It is to analyze the basic concepts of the socialization process without neglecting contents of the sociology of culture. In addition, in order to address the issue of educational objectives means to deepen the relationship student-teacher in the light of discussions with the various individual issues. What is the purpose of socialization, how it forms the social person. This must not lead to devaluation of self-knowledge in its emotional aspects, but must also show how these aspects are inseparable from the richness of life present in every human being. Essentially, neglecting these conditions means disreagard of the plurality of intelligences and reduce the knowledge only to its quantitative form. Abstract knowledge and anaffective may be the assumption of a failure non only scholastic, but also failure in work.

The course is divided into two parts.

In the first part we will proceed to the identification of some key concepts for the understanding of the socialization process (removel, learning, social integration). These concepts will be analyzed in the light of sociological theories (E. Durkheim, T. Parsons). More specifically, through the socialization the individual learns an "act according to the requirements of the role" that involves the costant presence of social control. In this context has some relevance the concept of culture as a) system of cognitive symbols and b) system of expressive symbols. Culture, in the sociological tradition, is a set of regulatory principles for human action.

In the second part will be addressed some issues related to the social control. In particular the following texts will be taken into consideration: 

 - H. Marcuse Eros e civiltà

- M. Foucault Sorvegliare e punire

In this area it will be important the texts analysis of V. Cesareo, Socializzazione e controllo sociale. From this book emerges a critical position towards of the image of a man ultra socialized which makes his behaviour totally dependent by the internalization of cultural norms. This approach underline a conception of human nature in which lacks regulatory contents and essentially available (generic) to take any form. This study starts off critical examination of the conept of human nature as it emerges from a reading of Durkheim and Parsons. The main aim is to emphasize the limits of this interpretation. This implies the abandonment of a model of society based on social control with all its repressive implications. To those who have the opportunity to attend classes will have, during the course, given texts and readings that will be useful to deepen, in agreement with the professor, the subject of the exam.

Students must achieve:

1. Knowledge and capacity of understanding by devoloping processing of critical elaboration in relation to changes in forms and languages of communication shown in the transition from traditional society to modern society.

1.1 Students are awarded this knowledge base, attending the course and case study of scientific texts proposed by the teacher and discussed in the classroom.

2. Ability to apply knowledge and understanding through the abilty of define research topics, analysis of the sources, insights from both theoretical and empirical.

2.1. Classroom discussions, confrontation with the professor, study of texts.

3. Capacity of judgment, critical reflection on the dynamics of the relationship between the individual and society; and parallel capacity of compararison between scientific approaches through, for example, the comparative reading of essays, articles, etc.

3.1. Ability that is shown through interaction in the classroom, with the professor and with colleagues as well as being discussed examination.

4. Communiction skills; students have to interact actively in class, ask questions, respond to proposals and requests.

4.1. Through the development of moments for comparison in the classroom.

5. Learning skills: students need to devolopmetacompetencies of learning(ability to abstract thinking, methodologies of problem analysis, capacity for indipendent judgment,especially discussing and arguing with other students and the professor about the themes of the course).

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

The teaching material and specific communications from the lecturer can be found, together with other supporting activities, inside the Moodle platform > blended.uniurb.it

Teaching

Frontal lessons

Attendance

Attendance to at least 3/4 of the lessons and study of the texts indicated. The student must present at examination with textbooks.

Course books

P. Stauder, La vita liberata, Quattroventi Urbino

P. Stauder  La memoria e l'attesa, Quattroventi Urbino

Assessment

The exam will be held through an individual interview based on textbooks suggested. The aim is to evaluate both student's comprehension of the content and his ability in reworking concepts and in argumenting. It is possibile to present a written document on a topic agreed with the teacher. 

Excellent grades will be given in presence of: a good critical perspective and in depth study; knowing how to link among them the main subjects addressed during the course; the use of an appropriate language.

Good grades will be given in presence of:  good mnemonic knowledge of the contents; a relatively good critical perspective and connection skills related to the treated topics; the use of appropriate language.

Sufficient grades will be given in presence of: the achievement of a minimal knowledge on the treated themes, even in presence of some gaps; the use of a not appropriate language.

Negative grades will be given in presence of: a difficult orientation related to the the treated topics; knowledge gaps; the use of a not appropriate language.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Study of the texts indicated

Course books

P. Stauder  La vita liberata, Quattroventi Urbino

P. Stauder La memoria e l'attesa, Quattroventi Urbino

L. Gallino Vite rinviate, Laterza, Bari

Assessment

The exam will be held through an individual interview based on textbooks suggested. The aim is to evaluate both student's comprehension of the content and his ability in reworking concepts and in argumenting. It is possibile to present a written document on a topic agreed with the teacher. 

Excellent grades will be given in presence of: a good critical perspective and in depth study; knowing how to link among them the main subjects addressed during the course; the use of an appropriate language.

Good grades will be given in presence of:  good mnemonic knowledge of the contents; a relatively good critical perspective and connection skills related to the treated topics; the use of appropriate language.

Sufficient grades will be given in presence of: the achievement of a minimal knowledge on the treated themes, even in presence of some gaps; the use of a not appropriate language.

Negative grades will be given in presence of: a difficult orientation related to the the treated topics; knowledge gaps; the use of a not appropriate language.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.