C8605 - STORIA DELLA FORMAZIONE E ANALISI COMPARATA DEI CONTESTI DI ALFABETIZZAZIONE PER GLI ADULTI

Learning outcomes

At the end of the course, students will be able to:

• demonstrate knowledge and mastery of the main fields of inquiry and methodologies specific to historical-pedagogical research, with particular attention to epistemological and comparative dimensions;
• critically analyse and interpret the concepts, theories, and models developed within the field of comparative education, with reference to international contexts;
• understand the historical evolution of technologies, from the earliest mechanical innovations of the nineteenth century to the development of modern information and communication technologies (ICT);
• identify the most significant technological innovations, key figures, and decisive historical moments in the emergence and development of the contemporary digital world;
• develop the ability to critically analyse the impact of digital technologies on society, the economy, and culture, assessing transformative processes in ways of living, working, and communicating;
• acquire theoretical tools for interpreting the relationship between technological innovation and social change across different educational and training contexts.

Course contents

The course aims to provide an in-depth theoretical and methodological framework for the main historical, pedagogical, and operational dimensions of lifelong education and adult education, through a critical analysis of the most influential theoretical currents that have shaped their development.

In particular, the genealogy of the discipline will be reconstructed, with specific reference to the historical development of adult education and lifelong education, considered in their progressive articulation up to the most recent contemporary pedagogical perspectives. This reconstruction will make it possible to highlight the relationship between education, citizenship, democracy, social inclusion, and lifelong learning.

Specific attention will be devoted to a number of prominent figures who, through different approaches and within diverse historical and cultural contexts, contributed to the definition of theoretical paradigms and educational practices in the field of adult education and lifelong education between the nineteenth and twentieth centuries. By way of example, figures such as Maria Montessori, Albert Mansbridge, Eduard C. Lindeman, Adriano Olivetti, Bruno Ciari, and Alberto Manzi will be examined.

The course will be completed by a reflection on professional cultures, on strategies for the management and enhancement of human resources, and on their educational implications within training, workplace, and organizational contexts. Particular attention will be paid to the role of educational professionals in processes of continuing education, guidance, skills development, and the promotion of participation across different life and work contexts.

A section of the course will also be devoted to the historical evolution of technologies, from the first mechanical innovations of the nineteenth century to the development of modern information and communication technologies. From this perspective, the main technological innovations, key figures, and decisive historical moments in the emergence and development of the contemporary digital world will be analysed, with particular attention to the educational and training-related implications of technological transformation processes.

Readings/Bibliography

L. Cavana, Il Karma e l’epoché. L’Educazione degli adulti tra Buddhismo e Fenomenologia, Clueb, Bologna, 2000, da p. 11 a p. 37.

E. Marescotti, Educazione permanente e degli adulti: storia di un’idea. Interlocutori privilegiati e concetti fondativi, UTET Universitaria, Milano, 2022.

C. Ziglio, Viaggio nelle tribù professionali, CLUEB, Bologna, 2015, pp. 254.

Teaching methods

The course adopts the blended learning approach envisaged by the Degree Programme, integrating in-person and online activities in order to foster active participation and provide ongoing support for the acquisition of knowledge, skills, and competences.

The learning pathway combines lectures and classroom-based activities with guided asynchronous online activities, accompanied by formative feedback from the lecturer, as well as opportunities for synchronous online discussion and support.

This teaching organisation aims to respond more effectively to students’ needs by promoting continuous and meaningful interaction throughout the learning process. The blended model supports access to learning, encourages active participation, and provides opportunities for the remediation, consolidation, and enhancement of the competences acquired.

For detailed information on the organisation of teaching activities and participation procedures, students are invited to consult the course page on the Virtuale platform, as well as the lecture timetable.

Assessment methods

The eTivities serve an overall summative assessment function and correspond to the process of developing the project work. The assessment of the eTivities and the project work, as well as the related discussion, accounts for 100% of the final grade for the course. During the activities, the lecturer provides ongoing support and formative feedback, guiding students in the development of their project. The final assessment takes place during the examination, through the presentation and final validation of the project work, according to assessment criteria presented by the lecturer during the course and published on Virtuale.

With regard to students’ use of Artificial Intelligence in carrying out and designing the activities, including eTivities and/or the Project Work, reference should be made to the University Guidelines.

Should students fail to complete or submit the activities within the deadlines agreed with the lecturer—for example, students taking the examination in academic years other than the one in which the course was delivered, or students who do not meet the established deadlines—and in any case by the final examination session of the academic year, they may be required to undertake additional study. This supplementary work, agreed with the lecturer, as will be the examination format, may consist of the study of additional texts, consultation of further teaching resources, or the completion of question-based assessments and/or in-depth study activities.

Teaching tools

Students with learning disorders and\or temporary or permanent disabilities: please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students ) as soon as possible so that they can propose acceptable adjustments. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, taking into account the teaching objectives.

Office hours

See the website of Rossella Raimondo