Didactics of philosophy
A.Y. 2019/2020
Learning objectives
The course aims to provide students with an adequate knowledge of the main issues of the Didactics of Philosophy, which will be analyzed from an historical, theoretical and practical point of view, for acceding to teaching career in Italian secondary schools.
Expected learning outcomes
Knowledge and understanding
At the end of the course, the student
- has a deep knowledge of the main terms of the contemporary debate about Didactics of Philosophy;
- masters a systematic and critical knowledge of the methods of teachings philosophy in Italy, taking into account recent ministerial norms and other European paradigms;
- understands the utility of an integrated approach to philosophical texts in a didactic project which mingles knowledge and abilities;
- has proficient knowledge of the pedagogical instruments and options in teaching philosophy in secondary schools;
- clearly understands the meaning and function of teaching philosophy in secondary schools;
- has proficient knowledge of the bibliographic resources and methodological tools characterising the historical-philosophical research for Didactics of Philosophy.
Ability to apply knowledge and understanding
At the end of the course, the student
- can apply critically the knowledge acquired in framing historically texts from the contemporary debate on Didactics of philosophy in order to elaborate an hypothetical teaching program;
- can master and apply different methodological tools useful to develop innovative forms of didactics in the field of philosophy;
- can apply the acquired knowledge on the historical development of the modalities of teaching philosophy in order to develop personal teaching programs;
- can use theoretical elements for the contemporary debate in Pedagogy for evaluating and comparing different typologies of philosophical teaching;
- can take into account the conceptual and normative tools dealing with the teaching of philosophy in Italy;
- can discuss the acquired resultants and is able to illustrate the acquired knowledge also to an informal audience.
At the end of the course, the student
- has a deep knowledge of the main terms of the contemporary debate about Didactics of Philosophy;
- masters a systematic and critical knowledge of the methods of teachings philosophy in Italy, taking into account recent ministerial norms and other European paradigms;
- understands the utility of an integrated approach to philosophical texts in a didactic project which mingles knowledge and abilities;
- has proficient knowledge of the pedagogical instruments and options in teaching philosophy in secondary schools;
- clearly understands the meaning and function of teaching philosophy in secondary schools;
- has proficient knowledge of the bibliographic resources and methodological tools characterising the historical-philosophical research for Didactics of Philosophy.
Ability to apply knowledge and understanding
At the end of the course, the student
- can apply critically the knowledge acquired in framing historically texts from the contemporary debate on Didactics of philosophy in order to elaborate an hypothetical teaching program;
- can master and apply different methodological tools useful to develop innovative forms of didactics in the field of philosophy;
- can apply the acquired knowledge on the historical development of the modalities of teaching philosophy in order to develop personal teaching programs;
- can use theoretical elements for the contemporary debate in Pedagogy for evaluating and comparing different typologies of philosophical teaching;
- can take into account the conceptual and normative tools dealing with the teaching of philosophy in Italy;
- can discuss the acquired resultants and is able to illustrate the acquired knowledge also to an informal audience.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
The course will address the main issues related to the teaching of philosophy in high schools, examining them from a historical, theoretical and practical point of view.
1. The teaching of philosophy: traditions, models, practices.
Why teach philosophy in high school? How was it taught in the past? How is it taught today? With what objectives and methods? In order to answer these questions, the course will retrace the history of teaching reforms in Italy and will illustrate the current framework of teaching philosophy in the light of the most recent regulatory references.
2. The teaching of philosophy: tools and didactics in comparison
The different tools and techniques of teaching philosophy available for the elaboration of a didactic path will be illustrated, with particular attention to the modalities of teacher-student interaction and to the use of alternative forms of didactics, as far as both the expositive strategies and the modalities of verification are concerned. In this sense, an attempt will be made to compare the practices in use in Italy with those adopted in other European countries, particularly in France.
3, The teaching of philosophy and its history: knowledge and skills.
The most recent trends in philosophical teaching propose a strong integration of historical and conceptual approaches. This pedagogical debate finds correspondence in a more general debate that animates current philosophical research.
The course is open to all students of the degree course in Philosophy and to all students of other degree courses of the University of Milan who are interested in the didactics of philosophy
1. The teaching of philosophy: traditions, models, practices.
Why teach philosophy in high school? How was it taught in the past? How is it taught today? With what objectives and methods? In order to answer these questions, the course will retrace the history of teaching reforms in Italy and will illustrate the current framework of teaching philosophy in the light of the most recent regulatory references.
2. The teaching of philosophy: tools and didactics in comparison
The different tools and techniques of teaching philosophy available for the elaboration of a didactic path will be illustrated, with particular attention to the modalities of teacher-student interaction and to the use of alternative forms of didactics, as far as both the expositive strategies and the modalities of verification are concerned. In this sense, an attempt will be made to compare the practices in use in Italy with those adopted in other European countries, particularly in France.
3, The teaching of philosophy and its history: knowledge and skills.
The most recent trends in philosophical teaching propose a strong integration of historical and conceptual approaches. This pedagogical debate finds correspondence in a more general debate that animates current philosophical research.
The course is open to all students of the degree course in Philosophy and to all students of other degree courses of the University of Milan who are interested in the didactics of philosophy
Prerequisites for admission
No prior knowledge is needed
Teaching methods
Lectures
Debate and discussion
Group work
Debate and discussion
Group work
Teaching Resources
Readings and assignments for attending students:
Assignments for both 6 and 9 ECTS exams:
- A. Gaiani, Insegnare concetti. La filosofia nella scuola di oggi, Roma, Carocci, 2012, prima parte.
- L. Illetterati (a cura di), Insegnare filosofia. Modelli di pensiero e pratiche didattiche, Torino, Utet, 2007 (solo Introduzione e capitoli 1, 2, 4, 8, 10, 11).
- Indicazioni nazionali riguardanti gli obiettivi specifici di apprendimento in relazione alle attività e agli insegnamenti compresi nel piano degli studi previsto per i licei (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 [available online].
- Orientamenti per l'apprendimento della filosofia nella società della conoscenza (MIUR, 2017), a cura del "gruppo tecnico-scientifico di Filosofia" del MIUR [available online].
- A. Caputo, Ripensare le competenze filosofiche a scuola. Problemi e prospettive, Roma, Carocci, 2019.
Additional assignments for 9 ECTS exam:
- A syllabus of texts will be provided by the teacher.
Readings and assignments for non-attending students:
Assignments for both 6 and 9 ECTS exams:
- A. Gaiani, Insegnare concetti. La filosofia nella scuola di oggi, Roma, Carocci, 2012, prima parte.
- L. Illetterati (a cura di), Insegnare filosofia. Modelli di pensiero e pratiche didattiche, Torino, Utet, 2007 (solo Introduzione e capitoli 1, 2, 4, 8, 10, 11).
- Indicazioni nazionali riguardanti gli obiettivi specifici di apprendimento in relazione alle attività e agli insegnamenti compresi nel piano degli studi previsto per i licei (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 [available online].
- Orientamenti per l'apprendimento della filosofia nella società della conoscenza (MIUR, 2017), a cura del "gruppo tecnico-scientifico di Filosofia" del MIUR [available online].
- A. Caputo, Ripensare le competenze filosofiche a scuola. Problemi e prospettive, Roma, Carocci, 2019.
- Filosofia per tutti. La filosofia per la scuola e la società del 2000, a cura di M. De Pasquale, Franco Angeli, Milano, 2001.
Additional assignments for 9 ECTS exam:
- A syllabus of texts will be provided by the teacher on Ariel platform and the teacher's website
Assignments for both 6 and 9 ECTS exams:
- A. Gaiani, Insegnare concetti. La filosofia nella scuola di oggi, Roma, Carocci, 2012, prima parte.
- L. Illetterati (a cura di), Insegnare filosofia. Modelli di pensiero e pratiche didattiche, Torino, Utet, 2007 (solo Introduzione e capitoli 1, 2, 4, 8, 10, 11).
- Indicazioni nazionali riguardanti gli obiettivi specifici di apprendimento in relazione alle attività e agli insegnamenti compresi nel piano degli studi previsto per i licei (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 [available online].
- Orientamenti per l'apprendimento della filosofia nella società della conoscenza (MIUR, 2017), a cura del "gruppo tecnico-scientifico di Filosofia" del MIUR [available online].
- A. Caputo, Ripensare le competenze filosofiche a scuola. Problemi e prospettive, Roma, Carocci, 2019.
Additional assignments for 9 ECTS exam:
- A syllabus of texts will be provided by the teacher.
Readings and assignments for non-attending students:
Assignments for both 6 and 9 ECTS exams:
- A. Gaiani, Insegnare concetti. La filosofia nella scuola di oggi, Roma, Carocci, 2012, prima parte.
- L. Illetterati (a cura di), Insegnare filosofia. Modelli di pensiero e pratiche didattiche, Torino, Utet, 2007 (solo Introduzione e capitoli 1, 2, 4, 8, 10, 11).
- Indicazioni nazionali riguardanti gli obiettivi specifici di apprendimento in relazione alle attività e agli insegnamenti compresi nel piano degli studi previsto per i licei (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 [available online].
- Orientamenti per l'apprendimento della filosofia nella società della conoscenza (MIUR, 2017), a cura del "gruppo tecnico-scientifico di Filosofia" del MIUR [available online].
- A. Caputo, Ripensare le competenze filosofiche a scuola. Problemi e prospettive, Roma, Carocci, 2019.
- Filosofia per tutti. La filosofia per la scuola e la società del 2000, a cura di M. De Pasquale, Franco Angeli, Milano, 2001.
Additional assignments for 9 ECTS exam:
- A syllabus of texts will be provided by the teacher on Ariel platform and the teacher's website
Assessment methods and Criteria
The exam will be oral and will focus on the topics covered by the course. In particular, the student will be asked to be able to reconstruct the evolution of the debate on the teaching of philosophy, to present the methodological strategies and didactic tools examined and to justify the current theoretical positions on the relationship between skills and knowledge.
The exercises carried out in class by the students attending the course may contribute to the final evaluation (up to a maximum of 15 points). For non attending students the exam will be carried out orally but it will instead be based only on the assigned bibliography.
Evaluation criteria:
- knowledge of the theoretical aspects of the topics discusses during the course;
- capacity of use and apply concepts in order to give an account of the current debate on didactic of philosophy;
- use of language
The exercises carried out in class by the students attending the course may contribute to the final evaluation (up to a maximum of 15 points). For non attending students the exam will be carried out orally but it will instead be based only on the assigned bibliography.
Evaluation criteria:
- knowledge of the theoretical aspects of the topics discusses during the course;
- capacity of use and apply concepts in order to give an account of the current debate on didactic of philosophy;
- use of language
Unita' didattica A
M-FIL/06 - HISTORY OF PHILOSOPHY - University credits: 3
Lessons: 20 hours
Unita' didattica B
M-FIL/06 - HISTORY OF PHILOSOPHY - University credits: 3
Lessons: 20 hours
Unita' didattica C
M-FIL/06 - HISTORY OF PHILOSOPHY - University credits: 3
Lessons: 20 hours
Professor(s)
Reception:
Wednesday, 4-7pm. During the period of partial suspension of in-person teaching due to the restrictions imposed by the Coronavirus emergency, office hours will be held remotely. Please write to the teacher to define the modalities.
Dipartimento di Filosofia, Cortile Ghiacciaia, Ist floor.