LEARNING OUTCOMES

The teaching of Didactics of philosophy aims at providing the critical tools and the historiographical knowledge that are useful to articulate a didactics of philosophy in secondary school, also through the use of integrative resources to the manuals, such as the web and so on.

AIMS AND LEARNING OUTCOMES

1) Knowledge and understanding. To know the different philosophical styles and the methods of teaching of philosophy.

2) Applying knowledge and understanding. To treat of emerging problems in the field of didactics of philosophy, through the dynamic of the "transmission of philosophy", the consideration of the "centrality of the text", the analysis of the most effective teaching tools in the teaching of philosophy, the use of role playing.

3) Making judgements. Mastery of critical and evaluative resources in front of peculiar problems of the teaching of philosophy, acquired through the themes treated and the medidation on the most recent results of philosophical historiography.

4) Communication skills. To expand the philosophical vocabulary in relation to themes treated and increase the skills of choice of the argumentative strategies according to the contexts.

5) Learning skills. To acquire basic skills in the teaching of philosophy that are useful to enter upon training courses for teaching philosophy in secondary school.

PREREQUISITES

In order to effectively address the teaching contents, the student must have acquired, during the three-year course, mastery ot the philosophical vocabulary; knowledge of the themes and the main articulations of history of philosophy and direct knowledge of some classics of the philosophical thought.

TEACHING METHODS

In addition to frontal lessons, the  course includes the simulation of philosophy classes for secondary school  and the use of role playing to put students in the position of "pretending to be" philosophy teachers of secondary school and to give them the chance to experience a kind of internship.

SYLLABUS/CONTENT

The teaching of philosophy in Italy (from Casati Law to the present day). The different philosophical and didactic perspectives from which it is possible to look at the question of the teaching of philosophy. Philosophy teaching and skills. The philosophical laboratory as a methodological and didactic model: from types of philosophy lessons to the design of learning units. In line with the essential need to pay attention to inclusive teaching in teacher training, the philosophical laboratory will also focus on teaching philosophy to students with specific learning disabilities.

RECOMMENDED READING/BIBLIOGRAPHY

Bibliography (Students regularly attending the course)

- A. Caputo, Manuale di didattica della filosofia. Per l'insegnamento e apprendimento delle metodologie e tecnologie didattiche della filosofia, Armando Editore, Roma 2019.

-  Insegnare filosofia. Modelli di pensiero e pratiche didattiche, a cura di L. Illetterati, UTET, Torino 2007 (Introduzione, pp. V-VIII e Parte I. Stili filosofici e modalità di insegnamento della filosofia. Capp. 1-5, pp. 5-66).

- Insegnare filosofia agli studenti con DSA. Strategie inclusive per la scuola secondaria di secondo grado,  a cura di L. Iacopini e F. Storace, Erickson, Trento 2021.

Bibliography (Other students)

- A. Caputo, Manuale di didattica della filosofia. Per l'insegnamento e apprendimento delle metodologie e tecnologie didattiche della filosofia, Armando Editore, Roma 2019.

-  Insegnare filosofia. Modelli di pensiero e pratiche didattiche, a cura di L. Illetterati, UTET, Torino 2007 (Introduzione, pp. V-VIII e Parte I. Stili filosofici e modalità di insegnamento della filosofia, pp. 5-117).

- Insegnare filosofia agli studenti con DSA. Strategie inclusive per la scuola secondaria di secondo grado,  a cura di L. Iacopini e F. Storace, Erickson, Trento 2021.

- Design of a learning unit to be agreed with the teacher.