The course of Didactics of Philosophy is part of the program in Philosophical Sciences (MA level) and is included among the complementary training activities. This course aims:
• to critically investigat e the didactic-cultural relevance and impact of philosophy teaching as well as the specific role played by the teacher in schools and in the interaction between schools, universities, the working world and civil society to promote skills of global citizenship and critical thinking (problem rising, posing and solving);
• to provide a critical analysis of the main methodologies developed in the research in didactics of philosophy, of the conceptual, epistemological and didactic knots of teaching and learning according to the development of semiotic skills as well as of the widening of expressive and cognitive potential in the specific disciplinary field;
• to stimulate the development of activities for teaching philosophy, keeping in mind the need to strengthen language and consolidate the linguistic practices necessary to achieve the goals of training and education in the discipline of interest;
• to analyze the potential offered by an interdisciplinary teaching of philosophy capable of being in constant dialogue with other forms of knowledge: philosophy and science, philosophy and art, philosophy and history, philosophy and public discussion;
• to consider the synergies generated by the wise use of technological and multimedia tools as well as by the use of cinematographic and digital products as a support to traditional teaching and theoretical-critical analysis of the classics of Western philosophy;
• to reflect on the potential and criticality of the use of technological tools for teaching and learning philosophy at the time of Digital Humanities (retrieval of sources and bibliography, construction of a philosophical lexicon, semantic enrichment and e-learning);
• to illustrate principles and methodologies for the construction of a philosophical curriculum able to stimulate and strengthen critical thinking, the ability to argue, competences of active and democratic citizenship and sensitivity to understand the complexity of the human being in an increasingly multicultural society (valorisation of intercultural education, respect for differences, inclusive openness to disabilities).
• to critically investigat e the didactic-cultural relevance and impact of philosophy teaching as well as the specific role played by the teacher in schools and in the interaction between schools, universities, the working world and civil society to promote skills of global citizenship and critical thinking (problem rising, posing and solving);
• to provide a critical analysis of the main methodologies developed in the research in didactics of philosophy, of the conceptual, epistemological and didactic knots of teaching and learning according to the development of semiotic skills as well as of the widening of expressive and cognitive potential in the specific disciplinary field;
• to stimulate the development of activities for teaching philosophy, keeping in mind the need to strengthen language and consolidate the linguistic practices necessary to achieve the goals of training and education in the discipline of interest;
• to analyze the potential offered by an interdisciplinary teaching of philosophy capable of being in constant dialogue with other forms of knowledge: philosophy and science, philosophy and art, philosophy and history, philosophy and public discussion;
• to consider the synergies generated by the wise use of technological and multimedia tools as well as by the use of cinematographic and digital products as a support to traditional teaching and theoretical-critical analysis of the classics of Western philosophy;
• to reflect on the potential and criticality of the use of technological tools for teaching and learning philosophy at the time of Digital Humanities (retrieval of sources and bibliography, construction of a philosophical lexicon, semantic enrichment and e-learning);
• to illustrate principles and methodologies for the construction of a philosophical curriculum able to stimulate and strengthen critical thinking, the ability to argue, competences of active and democratic citizenship and sensitivity to understand the complexity of the human being in an increasingly multicultural society (valorisation of intercultural education, respect for differences, inclusive openness to disabilities).
teacher profile teaching materials
- I. Kant: Che cosa significa orientarsi nel pensiero? Mimesis, Milano 2015.
- G.W.F. Hegel: La Scuola. Discorsi e relazioni, Norimberga 1808-1816, Ed. Riuniti, Roma 1993, pp. 43-98.
b)
- F. Nietzsche: Schopenhauer come educatore, Adelphi, Milano 1985.
- H. Arendt, Socrate, Raffaello Cortina, Milano 2015.
c)
- J. F. Lyotard, Pourquoi philosopher? Presses Universitaires de France 2015
- A.C. Danto: "The Artworld," Journal of Philosophy 61 (1964), 571-584.
d)
- F. Jullien, De l'Être au vivre, Lexique euro-chinois de la pensée, Gallimard, 2015, (students may choose three chapters)
- D. Richie, A Tractate on Japanese Aesthetics, Stone Bridge Press, 2007.
Students (whether attending or not) should choose one text from each session (a, b, c, d) for a total of four texts. In addition, the attending students will have to choose one of the following texts (both compulsory for the non attending students):
E. Morin, Enseigner à vivre. Manifeste pour changer l'éducation, Actes Sud Editions, 2014.
or
M.C. Nussbaum: Cultivating Humanity. A Classical Defense of Reform in Liberal Education. Harvard University Press 1998.
The following films will be shown in the classroom, followed by a debate and accompanied by a critical reflection questionnaire (which must also be watched by non-attendants):
Interstellar (2014) by Christopher Nolan
Jeder für sich und Gott gegen alle (1974) by Werner Herzog
A torinói ló (2011) by Béla Tarr and Ágnes Hranitzky
Hannah Arendt (2013) by Margarethe von Trotta
The Tree of Life (2011) by Terrence Malick
The square (2017) by Ruben Östlund
Balzac et la petite tailleuse chinoise (2002) by Dai Sijie
An (2015) by Naomi Kawase
Programme
The course deals especially with a series of texts directly or indirectly linked to the theme of philosophical or aesthetic education in Western philosophy of the nineteenth and twentieth centuries – from Kant, Hegel and Nietzsche to Arendt, Lyotard and Danto – in order to compare them with the particular attitude of conceiving philosophy as a way of life in China and Japan. The theoretical texts will be accompanied by eight films that problematize some great questions about education, existence and freedom of thought.Core Documentation
a)- I. Kant: Che cosa significa orientarsi nel pensiero? Mimesis, Milano 2015.
- G.W.F. Hegel: La Scuola. Discorsi e relazioni, Norimberga 1808-1816, Ed. Riuniti, Roma 1993, pp. 43-98.
b)
- F. Nietzsche: Schopenhauer come educatore, Adelphi, Milano 1985.
- H. Arendt, Socrate, Raffaello Cortina, Milano 2015.
c)
- J. F. Lyotard, Pourquoi philosopher? Presses Universitaires de France 2015
- A.C. Danto: "The Artworld," Journal of Philosophy 61 (1964), 571-584.
d)
- F. Jullien, De l'Être au vivre, Lexique euro-chinois de la pensée, Gallimard, 2015, (students may choose three chapters)
- D. Richie, A Tractate on Japanese Aesthetics, Stone Bridge Press, 2007.
Students (whether attending or not) should choose one text from each session (a, b, c, d) for a total of four texts. In addition, the attending students will have to choose one of the following texts (both compulsory for the non attending students):
E. Morin, Enseigner à vivre. Manifeste pour changer l'éducation, Actes Sud Editions, 2014.
or
M.C. Nussbaum: Cultivating Humanity. A Classical Defense of Reform in Liberal Education. Harvard University Press 1998.
The following films will be shown in the classroom, followed by a debate and accompanied by a critical reflection questionnaire (which must also be watched by non-attendants):
Interstellar (2014) by Christopher Nolan
Jeder für sich und Gott gegen alle (1974) by Werner Herzog
A torinói ló (2011) by Béla Tarr and Ágnes Hranitzky
Hannah Arendt (2013) by Margarethe von Trotta
The Tree of Life (2011) by Terrence Malick
The square (2017) by Ruben Östlund
Balzac et la petite tailleuse chinoise (2002) by Dai Sijie
An (2015) by Naomi Kawase
Type of delivery of the course
Lectures and discussions with students. In the event of an extension of the COVID-19 health emergency, all provisions regulating the methods of carrying out teaching activities and student assessment will be implemented. In particular, the following methods will be applied: distance teaching via the University platforms and distance oral examinations via the Microsoft Teams platform.Type of evaluation
During the oral test will be evaluated: - the level of knowledge of the conceptual contents of the texts examined during the course - the mastery of more specific information, e.g. technical language - the critical capacity and ability to identify links between texts, even if they belong to different eras and cultures - the originality of the in-depth work proposed on the PREZI platform - the achievement of an overall view on the multiple ways of applying the didactics of philosophy