The course aims to provide an advanced knowledge on cognitive and emotional processes through a philosophical approach linked to cognitive sciences that will try to show the problematic and complexity of the phenomenology of these processes by integrating in a philosophical perspective the subpersonal approach of neuroscience and the more functional approach, linked to constructs and experimentation, of psychology.
Particular space will be given to processes related to the recognition of emotions and empathy in a multidimensional perspective in which the cognitive dimension is intertwined with the emotional-affective dimension and with the motivational dimension.
In terms of knowledge and understanding: the student acquires the ability to critically analyze cognitive and emotional processes and to articulate their complexity and problematic nature beyond the models useful for the construction of constructs aimed at experimentation. Skills in philosophy and phenomenology of cognitive and emotional processes will be developed both in normative and atypical conditions related to development. In this way, the educator will be able to use advanced theoretical models for the planning of educational and social interventions in contexts of difficulty or discomfort and for the coordination of services.
In terms of ability to apply knowledge and understanding:
The student acquires a high ability to interconnect the knowledge gained in the field of philosophy of cognitive and emotional processes with that of cognitive sciences, especially cognitive and developmental psychology, neuroscience and cognitive pedagogy. This allows the use of an integrated theoretical, methodological and technical competence for the design, organization, evaluation of socio-educational interventions.
In terms of making judgements:
The student must be able to judge and evaluate the possibilities of understanding cognitive and emotional processes and to make practical design decisions. They must also be able to evaluate the impact that the philosophical analysis of these processes has on the actualization of the potentialities of the normo-typical and atypical subject.
In terms of communication skills:
The student must be able to communicate the knowledge and models learned within the working group and in public, showing that he/she is able to use an adequate scientific and professional language to sufficiently describe and promote the processes of understanding, recovery and inclusion of the subject within social and educational structures.
In terms of learning skills:
The student must be able to use the knowledge of semiotics of cognition and emotions and the ability to "learn to learn" in any training and postgraduate learning paths (II level master's degree, PhD) and in professional contexts where he/she is called to carry out his/her role as coordinator.
Particular space will be given to processes related to the recognition of emotions and empathy in a multidimensional perspective in which the cognitive dimension is intertwined with the emotional-affective dimension and with the motivational dimension.
In terms of knowledge and understanding: the student acquires the ability to critically analyze cognitive and emotional processes and to articulate their complexity and problematic nature beyond the models useful for the construction of constructs aimed at experimentation. Skills in philosophy and phenomenology of cognitive and emotional processes will be developed both in normative and atypical conditions related to development. In this way, the educator will be able to use advanced theoretical models for the planning of educational and social interventions in contexts of difficulty or discomfort and for the coordination of services.
In terms of ability to apply knowledge and understanding:
The student acquires a high ability to interconnect the knowledge gained in the field of philosophy of cognitive and emotional processes with that of cognitive sciences, especially cognitive and developmental psychology, neuroscience and cognitive pedagogy. This allows the use of an integrated theoretical, methodological and technical competence for the design, organization, evaluation of socio-educational interventions.
In terms of making judgements:
The student must be able to judge and evaluate the possibilities of understanding cognitive and emotional processes and to make practical design decisions. They must also be able to evaluate the impact that the philosophical analysis of these processes has on the actualization of the potentialities of the normo-typical and atypical subject.
In terms of communication skills:
The student must be able to communicate the knowledge and models learned within the working group and in public, showing that he/she is able to use an adequate scientific and professional language to sufficiently describe and promote the processes of understanding, recovery and inclusion of the subject within social and educational structures.
In terms of learning skills:
The student must be able to use the knowledge of semiotics of cognition and emotions and the ability to "learn to learn" in any training and postgraduate learning paths (II level master's degree, PhD) and in professional contexts where he/she is called to carry out his/her role as coordinator.
Curriculum