SOCIOLOGY OF EDUCATION
SOCIOLOGIA DELL'EDUCAZIONE
| A.Y. | Credits |
|---|---|
| 2017/2018 | 6 |
| Lecturer | Office hours for students | |
|---|---|---|
| Massimo Russo | Monday, 9-11 and other days by appointment email |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
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| Date | Time | Classroom / Location |
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Learning Objectives
The course aims to provide conceptual and analytical tools for reading the transformations of socio-cultural values in relation to education processes, starting from the evolution and transmission of values and norms on the individual and collective level of society.
This course provides conceptual and analytical tools to review the socio-cultural transformations in relation to the culture of legality. From how they are born, they evolve and transmit values and norms on individual and collective social plan.
The training objective is aimed at developing capacity and skills to know how to formulate plans and intervention
Program
Since the relationship between the young and the legality the course will address issues related of the formation norms and values, looking at the processes of socialization and education.
A second part will be devoted to the concept of responsibility on the individual and collective level.nt mechanisms, prosocial and antisocial behavior and motivations to responsible action.
In the final part we will be taken into consideration the commitment and moral disengageme
What is the legality
Because there are rules
Formal rules and hidden rules
Follow rules
How to change the rules that are considered unjust
The scales of justice as an image.
Apply the correct law
Human beings are all equal before justice
Educate yourself to the charge rule
The new off again justice practices
The notion of value
For a philosophy of values
Authorities and conventions
Disobey the rules
Challenge authority
The individual resistance and group
Bridging Courses
not expected
Learning Achievements (Dublin Descriptors)
Knowing the main theories on the individual-society-law relationship. Acquire knowledge and expertise on major theories about the education law. .Paradigms, schools of thought and concepts about developed by the main authors of reference. Gain knowledge and understanding of the key factors related to training and educational processes concerning the legality and transmission of values and norms.
Applying knowledge and understanding
Through reflection on specific case studies, the course aims to develop knowledge and understanding applied. Students will know how to use what they learned in class and be able to interpret proficiently as you form the values ??and standards, how they are transmitted, by analyzing the changes that are affecting the social dynamics, useful in understanding the dynamics of change
Making judgments
Increase their ability to process judgments that compared to the general topics covered and with reference to the operational impacts of the knowledge learned. Students will be able, thanks to references to the knowledge acquired during the entire course of study, to proceed with a critical approach, essential to build action plans
Communication skills
Acquire the skills necessary to compete with other professionals on issues related to legality. Adequate skills useful to present theories, data and research
Increase the skills essential to transmit and adequately disclose information on the topics covered
Students must also show presentation skills, the lessons learned during the lessons, using a specific language, your own judgment and their own conclusions also critically.
learning ability
Learning the basics of the discipline for a subsequent application in the employment field. Acquiring the ability to consult databases, journals and use the basic knowledge tools for the continuous updating of knowledge.
Teaching Material
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
Supporting Activities
teaching cards and study in paper and electronic format
Teaching, Attendance, Course Books and Assessment
- Teaching
Lessons in the presence, use of concept maps and keywords
teaching cards and study in paper and electronic format.
- Attendance
frequency lessons 3/4
- Course books
Basic for all
V. Mancuso, Il coraggio di essere liberi, Garzanti, Milano 2016 (disponibile anche in ebook)
D. Fusaro, Coraggio, Cortfina Editore, Milano 2012 (disponibile anche in ebook)
L. Manicardii, Coraggio non temere, Qjqaion, Comunità di Bose 2013 (disponibile anche in ebook)
One choice
F. Alberoni, L'arte di avere coraggio, Piemme, Milano 2016
P. Tillich, Che cos'è il coraggio, Fazi, Roma 2015.
- Assessment
Assessment of learning It will occur with either a written or an individual interview of exam papers. It will evaluate learning content, the reworking skills and argumentation. You can present a working paper, he agreed with the teacher
The evaluations are configured in 1) of excellence; 2) discrete; 3) negative
The feedback of excellence will be given to students based on: 1) good critical skills and in-depth; 2) valid thematic link; 3) the use of an appropriate language with respect to the specificity of the discipline
Discrete valuations: will be given on the basis of: 1) a knowledge no mnemonic of the contents; 2) a relative critical and the connection between the topics covered: 3) the use of appropriate language, but not entirely, with the specific nature of the discipline.
Sufficient feedback will be given on the basis of: 1) a baggage of minimal knowledge on the topics covered; 2) a formally correct exposure, but not critical, present educational gaps; 3) the use of a little-appropriate language with respect to the specificity of the discipline.
Will give rise to negative assessments: student's difficulty in orientation with respect to the issues addressed in the exam papers; training gaps; the use of inappropriate language with the specific nature of the discipline "
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
Additional Information for Non-Attending Students
- Teaching
teaching cards and study in paper and electronic format.
- Attendance
not expected
- Course books
Basic for all
V. Mancuso, Il coraggio di essere liberi, Garzanti, Milano 2016 (disponibile anche in ebook)
D. Fusaro, Coraggio, Cortfina Editore, Milano 2012 (disponibile anche in ebook)
L. Manicardii, Coraggio non temere, Qjqaion, Comunità di Bose 2013 (disponibile anche in ebook)
One choice
F. Alberoni, L'arte di avere coraggio, Piemme, Milano 2016
P. Tillich, Che cos'è il coraggio, Fazi, Roma 2015
- Assessment
Assessment of learning It will occur with either a written or an individual interview of exam papers. It will evaluate learning content, the reworking skills and argumentation. You can present a working paper, he agreed with the teacher
The evaluations are configured in 1) of excellence; 2) discrete; 3) negative
The feedback of excellence will be given to students based on: 1) good critical skills and in-depth; 2) valid thematic link; 3) the use of an appropriate language with respect to the specificity of the discipline
Discrete valuations: will be given on the basis of: 1) a knowledge no mnemonic of the contents; 2) a relative critical and the connection between the topics covered: 3) the use of appropriate language, but not entirely, with the specific nature of the discipline.
Sufficient feedback will be given on the basis of: 1) a baggage of minimal knowledge on the topics covered; 2) a formally correct exposure, but not critical, present educational gaps; 3) the use of a little-appropriate language with respect to the specificity of the discipline.
Will give rise to negative assessments: student's difficulty in orientation with respect to the issues addressed in the exam papers; training gaps; the use of inappropriate language with the specific nature of the discipline "
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
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