Didactics of Philosophy
A.Y. 2021/2022
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
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Lessons will be held in dual mode. Face-to-face lessons will allow the participation of students connected with MSTeams as well as students in the classroom.
Lessons will not be recorded.
Lessons will not be recorded.
Course syllabus
Analysing a few current solutions to the question of how philosophy should be taught in high schools, the course will show that these solutions themselves are informed by prevailing cultural and philosophical models.
In light of this consideration, the course will explore the history of Renaissance and early modern educational theories (15th-17th century), which will be analysed in parallel with the philosophical paradigms they belonged to. Upon scrutinising the fundamental works by four authors in the history of Renaissance pedagogy (i.e. Vergerio, Bruni, Erasmus, and Comenius), some options as to how to teach philosophy and philosophical texts will be taken into consideration.
In the second part of the course, students will have the opportunity to practise the analysed didactic tools, giving a presentation on a chosen philosophical work as if they were teaching a class of high school students.
In light of this consideration, the course will explore the history of Renaissance and early modern educational theories (15th-17th century), which will be analysed in parallel with the philosophical paradigms they belonged to. Upon scrutinising the fundamental works by four authors in the history of Renaissance pedagogy (i.e. Vergerio, Bruni, Erasmus, and Comenius), some options as to how to teach philosophy and philosophical texts will be taken into consideration.
In the second part of the course, students will have the opportunity to practise the analysed didactic tools, giving a presentation on a chosen philosophical work as if they were teaching a class of high school students.
Prerequisites for admission
No prior knowledge is needed
Teaching methods
Lectures
Debate and discussion
Student presentations
Debate and discussion
Student presentations
Teaching Resources
READINGS FOR ATTENDING STUDENTS (6 and 9 ectu):
- P.P. Vergerio, "Dei nobili costumi e degli studi liberali della gioventù," in E. Garin, Educazione umanistica in Italia (Bari-Roma: Laterza, [1949 or later editions]), pp. 61-119 [tot. 58 pp.]. [Should Garin's edition be unavailable, students can use the nineteenth-century Italian translation of Vergerio's work, on Google Books: Pier Paolo Vergerio, Dei nobili costumi (Siena: 1878)**].
- L. Bruni, "Sugli studi e sulle lettere," in Opere, ed. by P. Viti (Torino: Utet, 1996) [tot. 16 pp.]**
- Erasmo da Rotterdam, Per una libera educazione, ed. by L. D'Ascia (Milano: Rizzoli, [2004 or later editions]), [tot. 75 pp.]. [Should D'Ascia edition be unavailable, students can use the English translation of Erasmus' work in CWE: Literary and Educational Writings, 3 and 4 **].
- J.A. Comenio, "La grande didattica," in Opere, ed. by M. Fattori (Torino: Utet, 1974) [tot. 283 pp.]. [Or any edition of Comenius' Great Didactic]
- In addition to these readings, students will work on the texts that they will select for their presentation.
ADDITIONAL READINGS FOR ATTENDING STUDENTS (9 ectu):
- A. Gaiani, Insegnare concetti: La filosofia nella scuola di oggi (Roma: Carocci, 2012 o edizioni successive), pp. 46-73 [tot. 27 pp.]**.
- L. Illetterati (a cura di), Insegnare filosofia: Modelli di pensiero e pratiche didattiche (Novara: De Agostini, 2007), capp. 1-3 [tot. 38 pp.]**.
READINGS FOR NON-ATTENDING STUDENTS (6 and 9 ectu):
- P.P. Vergerio, "Dei nobili costumi e degli studi liberali della gioventù," in E. Garin, Educazione umanistica in Italia (Bari-Roma: Laterza, [1949 or later editions]), pp. 61-119 [tot. 58 pp.]. [Should Garin's edition be unavailable, students can use the nineteenth-century Italian translation of Vergerio's work, on Google Books: Pier Paolo Vergerio, Dei nobili costumi (Siena: 1878)**].
- L. Bruni, "Sugli studi e sulle lettere," in Opere, ed. by P. Viti (Torino: Utet, 1996) [tot. 16 pp.]**
- Erasmo da Rotterdam, Per una libera educazione, ed. by L. D'Ascia (Milano: Rizzoli, [2004 or later editions). [Should D'Ascia edition be unavailable, students can use the English translation of Erasmus' work in CWE: Literary and Educational Writings, 3 and 4 **].
- J.A. Comenio, "La grande didattica," in Opere, ed. by M. Fattori (Torino: Utet, 1974) [tot. 283 pp.]. [Or any edition of Comenius' Great Didactic].
- E. Garin, L'educazione in Europa 1440/1660 (Bari-Roma: Laterza, 1957 or later editions).
- F. De Giorgi (ed.), Storia della pedagogia (Brescia: Morcelliana, 2021), pp. 21-216.
- A. Gaiani, Insegnare concetti: La filosofia nella scuola di oggi (Roma: Carocci, 2012 o edizioni successive), pp. 13-76.
- A. Caputo, Ripensare le competenze filosofiche a scuola: Problemi e prospettive (Roma: Carocci, 2019).
ADDITIONAL READINGS FOR NON-ATTENDING STUDENTS (9 ectu):
- L. Illetterati (ed.), Insegnare filosofia: Modelli di pensiero e pratiche didattiche (Novara: De Agostini, 2007), capp. 1-3, 9-13.
- A. Gaiani, Insegnare concetti: La filosofia nella scuola di oggi (Roma: Carocci, 2012 o edizioni successive), pp. 77-183.
- P.P. Vergerio, "Dei nobili costumi e degli studi liberali della gioventù," in E. Garin, Educazione umanistica in Italia (Bari-Roma: Laterza, [1949 or later editions]), pp. 61-119 [tot. 58 pp.]. [Should Garin's edition be unavailable, students can use the nineteenth-century Italian translation of Vergerio's work, on Google Books: Pier Paolo Vergerio, Dei nobili costumi (Siena: 1878)**].
- L. Bruni, "Sugli studi e sulle lettere," in Opere, ed. by P. Viti (Torino: Utet, 1996) [tot. 16 pp.]**
- Erasmo da Rotterdam, Per una libera educazione, ed. by L. D'Ascia (Milano: Rizzoli, [2004 or later editions]), [tot. 75 pp.]. [Should D'Ascia edition be unavailable, students can use the English translation of Erasmus' work in CWE: Literary and Educational Writings, 3 and 4 **].
- J.A. Comenio, "La grande didattica," in Opere, ed. by M. Fattori (Torino: Utet, 1974) [tot. 283 pp.]. [Or any edition of Comenius' Great Didactic]
- In addition to these readings, students will work on the texts that they will select for their presentation.
ADDITIONAL READINGS FOR ATTENDING STUDENTS (9 ectu):
- A. Gaiani, Insegnare concetti: La filosofia nella scuola di oggi (Roma: Carocci, 2012 o edizioni successive), pp. 46-73 [tot. 27 pp.]**.
- L. Illetterati (a cura di), Insegnare filosofia: Modelli di pensiero e pratiche didattiche (Novara: De Agostini, 2007), capp. 1-3 [tot. 38 pp.]**.
READINGS FOR NON-ATTENDING STUDENTS (6 and 9 ectu):
- P.P. Vergerio, "Dei nobili costumi e degli studi liberali della gioventù," in E. Garin, Educazione umanistica in Italia (Bari-Roma: Laterza, [1949 or later editions]), pp. 61-119 [tot. 58 pp.]. [Should Garin's edition be unavailable, students can use the nineteenth-century Italian translation of Vergerio's work, on Google Books: Pier Paolo Vergerio, Dei nobili costumi (Siena: 1878)**].
- L. Bruni, "Sugli studi e sulle lettere," in Opere, ed. by P. Viti (Torino: Utet, 1996) [tot. 16 pp.]**
- Erasmo da Rotterdam, Per una libera educazione, ed. by L. D'Ascia (Milano: Rizzoli, [2004 or later editions). [Should D'Ascia edition be unavailable, students can use the English translation of Erasmus' work in CWE: Literary and Educational Writings, 3 and 4 **].
- J.A. Comenio, "La grande didattica," in Opere, ed. by M. Fattori (Torino: Utet, 1974) [tot. 283 pp.]. [Or any edition of Comenius' Great Didactic].
- E. Garin, L'educazione in Europa 1440/1660 (Bari-Roma: Laterza, 1957 or later editions).
- F. De Giorgi (ed.), Storia della pedagogia (Brescia: Morcelliana, 2021), pp. 21-216.
- A. Gaiani, Insegnare concetti: La filosofia nella scuola di oggi (Roma: Carocci, 2012 o edizioni successive), pp. 13-76.
- A. Caputo, Ripensare le competenze filosofiche a scuola: Problemi e prospettive (Roma: Carocci, 2019).
ADDITIONAL READINGS FOR NON-ATTENDING STUDENTS (9 ectu):
- L. Illetterati (ed.), Insegnare filosofia: Modelli di pensiero e pratiche didattiche (Novara: De Agostini, 2007), capp. 1-3, 9-13.
- A. Gaiani, Insegnare concetti: La filosofia nella scuola di oggi (Roma: Carocci, 2012 o edizioni successive), pp. 77-183.
Assessment methods and Criteria
ATTENDING STUDENTS:
Attending students will be evaluated based on: (a) their class presentation
during the course; (b) the final viva voce examination. (A) and (b) will each contribute to 50% of the overall evaluation score. Class participation will also be taken into consideration.
- (a) In the first few lessons, attending students will be assigned a philosophical text that they will study and research so as to give a class presentation about it during the second part of the course. Students will organise their presentations as if they were directed to an audience of high school students. Presentations will be followed by Q&A and discussion.
- (b) The final viva voce examination will touch upon the assigned readings and the topics treated in the lectures given during the first part of the course.
NON-ATTENDING STUDENTS:
Non-attending students will sit a viva voce exam on the assigned readings.
Attending students will be evaluated based on: (a) their class presentation
during the course; (b) the final viva voce examination. (A) and (b) will each contribute to 50% of the overall evaluation score. Class participation will also be taken into consideration.
- (a) In the first few lessons, attending students will be assigned a philosophical text that they will study and research so as to give a class presentation about it during the second part of the course. Students will organise their presentations as if they were directed to an audience of high school students. Presentations will be followed by Q&A and discussion.
- (b) The final viva voce examination will touch upon the assigned readings and the topics treated in the lectures given during the first part of the course.
NON-ATTENDING STUDENTS:
Non-attending students will sit a viva voce exam on the assigned readings.
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, h. 14,00-17,00 (on skype/teams). Students can schedule an online meeting by email
Skype / Teams