Peace Education
Nonviolent communication
Conflict management
Interreligious dialogue
Shoah - Reflection on the Shoah as a contrast between violence and peace.
The Racial Laws of 1938 a clear example of the different forms of violence
Guetta, Gasperini, Il tempo di riflettere e di apprendere, Aracne, Roma 2017
Rosenberg, Le parole sono finestre oppure muri, Edizioni Esserci, Reggio Emilia, 2003
Buccioni, Palma, Venturi, Mediare le conflittualità. Riflessioni e strategie operative per sviluppare competenze comunicative nella trasformazione dei conflitti, Franco Angeli, Milano 2012
Galtung, La trasformazione dei conflitti con mezzi pacifici
Scaricabile da http://serenoregis.wpengine.netdna-cdn.com/wp-content/uploads/2015/12/Johan-Galtung-La-trasformazione-dei-conflitti-con-mezzi-pacifici-web.pdf
Learning Objectives
knowing how to interpret the contexts by capturing the aspects that characterize, indicate and orient the conflicts
to know the phenomena of change taking place at the social level, both local and global, related to the dynamics that characterize the different forms of violence
to be able to design educational and training interventions based on the criteria of peace education
to know how to exercise reflexivity on past experience, to know how to reflect in itinere, and to prefigure in the light of it possible areas of intervention in relation to the actions carried out and realized;
to know how to recognize the individual and cultural specificities useful for building a culture of peace
to analyze the social complexity and the existing cultural models, the presence of different religious traditions
know how to identify approaches related to dialogue and nonviolent communication
know how to manage the processes and methodologies for verifying the effectiveness / efficiency of the educational / training interventions carried out and knowing how to adopt corrective measures or implement support actions;
Prerequisites
correct and appropriate use of the Italian language, upper secondary level;
- adequate understanding of the university level text;
- basic vocabulary in the pedagogical, psychological and socio-anthropological fields;
- basic logical skills;
- basic knowledge in the literary, historical, philosophical and scientific fields related to their methods and to the main thematic objects;
- knowledge of the scholastic level of at least one foreign language;
- basic computer skills (writing programs, internet browsers, e-mail, Excel sheet, data entry on the site, use of the moodle platform)
Teaching Methods
Lectures, Cooperative Learning, focus groups, production of reports, self-assessments, use of the moodle platform. Mandatory attendance
Further information
The timetable of the course may be subject to variations with reference to the didactic activities that can be carried out off-site.
The start of the course is scheduled for the first week of March and ends at the end of May. Some lectures could be available on line by Moodle platform.
Type of Assessment
The results will be verified by ascertaining students' autonomous capacity to search for data, bibliographic information, and to critically present experiences through interviews, questionnaires, oral and written tests on the topics addressed in the classroom and / or treated in the suggested texts for reading
Course program
The aim of the course is to learn about different theoretical and methodological approaches on conflict theory and the ways in which these can be treated, managed and resolved. Due to the importance assumed in the educational and training field the position assumed by the educator or by any person who aims to help identify resolutive paths in conflict management and peace education, the choice of theoretical models as well as methodologies is responsible for the result that will be achieved. For this reason, the course focuses primarily on the question of the largely consolidated nature of the literature on the subject, about the non-avoidance of conflicts. After this exploration, the different and possible methodological paths that the educator / trustee can use to identify the management and resolution strategies will be considered.
The course will also consider the contribution given by Feuerstein's psycho-pedagogical approach to the concept of mediation. The knowledge of how mediation is responsible for the quality of learning, turns out to be a creative contribution between pedagogical and psycho-sociological models.
Due to the wide possibility of contexts in which conflicts can emerge at different levels and intensities, the thematic discussions will be proposed to be carried out in small groups. These insights will be self-assessed by the students themselves, through anonymity methods, and will be the object of monitoring the learning and personal elaboration of the course contents. These materials, once selected, can also go to integrate the site designed on these issues by students during the last year.