00790 - Pedagogy

Learning outcomes

At the end of the course, the student knows the basic elements related to educational aspects of healthcare professions.

Course contents

- A pedagogical and philosophical perspective on the concepts of body/mind and health/illness

- Mindfulness and psychosomatic awareness practices

- Pedagogy of Communication and Nonviolent Communication

- Community approach to health: social determinants of health, cultural dimensions, gender issues

- Emotional dimensions in the caring professions 

 

 

 

 

Students with SLD or temporary or permanent disabilities: it is suggested that they get in touch immediately with the University office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/it) and with the lecturer, in order to seek together the most effective strategies for following the lessons and/or preparing for the exam.

Readings/Bibliography

During the lectures, the teacher will provide a selection of materials to be studied.


An extensive bibliography is presented below:

Baer R. A. (2012) (a cura di), Come funziona la mindfulness. Teoria, ricerca, strumenti. Milano: Raffaello Cortina Editore.

Briggs, B. (2014). Guida pratica a facilitazione e metodo del consenso: Terra Nuova Edizioni.

Canguilhem G. (1943/1998). Il normale e il patologico. Torino: Einaudi.

Fragnito M., Tola M. (a cura di) (2021). Ecologie della cura. Napoli: Orthotes.

Macy J. e Johnstone C. (2021). Speranza attiva. Firenze: Terra Nuova Edizioni.

Rosenberg M. B. (1999/2017). Le parole sono finestre (oppure muri): introduzione alla comunicazione nonviolenta. Reggio Emilia: Esserci.

Tolstoj L. (1886/2008). La morte di Ivan Il'ic. Milano: Rizzoli.

Watzlawick P., Beavin J. H., Jackson D. (1967/1976), Pragmatica della comunicazione umana, Roma: Astrolabio.

WHO. (2008). Closing the gap in a generation: health equity through action on the social determinants of health - Final report of the commission on social determinants of health. https://www.who.int/publications/i/item/WHO-IER-CSDH-08.1

Teaching methods

Lessons will be composed of moments of frontal explanation, dialogue in groups, workshop activities, mindfulness practices.

Assessment methods

The Integrated Course (C.I.) in Psychological and Pedagogical Sciences can only be passed by sitting a single examination, which assesses the knowledge acquired in all the modules of the C.I. and must be taken in its entirety during a single examination session; an overall mark will be awarded at the end of the examination. If a student fails to achieve a pass mark in any of the modules of the C.I., or wishes to improve their mark, they will need to retake the entire C.I. examination.

The Integrated Course (C.I.) examination comprises a written paper on general psychology, a written paper on clinical psychology, and an oral examination on pedagogy. To sit the examination, you must register for the C.I. examination session via the relevant lists published on Alma Esami.

With regard to the assessment of the Integrated Course (C.I.) Psychological and Pedagogical Sciences: the mark corresponds to the average of the marks obtained in the assessments for the modules comprising the C.I.; where there is a decimal, if the number after the decimal point is 5 or greater, it is rounded up; if it is less than 5, it is rounded down. A distinction is awarded where it has been achieved in all C.I. assessments.

With regard to assessment, the use of artificial intelligence (AI) is prohibited. Any use constitutes a breach of academic integrity.

 

For any queries regarding the recording of results for the Integrated Course, please contact Prof. Martoni.

With regard to the Pedagogy assessment:

This takes the form of an oral examination.

For those who wish to do so, there is the option of completing part of the assessment by presenting a group project (the details of which will be explained by the teacher during the first lesson of the course).

 

 

Students with SLD or temporary or permanent disabilities: it is advisable to contact the University office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/it) in good time: it will be its task to propose any possible adaptations to the students concerned, which must in any case be submitted 15 days in advance for approval by the lecturer, who will assess the appropriateness also in relation to the teaching objectives.

Teaching tools

Slides and teaching materials available on the platform Virtuale.

Office hours

See the website of Pietro Corazza