Objectives of Programme's Learning Outcomes

• Understand, thoroughly and critically, the basic theoretical frameworks on social transitions and innovations.
• Understand and appropriately apply highly specialised knowledge of human and social sciences.
• Analyse social, political and economic change.
• Analyse social experiment processes.
• Analyse a situation by critically selecting the appropriate theoretical frameworks.
• Understand the epistemological postures and the methodological tools human sciences related to issues of social transitions and innovations.
• Understand the epistemological frameworks in human and social sciences in order to change thought patterns.
• Understand the methodological frameworks in human and social sciences in order to change practices.
• Conduct research/projects in the context of social transitions and innovations by selecting appropriate epistemological approaches and methodologies.
• Mobilise the relevant analytical approaches and the appropriate methodological tools to analyse, rigorously, thoroughly and comparatively, the problems of social transitions and innovations, including their interactions and their spatial and temporal evolutions.
• Appropriately apply analytical approaches and methodological tools in contexts of social transitions and innovations.
• Comparatively analyse the problems of social transitions and innovations.
• Understand the changes specific to transitions and social innovations.
• Develop an interdisciplinary and multiscale approach that integrates complementary disciplines, such as anthropology, sociology, political science, psychology and education, urban planning and architecture, geography, and history, in order to analyse transitions and put them into context.
• In an interdisciplinary framework, analyse social transitions by applying acquired knowledge of social sciences and put them into context.
• In an interdisciplinary framework, analyse social transitions by applying acquired knowledge of human sciences and put them into context.
• Articulate reflection, research and action in order to design and carry out an innovative research project.
• Understand the different steps and methods necessary to conduct scientific research on issues regarding social transitions and innovations.
• Intervene appropriately in concrete problems regarding transition, among other things, by developing answers and action plans from the creativity of local actors.
• Apply acquired skills in professional contexts of social transitions and innovations.
• Critically evaluate the scope, potential impacts and limitations of actions implemented in contexts of social transitions and innovations.
• Take a critical and ethical approach regarding the challenges of societal transitions of the 21st century and raise awareness among society and within politics.
• Refer to ethical principles by implementing innovative solutions for social and political actors.
• Work in an interdisciplinary team and collectively negotiate the stages of action-research from a transitional perspective.
• Contribute to the coordination and animation of an interdisciplinary team in the field of human and social sciences.

Learning Outcomes of UE

At the end of the instruction, the students will be able to: define de psycho-social trajectories of family education; to understand the effects of educational transmission; to manage the main principles of the methodology for the educational training of families; to handle the different conceptual and methodological approaches of training for social actors working in family education; to understand the possible expected and unexpected effetcs appearing during the intervention.
The learning activities are complementary and only differ in terms of teaching modalities
 

UE Content: description and pedagogical relevance

Family trajectories for social integration; family educational transmission; methods and technics for intervention in family education; theoretical concepts structuring the intervention for family training; family education programs; organizing speech groups for parents; parental support; parental guidance; initiation for training practices in family education; evaluation for training programs; training for teachers in family education

Prior Experience

Not applicable