After a first part of the course focused on some of the main issues of adult and elderly education in our contemporaneity, the attention will be turned to the experience of the many loneliness with which adults and children are confronted or, on the contrary, collide. old, today. Loneliness, in fact, can be chosen or suffered, blessed, or on the contrary, cursed.
Hence, the gaze towards the solitude of singles, of young mothers struggling with their first child, perhaps separated. There is the loneliness of the old "wise" or "desperate". The one that borders on the condition of marginalization (think of the homeless, but not only), as well as the loneliness that coincides with the social withdrawal of young adults.
Furthermore, there is the loneliness of those who experience extreme experiences, the loneliness of migrants and, finally, that of those who cultivate a divergent thought at times rebellious.
It is on some of these faces of solitude that we will focus in the course, Through the reference to philosophers and psychiatrists, such as Kierkergaard, Nietzsche, Shopenhauer and Borgna; to the literature of the twentieth century and to poetry. Cinema could not be overlooked, which has staged many phenomenologies of loneliness in adulthood and old age.
If the condition or experience of loneliness turns into vulnerability or injury, we will try to question ourselves about the potential of the narrative educational intervention.
During the course, a qualitative micro-research will be developed that will require students to carry out at least two interviews and their analysis. Consequently, time will be devoted to the methodology of the narrative and semi-structured interview, to the construction of the track and to the criteria for analyzing the collected narratives.