The course Teaching Methodologies of Philosophy aims to provide a general knowledge of the main issues and problems related to the teaching of philosophy at school level. It aims to illustrate the main educational objectives of teaching philosophy established by the Italian regulations, opening them up to comparison with the broader indications provided at European level. The student will become familiar with the different models of teaching philosophy and the main teaching methodologies currently in use.
At the end of the course, students will be able to
- critically analyse the debate on the different approaches and methodologies of teaching philosophy;
- explain in an appropriate language the fundamental issues of the teaching of philosophy;
- design a teaching activity consistent with the methodologies learned.
At the end of the course, students will be able to
- critically analyse the debate on the different approaches and methodologies of teaching philosophy;
- explain in an appropriate language the fundamental issues of the teaching of philosophy;
- design a teaching activity consistent with the methodologies learned.
teacher profile teaching materials
Module 2: analysis and comparison of the main teaching models of philosophy teaching.
Module 3: the centrality of the philosophical text in the teaching of philosophy: analysis, commentary, paraphrase.
Module 4: argumentative writing: the philosophical essay between demonstration and argumentation; main rhetorical arguments.
Module 5: assessing philosophical competences: which didactic methodologies for which competences.
Module 6: Classroom exercises.
Gaiani A. (2020), Insegnare concetti. La filosofia nella scuola di oggi, Carocci.
Gambetti F. (2023) Teaching Philosophy in Italy. A Country Report, in «Journal of Didactics of Philosophy», 7, pp. 1-4, https://doi.org/10.46586/JDPh.2023.10400
Modugno A. (2014), Filosofia e didattica. Apprendimento e acquisizione di competenze a scuola, Carocci.
Programme
Module 1: Analysis of the tradition regarding the teaching of philosophy in Italy, from the Gentile reform, to the Brocca commission project, to the guidelines for upper secondary schools.Module 2: analysis and comparison of the main teaching models of philosophy teaching.
Module 3: the centrality of the philosophical text in the teaching of philosophy: analysis, commentary, paraphrase.
Module 4: argumentative writing: the philosophical essay between demonstration and argumentation; main rhetorical arguments.
Module 5: assessing philosophical competences: which didactic methodologies for which competences.
Module 6: Classroom exercises.
Core Documentation
Caputo A. (2019), Manuale di didattica della filosofia, Armando editore.Gaiani A. (2020), Insegnare concetti. La filosofia nella scuola di oggi, Carocci.
Gambetti F. (2023) Teaching Philosophy in Italy. A Country Report, in «Journal of Didactics of Philosophy», 7, pp. 1-4, https://doi.org/10.46586/JDPh.2023.10400
Modugno A. (2014), Filosofia e didattica. Apprendimento e acquisizione di competenze a scuola, Carocci.
Reference Bibliography
- Bianco F. (1990), Insegnamento della filosofia: metodo ‘storico’ o metodo ‘zetetico’?, in «Paradigmi», VIII, 23, pp. 391-410. - D’Angelo P. ( 2012), Forme letterarie della filosofia, Carocci. - Magnaterra T. (2009), Il lavoro filosofico sul testo: cinque semplice regole per la didattica, in «Bollettino della Società Filosofica Italiana», 196, pp. 42-49. - Piro F. (2018), Critical Thinking e/o filosofia. Proposte di aggiornamento della didattica della filosofia, in Sibilio M. – Aiello P., Lo sviluppo professionale dei docenti, Edises, pp. 69-75. - Semerari G. (1991), La filosofia e il suo insegnamento, in «Paradigmi», IX, 27, pp. 591-606. - Indicazioni nazionali per i licei: https://www.indire.it/lucabas/lkmw_file/licei2010/indicazioni_nuovo_impaginato/_decreto_indicazioni_nazionali.pdf - Debate: https://www.debateitalia.it - Documento orientamenti per l'apprendimento della Filosofia nella società della conoscenza: - https://www.miur.gov.it/documents/20182/0/Documento+Orientamenti.pdf/14a00e61-8a8e-4749-9245-0d22bbb3c5eb - Raccomandazione del Consiglio dell'UE relativa alle competenze chiave per l’apprendimento permanente: https://eur-lex.europa.eu/legal-content/IT/TXT/PDF/?uri=CELEX:32018H0604(01) Zippel N. (2022), Una riflessione sui presupposti storici e teorici dell’insegnamento della filosofia, in «Comunicazione filosofica», 49, pp. 6-20.Type of delivery of the course
The course will be held in presence, with the possibility of remote participation. It will be divided into two parts: the first presenting the contents, the second with a laboratory character, carrying out simulated teaching activities.Attendance
Attendance is not compulsory, however it is strongly recommended due to the workshop character of the course.Type of evaluation
During the course, different classroom exercises will be carried out concerning various teaching methodologies, with the construction of teaching activities aimed at the analysis and production of philosophical texts; design of philosophical debates; flipped teaching, etc.