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CODE 98479
SEMESTER 1° Semester


Didactics of Philosophy is a specialist discipline that contributes to the transmission of philosophical knowledge with particular attention to the training of future philosophy teachers in secondary schools. It critically analyzes the different models of teaching philosophy and provides knowledge of the main methodologies and tools suitable for conveying philosophical knowledge in the current school context.









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.


A student’s profile expected at the end of this teaching can be expressed through the following 5 learning outcomes:

1) Knowledge and understanding. Know the different philosophical styles and ways of teaching philosophy.

2) Ability to apply knowledge and understanding. Address emerging problems in the field of philosophy teaching, through the dynamics of the "transmission of philosophy", the consideration of the "centrality of the text", the analysis of the most effective teaching tools for teaching philosophy, the use of Role playing game.

3) Autonomy of judgement. Heritage of critical-evaluative resources faced with the peculiar problems of teaching philosophy, acquired through the topics covered and reflection on the most recent results of philosophical historiography.

4) Communication skills. Expand the philosophical vocabulary in relation to the topics addressed and increase the ability to choose argumentative strategies depending on the contexts. 5) Learning ability. Acquire basic skills in teaching philosophy, useful for undertaking training courses for teaching philosophy in upper secondary school.

6) Ability to concentrate and critically reflect on a task.


The course aims to promote the following transversal skills:

Personal competence - advanced level: ability to identify one's own skills, ability to concentrate and reflect on a task, ability to menage complexity, autonomy in decisions and in carrying out tasks, critical thinking, seeking support if necessary, stress management, resilience.



To effectively address the contents of the course, the student is expected to have acquired, during the three-year course, mastery of the philosophical lexicon, knowledge of the fundamental themes and junctions of the history of philosophy and direct knowledge of some classic texts of philosophical thought.




In addition to the frontal lessons, the teaching includes the simulation of philosophy lessons for upper secondary school by the students through the use of "role playing" and "peer evaluation", in order to place the students in a position to "pretend to be" secondary school philosophy teachers and to give them the opportunity to experience a sort of internship. The theme to be presented this year is "my first philosophy lesson".


Notes on the teaching of philosophy in Italy in light of the international context and UNESCO recommendations. The different philosophical and didactic perspectives from which it is possible to look at the question of teaching philosophy. Teaching philosophy and skills. The philosophical laboratory as a methodological and didactic model: from the typologies of philosophy lessons to the planning of learning units. Evaluative analysis of philosophy manuals through the development of schemas to identify their potential and limits. Inclusive teaching in teacher training: the case of students with disabilities and specific learning disorders.


A. Modugno, Filosofia e didattica. Apprendimento e acquisizione di competenze a scuola, Carocci, Roma 2014


Klaus Held, Ci vediamo da Platone! Un viaggio filosofico nel Mediterraneo, Morcelliana, Brescia 2018






Class schedule

The timetable for this course is available here: Portale EasyAcademy



The exam is oral with a single interview scheduled after the end of the lessons which focuses on the topics covered during the course. Those attending (at least 2/3 of the lessons) who have simulated the themed lesson and who have actively participated in the debates proposed in class, by agreement with the teacher, will be exempted from presenting some parts of the program for the exam.


For students with disabilities or specific learning disorders (DSA).

Students with disabilities or DSA are reminded that in order to request adaptations during the exam, they must first enter the certification on the University website on the  page in the "Students" section.



During the oral exam the level of the knowledge of the themes discussed and the skill of autonomous processing of the proposed content will be checked. In particular evaluation will be based on:

  • quality of the exposition as effectiveness and fluency (max. 5/30)

  • correctness and appropriateness of the specific lexicon (max. 5/30)

  • ability concerning the critical thinking and its usage reacting to possible objections (max. 5/30)

  • skills in correctly setting the authors and the texts studied in their historical-cultural context (max. 10/30)

  • skills in personal processing and integrating the subjects of the course with competences that the candidate already possessed (max. 5/30)



Literature for possible wider study and material for participating in the seminar sessions will be furnished by the lecturer during lessons and will be published on AulaWeb.

For Erasmus students the following other language bibliography can be useful:
A. Kenny, A New History of Western Philosophy. Vol. IV. Philosophy in the Modern World, Oxford University Press, Oxford 2007
UNESCO, Philosophy. A School of Freedom 2007
Klaus Held, Treffpunkt Platon. Philosophischer Reiseführer durch die Länder des Mittelmeers, Philipp Reclam jun. GmbH & Co. KG, Stuttgart 2009 (I ed. 1990)

Students who cannot attend lessons can get in touch with the lecturer (e-mail:




Agenda 2030 - Sustainable Development Goals

Agenda 2030 - Sustainable Development Goals
Quality education
Quality education
Reduce inequality
Reduce inequality


 PRO3 - Soft skills - Personale base 1 - A
PRO3 - Soft skills - Personale base 1 - A