ID:
510653
Duration (hours):
36
CFU:
6
SSD:
DIDATTICA E PEDAGOGIA SPECIALE
Year:
2025
Overview
Date/time interval
Primo Semestre (01/10/2025 - 16/01/2026)
Syllabus
Course Objectives
This course is aimed at providing students with
- knowledge on the subject of communication in education
- the ability to discuss in an informed way and with reference to scientific literature the questions inherent to educational issues
- tools for critical reading of communication dynamics in educational contexts
- tools for self-analysis in relation to communication dynamics in educational contexts
- knowledge on the subject of communication in education
- the ability to discuss in an informed way and with reference to scientific literature the questions inherent to educational issues
- tools for critical reading of communication dynamics in educational contexts
- tools for self-analysis in relation to communication dynamics in educational contexts
Course Prerequisites
The course requires no particular prerequisites. In the awareness that many students may be approaching Education for the first time during this course, successful participation presumes a cultural attitude of willingness to listen, grasp and actively elaborate the theoretic and practical issues posed by pedagogical analysis, general didactics and educational communication, discussing them in a collaborative way.
Teaching Methods
All the professor's lessons aim at favouring dialogue and discussion in the work group also thanks to the slides available on the Kiro platform. The participation of other professors/researchers/experts with an interest in the course topic might be possible
Assessment Methods
Oral exam Evaluation indicators:
-knowledge of the basic texts of the exam programme;
-ability to explain, autonomously, the silver thread that links some of the points in the basic texts, coherently with the exam's programme;
-ability to critically analyse and personally re-elaborate the issue proposed by the course;
-clear and logically coherent presentation;
-lexical accuracy.
-knowledge of the basic texts of the exam programme;
-ability to explain, autonomously, the silver thread that links some of the points in the basic texts, coherently with the exam's programme;
-ability to critically analyse and personally re-elaborate the issue proposed by the course;
-clear and logically coherent presentation;
-lexical accuracy.
Texts
Attending students
I. Salzberger-Wittenberg, G. Henry Polacco, E. Osborne, L’esperienza emotiva nel processo di insegnamento e di apprendimento, trad. it. Napoli, Liguori, 1987 (in particular chapters II, III, IV).
Rogers C.R. (1970), La terapia centrata sul cliente, trad. it. Firenze, Martinelli
L. Lumbelli (1981), Comunicazione non autoritaria, Milano, Angeli (in particular chapters 2, 3, 4). The book is out of print but present in the Humanistic Studies Library.
T. Gordon (1974), Insegnanti efficaci, Giunti,1991 C. Rogers (1951),
E. Mignosi, La scuola dell’infanzia a Palermo (cap. 7, par. 7.1. I presupposti metodologici delle interviste, pp. 98-111), Azzano S. Paolo (BG), Edizioni Junior – Provided on Kiro
Slides used during lessons
Non attending students
Non attending student must prepare the following text for the exam, in addition to the texts indicated for attending students:
Bruzzone D. (2007), Carl Rogers. La relazione efficace nella psicoterapia e nel lavoro educativo, Roma, Carocci Faber
I. Salzberger-Wittenberg, G. Henry Polacco, E. Osborne, L’esperienza emotiva nel processo di insegnamento e di apprendimento, trad. it. Napoli, Liguori, 1987 (in particular chapters II, III, IV).
Rogers C.R. (1970), La terapia centrata sul cliente, trad. it. Firenze, Martinelli
L. Lumbelli (1981), Comunicazione non autoritaria, Milano, Angeli (in particular chapters 2, 3, 4). The book is out of print but present in the Humanistic Studies Library.
T. Gordon (1974), Insegnanti efficaci, Giunti,1991 C. Rogers (1951),
E. Mignosi, La scuola dell’infanzia a Palermo (cap. 7, par. 7.1. I presupposti metodologici delle interviste, pp. 98-111), Azzano S. Paolo (BG), Edizioni Junior – Provided on Kiro
Slides used during lessons
Non attending students
Non attending student must prepare the following text for the exam, in addition to the texts indicated for attending students:
Bruzzone D. (2007), Carl Rogers. La relazione efficace nella psicoterapia e nel lavoro educativo, Roma, Carocci Faber
Contents
Course title:Emotional and relational dimensions of communication in teaching and learning contexts.
The course offers an in-depth study of the relational dimensions that characterize teaching and learning processes in a school context. In the first place, the course will consider, with reference to psychoanalytic theories, the deep emotional dimensions that characterize these processes. Secondly, it will outline, within the framework of C. Rogers' thought on non-directive communication, student-centered communication methods that allow the teacher to promote meaningful learning processes as well as to manage relational problems with students in a positive way.
The course offers an in-depth study of the relational dimensions that characterize teaching and learning processes in a school context. In the first place, the course will consider, with reference to psychoanalytic theories, the deep emotional dimensions that characterize these processes. Secondly, it will outline, within the framework of C. Rogers' thought on non-directive communication, student-centered communication methods that allow the teacher to promote meaningful learning processes as well as to manage relational problems with students in a positive way.
Course Language
Italian
More information
The class will take place in the first half of the first semester.
Degrees
Degrees (2)
BIODIVERSITY CONSERVATION, SCIENCE EDUCATION AND COMMUNICATION
Master’s Degree
2 years
2 years
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