The educational objective of the course is to provide students with theoretical and methodological tools for understanding the cultural processes and consider culture as an important dimension of social action and life.
By the study of Sociology of cultural processes the student will be able to achieve the following training objectives:
- Knowledge of the birth and evolution of the scientific concept of culture, of cultural differentiation in modern societies, of transformation processes, cultural transmission and understanding of how culture influences society and how society influences culture.
- Applying the acquired knowledge to understand the interdependencies of socio-cultural phenomena in the contemporary context:
- Developing a critical reflection and Making judgements on the dynamics of differentiation, cultural pluralization
- Strengthen reflective and communication skills
- Consolidate Learning skills
How to link with other teachings:
General Sociology; Sociology of Communication; Sociology of Religion; Anthropology
By the study of Sociology of cultural processes the student will be able to achieve the following training objectives:
- Knowledge of the birth and evolution of the scientific concept of culture, of cultural differentiation in modern societies, of transformation processes, cultural transmission and understanding of how culture influences society and how society influences culture.
- Applying the acquired knowledge to understand the interdependencies of socio-cultural phenomena in the contemporary context:
- Developing a critical reflection and Making judgements on the dynamics of differentiation, cultural pluralization
- Strengthen reflective and communication skills
- Consolidate Learning skills
How to link with other teachings:
General Sociology; Sociology of Communication; Sociology of Religion; Anthropology
teacher profile teaching materials
The class focuses on some relevant sociologists and, especially, on Bauman’s ideas in relation to the management and consumption of education, including topics such as student voice and individual identity; relationships and inclusive education. Identifying and discussing underpinning assumptions about Bauman’s work and its application to education, the course addresses the connection between his work and wider debates, providing a critical and clarifying re-examination of Bauman’s contribution to the role of education within liquid modernity.
Syllabus:
• Between mixophilia and mixophobia.
• José Saramago: ways of being happy.
• Gregory Bateson and his third level of education.
• From closure of mind to “permanent revolution”.
• Looking for a genuine “cultural revolution”.
• Minutes to destroy, years to build.
• The effort to improve mutual undestanding is a prolific source of human creativity.
• Defective consumers and never-ending minefields.
• Richard Sennett on difference.
• On glocalization coming of age.
- In case of 6 CFUs curriculum it is compulsory to integrate the aforementioned program with the contents taught by professor Cecilia Costa in the general section of the curriculum (3 CFUs).
Programme
The course focuses on Zygmunt Bauman’s reflections On Education: what is the role of education in a world where we no longer have a clear vision of the future? What role should educators play in a world where young people find themselves faced with deep uncertainty about their future, where the prospects of securing a stable, long-term career seem increasingly remote and where intensified population movements have created more diverse communities in which different cultures find themselves living side by side? In this sense, Bauman reflects on the conditions of young individuals and sheds light on the role played by education and educators, in line with the relationship of creativity, consumption and knowledge.The class focuses on some relevant sociologists and, especially, on Bauman’s ideas in relation to the management and consumption of education, including topics such as student voice and individual identity; relationships and inclusive education. Identifying and discussing underpinning assumptions about Bauman’s work and its application to education, the course addresses the connection between his work and wider debates, providing a critical and clarifying re-examination of Bauman’s contribution to the role of education within liquid modernity.
Syllabus:
• Between mixophilia and mixophobia.
• José Saramago: ways of being happy.
• Gregory Bateson and his third level of education.
• From closure of mind to “permanent revolution”.
• Looking for a genuine “cultural revolution”.
• Minutes to destroy, years to build.
• The effort to improve mutual undestanding is a prolific source of human creativity.
• Defective consumers and never-ending minefields.
• Richard Sennett on difference.
• On glocalization coming of age.
Core Documentation
- In case of a 3 CFUs curriculum: Lee McIntyre, Post-verità, The MIT Press, 2018.- In case of 6 CFUs curriculum it is compulsory to integrate the aforementioned program with the contents taught by professor Cecilia Costa in the general section of the curriculum (3 CFUs).
Attendance
Free attendance, warmly suggestedType of evaluation
Oral exam, evaluated in thirtieths, which aims at verifying the ability to clearly and autonomously outline the topics of the course.