73380 - LABORATORIO DI FORMAZIONE PROFESSIONALE PER L'EDUCATORE SOCIALE E CULTURALE I (G.H)

Learning outcomes

On completion of the laboratory students are able to understand meaning and sense of the work, in terms of comprhehension of concepts and their crucial relations, taking into account theoretical concerns as well as empirical and experimental ones.

Course contents

This laboratory is a space-time for "Giving voice to the body and body to silence".

Core of this laboratory is the adherence to concrete issues such as the experimentation of the interconnections between the multiple constituent dimensions of the person; it is possible to realise this integration through the ability to discern and feel oneself and from there open oneself to comprehension and appreciation of the surrounding reality. Key-themes of existential and educational significance cannot be considered the exclusive prerogative of a merely intellectual understanding; they call for a systemic cohesion of discernment, sensitivity, intuition, action. Formation and education call us to the need for a conscious 'existential posture', from which to evolve in the vision of self, of the world and of self in relation to the world. In this process, if authentically addressed, corporeity, in its indissoluble interconnection with the psychic and emotional dimension, cannot be neglected. It is therefore essential to be able to explore the perception of one's corporeity, which means, in the first instance, recognising oneself physically: what sustains us, makes us move, act, live. Supporting oneself on the ground, rising upwards, advancing involving skeleton, joints, muscles, organs, blood, breath, intention, are activities that lend themselves to a more conscious "reading" and expression. Expressing one's presence in the world cannot be separated from the posture we assume. The first concrete steps to learn to take a position in existence and say 'I am here, present' can be represented by: a) learning to find rootedness, letting one's weight descend to the ground and penetrate deeply beyond it; b) learning to find momentum, extending the spinal column upwards, ideally overcoming every barrier; c) learning to breathe, freeing the rhythm from tension and resistance, feeling a sense of belonging; d) learning to access one's own internal resources to realise a profound sense of unity and wellbeing.

The reference practices are from the Far-Eastern tradition, which together with philosophical elaboration has been able to generate a clear and accessible method of practice that is meaningful for the evolution of being and acting, and effective in fostering an awareness of one's own transformative potential. Movement is codified in 'form': this satisfies the criterion of intelligence and efficacy of the gesture; in form it is possible to find a model to be inspired by in practice and on which to build an authentic learning system that is transformative. This path begins with the adjustment of one's posture, in different situations (standing, walking, lying down, sitting), as an exercise to decipher one's own space, starting from the awareness of how to occupy it. From this root (which is already psycho-physical centrality) it is possible to embark on a path in which to experience the correspondence between the quality of posture, breath, attention and attitude of spirit. An introduction to meditative practice will be given.

The aim is to get to know, experience and respect one's own body:

I am able to place myself correctly in space
I am able to direct my attention and keep it sharp and active on the gesture (static or dynamic) I perform
I am able to perceive my breath, movements and sounds more and more intimate and subtle within me, but also appreciate those near and farther away beyond me.

Cross-curricular learning objectives

- Educating oneself to access one's internal resources: self empowerment, self-efficacy, resilience
- Experiencing practices of reflexivity, perceptual exploration, grounding and connection
- Education through the experience of silence (dialogue matrix)

Readings/Bibliography

Casadei R. (2023), Education: questions and dialogues (at) work, Pisa, Ets.

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

Further references and documents will be provided during lessons time.

Teaching methods

Training through corporeality means a selected method involving body and mind as a unity. It offfers tools for a deep and profund learning. Intellectual understanding comes across a comprehensive understanding through experience. Understanding, action and reflection over it.

Assessment methods

Exercises on crucial core of the whole work, through direct practice - meant as expression of the comprehension

Teaching tools

Main teaching "tool" is body, mind, breathe.

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

Office hours

See the website of Rita Casadei