DIDACTICS OF PHILOSOPHY

The course aims to provide students with adequate knowledge of the main issues related to the teaching of philosophy in high schools, by analyzing them from a historical, theoretical and practical point of view, in order to access the teaching of historical-philosophical and psycho-pedagogical disciplines in high school.

At the end of the course students:
• are acquainted with some of the main reflections on the role of philosophy in the formation of the individual developed by the great thinkers of the past.
• know the recent history of teaching philosophy in Italy and the legislation that currently regulates it.
• are aware of the main teaching methodologies developed in research in teaching philosophy, also with regard to the specific role of the teacher, the conceptual, epistemological and didactic problems of teaching and learning.
• are able to design and build teaching activities related to philosophy, to illustrate its principles and methodologies, and to prepare the related assessments.

To effectively deal with the contents of the course, students must have acquired, during the three-year course, mastery of the philosophical lexicon and knowledge of the fundamental themes and articulations of the history of philosophy.
The course, which is intended for students enrolled in the second year, can also be attended by students in the first year.

The course is divided into two parts, a theoretical and a practical-operational one.
In the theoretical part, we will first reflect on the role that, according to some of the great thinkers of the past, philosophy plays – or can play – in the education of the individual. To this purpose, two texts will be analyzed in particular, The Master by Augustine of Hippo and The Discourse on the Method by Renè Descartes. Secondly, we will dwell upon the history of the teaching of philosophy in Italy from the post-war period to the present, and subsequently the current legislation on the subject, focusing in particular on the controversial topic of teaching skills.
In the practical-operational part, we will introduce and discuss some of the teaching models that emerged in the recent debate on the teaching of philosophy and the methods they propose - historical, logical-argumentative, conceptual. Students will perform some simulations of their application, which will contribute to the final evaluation.

Philosophy and individual's education:
1) P. Hadot, Esercizi spirituali, in Id., Esercizi spirituali e filosofia antica, Einaudi, Torino 1988, pp. 29-68.
2) Agostino d’Ippona, Il maestro e la parola, Bompiani, Milano 2004
3) R. Descartes, Il discorso sul metodo, preferably BUR, Milano 2018 (first and second parts).
4) I. Kant, Che cos’è l’Illuminismo? (whatever edition)
5) I. Berlin, Lo scopo della filosofia, in Id., Il potere delle idee, Adelphi, Milano 2003 pp. 55-70.
Recent Legislation:
1) “Indicazioni nazionali riguardanti gli obiettivi specifici di apprendimento” MIUR 2010. Allegato A: Nota introduttiva alle Indicazioni nazionali riguardanti gli obiettivi specifici di apprendimento, pp. 5-10; Dall’allegato B: Filosofia: Linee generali e competenze. Obiettivi specifici di apprendimento, pp. 20-22 (avalilable on line)
2) “Orientamenti
per l’apprendimento della Filosofia nella società della conoscenza”, MIUR 2017 (avalilable on line).
Current reflection on the teaching of philosophy in high school:
1) L. Illetterati, Insegnare filosofia. Modelli di pensiero e pratiche didattiche, Utet, Torino 2007 (some parts)
2) A. Gaiani, Insegnare concetti: la filosofia nella scuola di oggi, Carocci, Roma 2012

Not-attendant students will add:
1) A. Caputo, Manuale di didattica della filosofia, Armando editore, Roma 2019, first part.
2) M. Nussbaum, Non per profitto. Perché le democrazie hanno bisogno delle culture umanistiche, Il Mulino, Bologna 2014.

Oral. The simulations carried out in class by the students will contribute to the evaluation.

Lectures, readings and discussions of texts. In addition to this, the students will have to simulate a philosophy lesson, preparing a learning unit on a theme agreed with the teacher.

Italian

Accessibility, Disability, and Inclusion

Ca' Foscari abides by Italian Law (Law 17/1999; Law 170/2010) regarding support services and accommodation available to students with disabilities. This includes students with mobility, visual, hearing, and other disabilities (Law 17/1999), and specific learning impairments (Law 170/2010). If you have a disability or impairment that requires accommodations (i.e., alternate testing, readers, note-takers, or interpreters) please contact the Disability and Accessibility Offices in Student Services: disabilita@unive.it.

oral

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development