Course Unit Page

  • Teacher Rita Casadei

  • Credits 8

  • SSD M-PED/01

  • Teaching Mode Traditional lectures

  • Language Italian

  • Course Timetable from Mar 04, 2019 to May 06, 2019

Academic Year 2018/2019

Learning outcomes

At the end of the course the students:

- know the theorical framework and skills of phenomenological and deweyan paradigm applied to pedagogics and educational act;

- have an adequate knowledge of different use;
- are able to apply the acquired skills in the organisation of educational acts that include social unease;
- know social and cultural services on the territory and they are able to establish contacts and collaborations with them;
- are able to foster training and continuing education for teachers, educators and care givers;
- are skilled in mediation of prevention;
- are able to train and manage social educators and assistants;
- have got good communicative skills;
- are able to use learning methods and tools to provide self-upgrading and in depth analysis of their own knowledge;
- are able to assess adequate training courses that are useful for their personal and professional growing.

Course contents

Education and self-education - as a project for Life - is to be really committed to the interweaved issues of body, environment, inner-outer relationship, unity of mind-body-heart. The very first origin of “deviance” is the lack in attuning to one’s wholeness and plenitude. According to fenomenological and deweyan paradigm, main pourpose of this course is to enhance the ecological and aesthetical experience in educational process as well as in recovery programme, with regards to both theoretical and pragmatic requests. Education could be designed in terms of proactivity toward well-being, meant as consideration and protection of health, dignity, relationship.


The following are to be studied:

- L. Cavana, R. Casadei, Pedagogia come direzione. Ricerca di senso tra dinamiche esistenziali ed esigenze professionali, Roma, Aracne, 2016

- M. G. Riva, Il lavoro pedagogico come ricerca di significato e ascolto delle emozioni, Guerini, 2006

- C. Birbes (a cura di), Trame di sostenibilità. Pedagogia dell’ambiente, sviluppo umano, responsabilità sociale, PensaMultimedia, 2017

Un testo a scelta tra i seguenti:

R. Milani, I paesaggi del silenzio, Mimesis, 2014

M. Dallari, S. Moriggi, Educare, bellezza, verità, Erickson, 2016

J. Krishnamurti, Educare alla vita, Milano, Mondadori, 2009.

F. Sabatano, La scelta dell'inclusione. Progettare l'educazione in contesti di disagio sociale, Milano, Guerini, 2015

W. Kohan, Infanzia e filosofia, Morlacchi Editore, 2006

J. Dewey, Esperienza, natura, arte, Mimesis, 2015

Teaching methods

Team learning, groups of work will be enocuraged, as well as research guidelines bound to reflectivity-expressiveness-communication-relationship and learning practices through corporeality

Assessment methods

Oral examination

Teaching tools


In addition to the bibliography, tools will be selected in order to enhance discussion, collaborative learning, mutual comparison.

Excursion could be also provided as a cultural and educational resource.

Office hours

See the website of Rita Casadei