietro M. (1992). L’educazione razionale-emotiva. Per la prevenzione e il superamento del disagio psicologico dei bambini. Gardolo (TN): Erickson. Gordon T. (1997) (seconda edizione). Genitori efficaci. Educare figli responsabili (consulenza editoriale di Daniele Novara). Molfetta (BA): la meridiana. Original work published 1970. Lowen A. (2003). Il linguaggio del corpo (traduzione di Paolo di Sarcina e Maura Pizzorno). Milano: Universale economica Feltrinelli. Original work published 1985. Magrograssi G. (2005). Giochi che giociamo. Gli ostacoli psicologici che soffocano le nostre emozioni più vere. Milano: Baldini Castoldi Dalai. Midgley D. (2002). Counseling ed analisi transazionale. Nuove strategie (traduzione di Orietta De Giacomo, edizione italiana a cura di Achille Miglionico). Torino: Centro Scientifico. Original work published 1999. Montecucco N. F. (2005). Psicosomatica olistica. La salute psicofisica come via di crescita personale dai blocchi psicosomatici all’unità dell’essere. Roma: Mediterranee. Novellino M. (2010). Seminari clinici. La cassetta degli attrezzi dell’analista transazionale. Milano: FrancoAngeli. Novellino M. (2014). Seminari berniani. La prassi dell’analisi transazionale. Milano: FrancoAngeli. Pert C. B. (2014). Tutto quello che devi sapere per stare da dio. Le basi scientifiche della salute emozionale e psicosomatica (traduzione di Alessandra Callegari e Guia Penati). Pavia: ibis–Xenia. Original work published 2006. Stewart I., Joines V. (2000). L’analisi transazionale. Guida alla psicologia dei rapporti umani (traduzione di Salvatore Maddaloni). Milano: Garzanti. Watzlawick P., Helmick Beavin J., Jackson D. D. (1971). Pragmatica della comunicazione umana (traduzione di Massimo Ferretti). Roma: Astrolabio-Ubaldini. Original work published 1967. Watzlawick P., Weakland J. H., Fisch R. (1974). Change. Sulla formazione e la soluzione dei problemi (traduzione di Massimo Ferretti). Roma: Astrolabio-Ubaldini. Woollams S., Brown M. (2003). Analisi transazionale. Psicoterapia della persona e delle relazioni (quinta edizione) (traduzione di Sandro Spinsanti). Assisi: Cittadella. Seconda parte (prof. Furio Pesci) F. Casella, Storia della pedagogia, Roma: LAS (solo il vol. 2). F. Pesci, Breve storia delle idee pedagogiche, Milano: Mondadori Università

Strongly recommended

Final interview on group experiences

Part I (Prof. Simona Finetti) The module includes laboratory activities closely linked to the traditional lectures. The structure and sequence of the lessons will depend on agreements between the teachers and the participants involved in the laboratory and research activities. Participants will initially be involved in activities aimed at understanding and using sources useful for research in the field of educational history, particularly to investigate scholastic memory and educational memory. They will analyze an audiovisual source in a collaborative and cooperative manner and will design activities for minors using archival and audiovisual sources. In a second phase, participants will be introduced into the historical significance of Humanistic Psychology and Transactional Analysis. They will be guided through their understanding of the principles and related educational practices, experimenting and integrating such principles and practices into their own "educational skills." The development of communication and interpersonal skills will be central. Some insights will be given into the origins of holism and psychosomatics, allowing participants to develop an awareness of the multidimensionality of the human being and personally experience the mind-body connection. 1. Presentation of the first 12 meetings. Basic classification of sources and bibliographic research exercise. 2. Historical, scholastic, and educational memory. Analysis of an audiovisual source. 3. Educating with and about audiovisuals. Collaborative and cooperative work aimed at analyzing an audiovisual source. 4. Educating with the media, educating about the media, and educating with archival sources. From theory to practice. 5 and 6. Basic principles of Transactional Analysis. The concept of OKness and the caress. The filter and the profile of caresses. Life positions. The OK Corral. Devaluation. Practical exercises. 7. The dramas of control. Recognizing a DDC. Relating to DDCs. 8. From Humanistic Psychology to Education. Carl Rogers and Non-Directiveness: From the Helping Relationship to the Educational Relationship. A Thoughtful Reading of a Text by Carl Rogers. Active Listening: Theory and Practice. 9. Assertive Communication and Constructive Criticism. Theory and Exercises. 10. More Transactional Analysis Tips. The Concept of Ego State. The Parent-Adult-Child (GAB) Model: Structural and Functional. The Egogram. Diagnosing Ego States. Complementary Transactions and Cross-Transactions. Exercises. 11 and 12. TA in the Educator's Toolbox. Special and Redefinition Transactions, with Exercises. Berne's Games. Karpman's Drama Triangle. Dramatization and Analysis of Games. How to Get Out of Games. Berne's Operations. 12. The Multidimensionality of Educator and Learner: Toward a Unified Vision. PNI-PNEI-SPNEI and the Origin of the Term Holism in Its True Meaning. A Body-Mind Connection Exercise. Part II (Prof. Pesci) The methodology will be similar to that adopted in the first part. The structure and sequence of lessons will depend on agreements between teachers and participants involved in the laboratory and research activities. Main Topics and Contents: Activism Dewey (Philosophy) Dewey (Pedagogy) The Deweyan Legacy Montessori (Pedagogy) Montessori (Method) Montessori (Development Materials) New Active School Methods Humanistic Psychology and Pedagogy Pedagogies of Word and Dialogue Contemporary Educationalists