Introduction to social pedagogy.
Relationship and communication: the tools to build peace relationships.
From hostile words to non-violent communication.
Building peace with the concrete actions of inclusive sport.
Considerations on the relationship between interculuture, interreligion,
peace: comparing theoretical models.
Silvia Guetta "Educare ad un mondo futuro" Franco Angeli, 2015
Johan Galtung, La trasformazione dei conflitti con mezzi pacifici, United
Nations Disaster Management Training Programme Centro Studi Sereno
Regis, Torino, 2006,
Marshal Rosenberg, Le parole sono finestre oppuri muri, Esserci, Reggio
Daniele Novara, La grammatica dei conflitti, Sonda Editore, 2011
Understanding, recognize and contextualise the issues of social pedagogy.
Knowledge of the aspects that characterize the quality of the educational
and training relationship.
Knowledge of the dynamics that generate conflicts and recognize the
Understanding how educational and training interventions can generate
or manage situations of conflict and / or violence
Understanding of the use of communication and relational strategies to
prevent, mediate, support and manage conflicts
Understanding how the dynamics of inequality, emotional and cultural
deprivation, discomfort and school dropout are linked to conflicts
Ability to apply knowledge and understanding through the study of cases,
through the critical reading of the contexts of training, through guided
Autonomy of judgment in knowing how to evaluate, without judging, the
contexts and phenomena that arise, in view of the analysis of dynamics,
research of one's own and others' well-being, development of
communicative, dialogic and creative skills
Communication skills centered on empathic communication, on the value
of kindness, on respect for one's own dignity and the other's.
Knowledge of international, national and local organizations that deal with human rights, promoting dialogue, resolving conflicts through peaceful methods.
Understanding of the different levels and contexts of communication
Historical-political orientation skills
Active listening and attention skills
Spirit of collaboration and problem solving
Frontal lessons for the treatment of theoretical models, research
questions and critical comparison of the topics covered. Organization of working groups of 3-5 students for thematic insights related to the different areas of intervention that favor peace education, nonviolent communication, conflict management, the relationship
between meditation and peace, inclusive sport and for peace.
E-learning lessons and delivery of tasks to be carried out on the basis of the topics and material covered Meetings and round tables with experts.
Type of Assessment
The evaluations will be oral on the MEET platform. In order to take the exam it is necessary to upload the dossier on the moodle page of the course.
The course will be organized on three modules.
For the first module the text "Educating for a future world" will be used as a reference to understand the historical, political, social and cultural processes related to the development of the culture of peace. The close interdependence present through three macro areas of reflection will be highlighted: intercultural education, interreligious dialogue, education for peace. The contribution given by UNESCO to these issues and the complexity of the issue of education for the development of a culture of peace will therefore be explored. The text will also allow for an in-depth reflection on the theoretical references relating to social pedagogy.
The second module will focus on nonviolent communication, the appropriate and responsible use of language, understanding and
managing conflicts. Through the contributions of Rosenberg, Galtung and Novara and using the didactic / operational solicitations of the hostile
words association, both theoretical and operational models will be considered to observe, understand and improve relationships, the use of
words and their potential and generative that destructive. In the light of these reflections, the elements that characterize the conflicts will be analyzed, the different types in particular in the educational field.
The third module will focus on sports issues and will refer to the issues presented in the first and second modules. As a tool and practice of
human relationships, it will be shown how sport can foster meaningful experiences for the construction of inclusive and positive skills, but also
of aggressive, violent, intolerant and racist behaviors. Both considerations are necessary and functional for the construction of
autonomous and articulated critical readings, and operational proposals capable of offering valid strategies for problem solving, the
deconstruction of stereotypes and the design of relational experiences of respect and personal growth and group.