B029723 - ACTIVE LEARNING METHODS: TRAINING FOR CHANGE LAB.

Italian Language

Introduction to theoretical models of peace education
Nonviolent communication
Analysis of contemporary forms of hatred
Guidelines against anti-Semitism

Laura Tussi, Fabrizio Cracolici, Il dialogo per la pace. Pedagogia della Resistenza contro ogni razzismo, Milano, Mimesis, 2014
Marshal B. Rosenberg, Le parole sono finestre oppure muri, Reggio Emilia, Edizioni Esserci, 2003
Milena Santerini, La mente ostile. Forme dell'odio contemporaneo, Milano, Raffaello Cortina Editore, 2021
Saul Meghnagi, Raffaella Di Castro (a cura di) L'ebreo inventato, Luoghi comuni, Pregiudizi, Stereotipi. Firenze, Giuntina, 2020 (scaricabile da internet)
Gadi Luzzatto Voghera, Antisemitismo, Milano, Editrice Bibliografica, 2018
Italo Fiorin, Oltre l'aula. La proposta pedagogica del Service Learning, Milano, Mondadori, 2015

Evolution of the concept of peace education at local, national and international level
Comparative perspectives on the meaning of peace education.
Peace education as an educational proposal in Italy
Introduction to the report as a possible educational practice for conflict prevention
Knowing and understanding the ways of conflicts in education
Communication as a tool to deconstruct violence and promote empathy
Understanding how the dynamics of inequality, emotional and cultural deprivation, discomfort and early school leaving are linked to conflicts
Ability to apply knowledge and understanding through the study of cases, through critical reading of training contexts, through guided observation activities.
Autonomy of judgment in knowing how to evaluate, without judging, the contexts and phenomena that arise, in the perspective of analysis of dynamics, research of one’s own and others' well-being, development of communicative skills, dialogue and creative
Communication skills centred on empathic communication, on the value of kindness, on respect for one’s own dignity and that of others.
Knowledge of the aspects that characterize the forms of racism and antisemitism.
Knowledge of the dynamics that generate hate forms
Understanding how educational and training interventions can generate or manage situations of conflict and/or violence.
Understanding the use of communicative and relational strategies to prevent, mediate, accompany and manage conflicts.
Know the Service Learning and know how to put it into practice.

Historical, social, cultural knowledge of Italian and European reality;
Knowledge of international peace-keeping bodies
Objectives of Agenda 2030
Availability of group work
Availability to learning by doing

Lectures
Group work
Individual and group exercises
Meeting with experts
Service Learning

The evaluations will be articulated in various ways:
Attending students will prepare speeches on some texts of the program.
will have exercises every two weeks and will be involved in a service learning experience
For the final evaluations, it is necessary to have carried out all the written exercises, to have uploaded them on the moodle page in the indicated times, and finally to have collected them in a single document that will have to be loaded one week before the examination.
Non-attending students will also have to prepare the written document containing all the exercises and upload it a week before the exam.
The examination will be in oral form.

The course will present some models of peace education, and will address issues related to the aspects that characterize the relationship and communication. Nonviolent communication will therefore be considered as a practice for building relationships capable of deconstructing conflicts and developing empathy.
The second part of the course will deal with the themes of contemporary forms of hatred, introducing the theme of hostile emotions, the ambivalent use of the internet and the forms of racism and violence present.
A study will be made of the phenomenon of anti-Semitism. Consideration will be given to the aspects that characterize the phenomenon, such as the implications in society, the stereotypes and prejudices present in society and the recently published ministerial documents.
With the presentation of the service learning approach, students will be involved in the design of service actions based on the content they have learned.

This teaching contributes to the achievement of the UN Sustainable Development Agenda 2030 goals