Programme

Comparing the voices of pedagogical research that analysed and commented on the impact of change on learning, social, communicative, expressive, emotional styles of new generations with Danilo Dolci’s pedagogical voice and the educational and socio-educational approach.

Core Documentation

Piccione V.A., Academic teaching, internationalisation, innovation, in V.A. Piccione, M. Geat (eds.), Le ragioni di Erasmus: ricerche e intersezioni scientifiche, 1, 2017, pp. 17-43

Reference Bibliography

Anzieu Didier, Le penser, du moi-peau au moi-pensant, Dunod, Paris 1994. Augé Marc, Les formes de l’oubli, Payot & Rivages, Paris 1998. Bateson Gregory, Mind and nature, A necessary unity, Bantam, New York 1980. Batini Federico, Del Sarto Gabriel, Narrazioni di narrazioni. Orientamento narrativo e progetto di vita, Erickson, Trento 2005. Batini Federico, Capecchi Gloria (a cura di), Strumenti di partecipazione. Metodi, giochi e attività per l’empowerment individuale e lo sviluppo locale, Erickson, Trento 2005. Benasayag Miguel, Schmit Gérard, Les passions tristes. Souffrance psychique et crise sociale, Découverte, Paris 2003. Bruner Jerome, Actual minds, possible worlds, Harvard University Press, Cambridge (Massachusetts) - London 1986. De Kerckhove D., Brainframes: technology, mind and business. Utrecht: Bosch & Keuning 1991. European Migration Network, Sixth EMN Italy Report. International students at Italian Universities: empirical survey and insights. Roma: European Migration Network 2013. Gardner Howard, Creating minds, Basic Books, New York 1994. Gardner Howard, The disciplined mind. What all students should understand, Simon & Schuster, New York 1999. Gardner Howard, Five minds for the future, Harvard Business School Press, Boston 2006. Goffman Erving, Encounters. Two studies in the sociology of interaction, Bobbs - Merrill, Indianapolis 1961. Landow George P., The convergence of contemporary critical theory and technology, John Hopkins University Press, Baltimore 19972. Maffesoli Michel, Du nomadisme. Vagabondages initiatiques, Librairie Générale de France, Paris 1997. McLuhan Marshall, The Gutenberg Galaxy. The Making of typographic man, University of Toronto Press, Toronto 1962. McLuhan Marshall, Understanding media, Mentor Books, New York 1964. Morin Edgar, La tête bien faite, Seuil, Paris 1999. Morin Edgar, Culture et barbarie européennes, Bayard, Paris 2005. Ong Walter J, Orality and literacy. The technologizing of the word, Methuen, London and New York 1982. Rifkin Jeremy, The age of access: the new culture of hypercapitalism where all of life is a paid-for experience, Putnam, New York 2000. Sévilla Jean, Moralement correct. Recherche valeurs désespérément, Perrin, Paris 2007. Sternberg Robert J., Spear Swerling Louise, Teaching for thinking, APA, Washington 1996. Virgilio Publio Marone, Eneide, traduzione di Luca Canali, Mondadori, Milano 1989.

Type of delivery of the course

Lectures and classes. Use of slides, graphics. Narrative approaches deepening concrete issues. Seminars.

Attendance

Lectures and classes. Workshops. Use of slides, graphics. Narrative approaches deepening concrete issues.

Type of evaluation

Oral examination. Elaboration of a report by means of a thematic content analysis of specific web pages whose sections deepen present educational problems (first, among all others: https://www.un.org/sustainabledevelopment/, https://www.commonhomeofhumanity.org/, https://www.worldbank.org/en/home)

Programme

The Museum of History of Education in Roma Tre

Core Documentation

The text will be provided during the lesson.

Type of delivery of the course

The workshop will take place over three hours, which will be devoted to a visit to the Museum of School and Education and the reading and commentary of a text on the history of the Museum.

Attendance

Free frequency.

Type of evaluation

Written test, through which the duty bearer will assess the student's knowledge and critical processing skills in relation to the subject matter.

Programme

The workshop, for the part dedicated to Italian children's literature, aims to promote theoretical-practical experiences of analysis and discussion on the texts of some of the main genres and authors of Italian children's literature in order to develop a reflective, critical, participative and collaborative attitude.
With this part of the workshop, students will be able to achieve the following formative objectives
- introductory knowledge in the field of Italian children's literature, with particular attention to authors and genres also in their historical development;
- ability to analyze literary texts intended for children;
- ability to argue starting from a theoretical text on children's literature.

Core Documentation

S. Barsotti, The house and the forest in the fairy tale as educational spaces. The case of the picturebok C’era una volta una bambina, in “History of Education & Children’s Literature”, n. 2, 2019, pp. 971-987.

Attendance

Lesson in person.

Type of evaluation

Oral presentation on workshop topics.

Programme

The workshop, for the part dedicated to Italian children's literature, aims to promote theoretical-practical experiences of analysis and discussion on the texts of some of the main genres and authors of Italian children's literature in order to develop a reflective, critical, participative and collaborative attitude.
With this part of the workshop, students will be able to achieve the following formative objectives
- introductory knowledge in the field of Italian children's literature;
- ability to analyse literary text for children and to recognise the image of childhood, with particular reference to gender representation;
- ability to argue starting from a theoretical text on children's literature.

Core Documentation

C. Lepri, Education on diversity. The contribution of Early Childhood’s Literature, in “Studi sulla formazione”, (22)2, 2019, pp. 225-236, open source:
https://oajournals.fupress.net/index.php/sf/article/view/10825/10789

Type of delivery of the course

The workshop will take place over three hours that will be devoted to the reading and discussion of theoretical texts on children's literature and picture books and fiction for early childhood, with particular reference to gender representation.

Attendance

Class attendance is compulsory.

Type of evaluation

Planning a reading path aimed at early childhood on the topics of inclusiveness and gender equality, also in comparison, for Erasmus students, if possible with works published in their home country. Evaluation will take place during the workshop and in the final examination following the presentation of the educational project submitted.

Programme

The **BRICKS x TIPS International Lab** is designed to promote the development of soft skills through an experiential learning methodology based on LEGO Serious Play and Kolb’s Experiential Learning Model.

The activity focuses on teamwork, communication, leadership, and self-awareness, encouraging students’ active participation in small working groups with different roles (Inventor, Communicator, Builder, Leader, Observer).

The laboratory includes a structured collaborative challenge, role rotation, a final collective collaborative phase, and an in-depth debriefing and guided reflection session.

The experience is then reinterpreted through the main theoretical models:

* Kolb’s Experiential Learning Model
* Mehrabian Communication Model
* Goleman’s Leadership Styles
* Johari Window

The laboratory also includes a Theory After Experience phase, during which students connect practice with academic reflection through the analysis of scientific articles and group presentations.

The entire process is supported by pre-test and post-test activities aimed at reflection and at measuring students’ perception of their soft skills before and after the laboratory experience.

Core Documentation

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of management learning & education, 4(2), 193-212.
Golemen, D. (2000). Leadership that gets results. Harvard business review, 78(2), 78-90.
Luft, J., & Ingham, H. (1961). The johari window. Human relations training news, 5(1), 6-7.
Mehrabian, A., & Ksionzky, S. (1972). Categories of social behavior. Comparative Group Studies, 3(4), 425-436.
Caggiano, V. V. (2015). Teachability and entrepreneurship education: Summer school, teaching and learning way to be happy. Editorial Autores de Argentina.


Selected research papers developed within the BRICKS x TIPS International Summer School experiences on teamwork, communication, leadership and experiential learning.

Suggested papers for group reflection:

Ragusa, A., Bastos, S. M., & Caggiano, V. (2024). Levelling up leadership: Harnessing gamification to cultivate soft skills in Italian and Portuguese master's students. Italian Journal of Educational Technology, 32(3), 25-37.

Caggiano, V., Schleutker, K., Petrone, L., & González-Bernal, J. (2020). Towards identifying the soft skills needed in curricula: Finnish and Italian students’ self-evaluations indicate differences between groups. Sustainability, 12(10), 4031.

Caggiano, V., & Ragusa, A. (2023). Not cognitive skills for master students. Reflective practice and pedagogical reflections. Educational Reflective Practices-Open Access, (2).

Caggiano, V., & D'Amante, M. F. (2020). Soft skills and Jazz in Curriculum design. Educazione. Giornale di pedagogia critica, 9(2).

Caggiano, V. (2018). Education to leadership: Shakespeare’s exempla and soft skills. Educazione. Giornale di pedagogia critica, 7(2).

Reference Bibliography

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of management learning & education, 4(2), 193-212. Golemen, D. (2000). Leadership that gets results. Harvard business review, 78(2), 78-90. Luft, J., & Ingham, H. (1961). The johari window. Human relations training news, 5(1), 6-7. Mehrabian, A., & Ksionzky, S. (1972). Categories of social behavior. Comparative Group Studies, 3(4), 425-436. Caggiano, V. V. (2015). Teachability and entrepreneurship education: Summer school, teaching and learning way to be happy. Editorial Autores de Argentina. Selected research papers developed within the BRICKS x TIPS International Summer School experiences on teamwork, communication, leadership and experiential learning. Suggested papers for group reflection: Ragusa, A., Bastos, S. M., & Caggiano, V. (2024). Levelling up leadership: Harnessing gamification to cultivate soft skills in Italian and Portuguese master's students. Italian Journal of Educational Technology, 32(3), 25-37. Caggiano, V., Schleutker, K., Petrone, L., & González-Bernal, J. (2020). Towards identifying the soft skills needed in curricula: Finnish and Italian students’ self-evaluations indicate differences between groups. Sustainability, 12(10), 4031. Caggiano, V., & Ragusa, A. (2023). Not cognitive skills for master students. Reflective practice and pedagogical reflections. Educational Reflective Practices-Open Access, (2). Caggiano, V., & D'Amante, M. F. (2020). Soft skills and Jazz in Curriculum design. Educazione. Giornale di pedagogia critica, 9(2). Caggiano, V. (2018). Education to leadership: Shakespeare’s exempla and soft skills. Educazione. Giornale di pedagogia critica, 7(2).

Attendance

Presence.....

Type of evaluation

Assessment will take place during the laboratory activities through the observation of active participation, collaboration within the working groups, and the quality of reflection during the debriefing phases. Particular attention will be given to students’ ability to connect practical experience with the main theoretical models discussed during the laboratory (Kolb, Mehrabian, Goleman, Johari). Students will also be required to read and discuss a scientific article assigned to each group during the Theory After Experience phase. They will be asked to identify the key concepts, connect them to the laboratory experience, and present a short oral reflection to the class. Assessment will consider participation, critical thinking, quality of discussion, and the final group presentation, with particular attention to the transfer of acquired competences to future educational and professional contexts.