73252 - EDUCAZIONE ALLE RELAZIONI DI COPPIA E DI FAMIGLIA

Course Unit Page

Academic Year 2021/2022

Learning outcomes

At the end of the course the student:

- uses reflective skills on the existential dimensions of emotional relationships;

- acquires awareness of his feelings, his actions and their consequences (emotional intelligence);

- learns to express and share his own feelings and is prepared to understand those of others;

- develops emotional intelligence with the aim of fostering intra- and interpersonal relationships;

- develops sensitivity to differences with respect for the plurality of expressions (gender differences, differences in sexual orientation, etc.);

- deconstructs representations, social roles and normative models that impose a rigid and stereotypical idea of emotional relationships.

- builds a conscious and respectful approach to sexuality and sexual relationships, with the aim of developing an open attitude with respect for sexual experiences free from coercion, discrimination and violence;

- understands the interweaving of gender identity, sexual orientation and cultural stereotypes as a prevention of gender-based violence and all forms of sexual discrimination.

Course contents

Main contents of the course:

- The existential dimensions of the relationship with the other

- The acknowledgment of the own difference and the recognition of the others'

- Love as a tangle of thoughts and emotions

- "Traditional" and non traditional couple relationships: a prism with many faces

- attachment model and the influence on adult relationships 

- What it means educating to love and relationships.

- sex, gender, identity, sexual orientation

- sexuality and education

- sexuality and rights

- education and pornography

 

Classes will take place in the second term

Readings/Bibliography

Compulsory readings (both for attending and non attending students):

E. Fromm, L'arte di amare, (any edition).

M. Marzano, L'amore è tutto: è tutto ciò che so dell'amore, UTET, 2013.

N. Landi, Il piacere non è nel programma di scienze! Educare alla sessualità, oggi, in Italia, Meltemi, 2017. (Just Introduction, Ch.3 terzo, Ch.4).

One text to be chosen from:

  • C.Cretella, I.M. Sanchez, Lessico familiare. Per un dizionario ragionato della violenza contro le donne, Settenove, 2014.
  • V.Roberti, G. Selmi, Una scuola arcobaleno. Dati e strumenti contro l'omotransfobia in classe, Settenove, 2021.
  • J. Guerra, Il capitale amoroso. Manifesto per un eros politico e rivoluzionario, Bompiani, 2021.
  • M. Murgia, Stai zitta e altre nove frasi che non vogliamo sentire più, Einaudi, 2021.
  • E. Cuter, Ripartire dal desiderio, MinimumFax, 2020.
  • G. Dalla Zuanna, D. Vignoli, Piacere e fedeltà. I millennials italiani e il sesso, il Mulino, 2021.
  • P.B.Preciado, Manifesto controsessuale, Fandango, 2019.
  • P.B.Preciado, Un appartamento su Urano. Cronache del transito, Fandango, 2020.
  • P. Adamo, Il porno di massa. Percorsi dell'hard contemporaneo, Raffaello Cortina, 2004.
  • Ovidie, Porno Manifesto. Storia di una passione proibita, Dalai Editore.
  • D.Easton, La zoccola etica. Guida al poliamore, alle relazioni aperte e altre avventure, Odoya, 2014.
  • M. Ulivieri, LoveAbility. L'assistenza sessuale per le persone con disabilità, Erickson, 2014.
  • R. Tatafiore, Sesso al lavoro - Da prostitute a sex workers, Il Saggiatore, 1994
  • C.Rinaldi, Uomini che si fanno pagare. Genere, identità e sessualità nel sex work maschile tra devianza e nuove forme di normalizzazione, DeriveApprodi, 2020.
  • S.Bellassai, L' invenzione della virilità. Politica e immaginario maschile nell'Italia, Carocci, 2011.
  • S.Ciccone, Essere maschi. Tra potere e libertà, Rosenberg & Sellier, 2009.
  • L.Gasparrini, Diventare uomini. Relazioni maschili senza oppressioni, Settenove, 2016.
  • G.Burgio, Fuori binario. Bisessualità maschile e identità virile, Mimesis, 2021
  • G. Zollino, Sex work is work, Eries edizioni, 2021.

The programme is the same for Erasmus students

Teaching methods

  • Traditional lessons
  • Cooperative learning
  • Interactive methods
  • Readings

Attending lessons is strongly advised in order to make the study easier and to have the opportunity to exchange thoughts and opinions among peers.

A compulsory group work and/or a written assignement for attending students will be required, which will be part of the final grade.

Assessment methods

  • The final exam is a written exam structured in 3 open questions. Each question stands for a different score, with a total sum of 30.
  • Each answer has a fixed number of lines.
  • For attending students who completed the group work  assignment, the exam will consist in 2 questions.
  • The exam lasts 45 minutes (3 questions) and 30 minutes (2 questions).
  • Some questions aim to attest contents knowledge; some others aim to asses reflective and reasoning skills.
  • Full mark and honour will be assigned with all correct answers (both style and content), plus a well in-depth analysis and/or original and critical thinking worth of attention. Writing style will count too.
  • Registration on alma esami webpage is required in order to take the final exam.
  • the mark must be recorded by the fifth day following publication of the results on Alma Esami; the student may refuse the mark by the fourth day following publication (alternatively, the principle of silent consent will prevail), so that the teacher can record the results by the deadline set.

Teaching tools

Books, videos, pictures, slides, professionals' talks

Office hours

See the website of Silvia Demozzi