The teaching approach adopted is interdisciplinary and systemic, the only considered possible to address the different management areas assigned to pastoral workers, maintaining at the same time, a coherence with real contexts of application of the subjects studied.

It has been chosen to have an integrated method of study, where the disciplines are not seen and exhausted in a sectoral and isolated way but are considered within a reading and a work practice made of continous references and mutual links. Only activating and integrating the five areas of study proposed (see the dedicated page) in our pastoral work, we operate in the Pastoral Management key.

The Pastoral Management, in fact, is a system of practical thinking that combines:

 

- Elements of entrepreneurial management

- Theories of leadership

- Theories of management and budget

- Administrative and communication theories

 

and applies to the common good and to the missionary following not a logical spirit of profit but of gift.

 

 

 

The lessons are also held in diverse settings:
•     INDOOR
•     OUTDOOR
•     Evocative spaces (churches, museums, nature walks)
•     Online

APPROPRIATION, NOT ONLY A GOOD UNDERSTANDING: THE CREATIVE LEARNING METHOD

 

The learning methods are characterized by group training by means of strategies of interaction and experience, the exchange of reciprocal experiences even in a long distance situation and the continual measurement of progress made from the beginning in respect to energy, resources and involvement.

 

In order that the participants do not limit themselves only to learning, but that they arrive to a real appropriation of the contents and experiences (useful also in other contexts than that in which they were learned) a specific approach of training is used: THE CREATIVE LEARNING METHOD (CLM) that is an innovative training method to stimulate creativity and motivate the person to arrive to an intentional appropriation.

 

 

The CLM bases on the idea that creativity should inform every action, evaluation and decision and should not be only seen in connection with aspects such as that of novelty or artistic expression. Creativity should be deemed an “all-round” tool capable of orienting people’s choices, behaviours and interpersonal relations at best. It is thanks to creativity that one can solve problems, prevent difficulties from turning into insurmountable obstacles and “read” and interpret surrounding reality correctly.

This said, it is clear that creativity should be central to any learning and teaching process.

We should also underline that creativity belongs to everybody and can be “learnt”. We all are born creative and endowed with a vivid imagination which however is undermined by habits, routines and behavioural patterns with the passing of time. Nevertheless it is possible to re-learn creativity with a diligent practice and motivations combined with the proper strategies. Indeed, good ideas come up when we want them to.

http://www.metodoclm.eu/ 

THE TUTORING: RELATIONS AND NETWORKING OF PARTICIPANTS

 

A particolar role of the learning method of the School takes on the tutoring.

This service has the principal function of supporting the learning processes even at a distance of the participants, and it fits perfectly in line with the desire of the entire staff to pay special attention to the relationships with the individual. This choice, fully coherent with the content of the study plan of the Pastoral Management, wants to be a meta-training model to promote and present a set of attitudes and skills to care management and leadership that are among the areas of the subjects taught in the School.

The goal is also to commend the relations and relationships that can arise from the network of the participants as well as "to network" themselves.

 

For this, the Tutor, real trainers, play a personal accompanying role to:

 

• Treat the welcome and facilitate the integration of the student

in the setting of the Pontifical Lateran University

 

• Mediate between the needs of the students and teachers of the training

and act as a connection between the students and institutional organizations

 

• Putting teachers in a position to achieve the most of their formative task

 

• Facilitate communication processes in presence and at distance

 

• Support the learning process through a distance tutoring

 

• Ensure, through appropriate assessment tools, the real trend of the training

and accordingly suggest suitable instructions or warnings.

 

 

 

The organization of Tutoring provides a general coordinator and supervisor of the processes and other tutors to whom are entrusted individual students.In this way, you get a personalized and dedicated service to intercept, specifically, the different cultural codes and personal learning styles and understand the different needs of analysis and of study.