Social Pedagogy and General Pedagogy (Social Pedagogy) a.y. 2026-2027 – Scienze dell'Educazione e della Formazione (EDU)

Teacher: Prof.ssa Carla Roverselli
E-mail: roverselli@lettere.uniroma2.it

Docente del modulo didattico: Prof.ssa Elvira Lozupone
E-mail: lozupone@uniroma2.it

CFU: 6
Course code: 804002503
Bachelor Degrees: Scienze dell’educazione e della formazione
Language: Italian

Course delivery modalities: in-presence
Attendance: Optional
Assessment method: Oral examination

Pre-requisites:
No previous knowledge required

Program:
COURSE TITLE: SOCIAL PEDAGOGY IN THE CONTEMPORARY WORLD: INTEGRAL ECOLOGY AND CHILD WELFARE. THE COURSE AIMS TO EXPLORE SOCIAL PEDAGOGY AS AN EXPRESSION OF INTEGRAL ECOLOGY, WHICH POPE FRANCIS, IN HIS 2015 ENCYCLICAL, DEFINES AS ‘LISTENING TO THE CRY OF THE EARTH AND THE CRY OF THE POOR’. THE COURSE THEREFORE SEEK TO EXPLORE THE THEME OF INTEGRAL ECOLOGY WITHIN THE CONTEXTS WHERE IT IS IMPLEMENTED. THE STAGES OF THIS COURSE, WHICH INTERTWINES THEORY AND PRACTICAL EXAMPLES

Program:

COURSE TITLE:
SOCIAL PEDAGOGY IN THE CONTEMPORARY WORLD: INTEGRAL ECOLOGY AND
CHILD WELFARE. THE COURSE AIMS TO EXPLORE SOCIAL PEDAGOGY AS AN EXPRESSION OF
INTEGRAL ECOLOGY, WHICH POPE FRANCIS, IN HIS 2015 ENCYCLICAL, DEFINES AS
‘LISTENING TO THE CRY OF THE EARTH AND THE CRY OF THE POOR’.
THE COURSE THEREFORE SEEK TO EXPLORE THE THEME OF INTEGRAL ECOLOGY
WITHIN THE CONTEXTS WHERE IT IS IMPLEMENTED.
THE STAGES OF THIS COURSE, WHICH INTERTWINES THEORY AND PRACTICAL EXAMPLES

Text books:
texts for the Social Pedagogy course are 3 and include: 2 mandatory texts E.Lozupone in the name of integral ecology. Educational contexts and experiences Rome, Francoangeli (downloadable for free from the publishing house website) Texts of choice are agreed with the students upon proposal of the teacher who tries to

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: KNOWLEDGE AND UNDERSTANDING: • integral ecology as a necessary and inevitable approach to respond adequately to ‘the cry of the earth and the cry of the poor’. Education as a driving force for change in an integral ecological sense. Bergoglio’s pedagogy and the seven pillars of education Concepts and terms of general and social pedagogy declined in an integral ecological sense Educational planning Juvenile deviance and the current issue on re-educational interventions. The issue of gender from a pedagogical perspective: reflections and critical issues APPLYING KNOWLEDGE AND UNDERSTANDING:the presentation of the study materials is structured so as to allow the transition from theoretical reflection to concrete contexts and cases MAKING JUDGEMENTS: Students are required to first report what is indicated in the texts regardless of their personal and/or confessional opinions; subsequently it will be possible to discuss the proposed pedagogical orientations with the teacher in a reasoned manner. Argumentative skills and knowledge of the technical terminology of the discipline are

Educational goals and expected learning outcomes:

LEARNING OUTCOMES:
KNOWLEDGE AND UNDERSTANDING: • integral ecology as a necessary and inevitable approach to respond adequately to ‘the cry of the earth and the cry of the poor’.
Education as a driving force for change in an integral ecological sense.
Bergoglio’s pedagogy and the seven pillars of education Concepts and terms of general and social pedagogy declined in an integral ecological sense
Educational planning Juvenile deviance and the current issue on re-educational interventions.
The issue of gender from a pedagogical perspective: reflections and critical issues
APPLYING KNOWLEDGE AND UNDERSTANDING:the presentation of the study materials is structured so as to allow the transition from theoretical reflection to concrete contexts and cases
MAKING JUDGEMENTS: Students are required to first report what is indicated in the texts regardless of their personal and/or confessional opinions; subsequently it will be possible to discuss the proposed pedagogical orientations with the teacher in a reasoned manner.
Argumentative skills and knowledge of the technical terminology of the discipline are

Methods and criteria for verifying the learning:
The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills). The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking. The exam will be evaluated according to the following criteria: – Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language. – 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language. – 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical. – 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical. – 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language. 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Methods and criteria for verifying the learning:

The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills).
The final grade will be based 70% on the student’s depth of knowledge and 30% on the student’s ability for expression (written and oral) and independent critical thinking.
The exam will be evaluated according to the following criteria:
– Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language.
– 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language.
– 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical.
– 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical.
– 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language.
30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Attendance modalities:
The lessons are frontal, but tend to involve students by asking questions and listening to their opinion on critical issues. The topic is carried out in a theoretical way, highlighting the main concepts, followed by the exposition of a concrete situation. the next lesson includes a brief review and/or in-depth analysis of the topics covered in the previous lesson. Attendance is optional, but highly recommended.

Attendance modalities:

The lessons are frontal, but tend to involve students by asking questions and listening to their opinion on critical issues. The topic is carried out in a theoretical way, highlighting the main concepts, followed by the exposition of a concrete situation.
the next lesson includes a brief review and/or in-depth analysis of the topics covered in the previous lesson.
Attendance is optional, but highly recommended.