Learning objectives
Students will acquire the skills needed to follow the principal teaching-methods by means of both meta-theoretical reflection aimed at an understanding of the uniqueness of this discipline and through a critical debate around different teaching-tools (handbooks, works of authors, digital resources).
The primary goal of the course is to explain the main criteria used to select philosophical issues outlining the “historical method”, the “problematic method” and the “zethetic method”. Students will be able to apply the knowledge and skills they acquire in order to plan activities in the teaching of philosophy at school and within other training contexts. In order to support a multidisciplinary methodology of teaching, in which they are consciously able to make use of digital and multimedia resources, students will develop and improve their critical abilities. Finally, students will improve their communicative skills in order to be able to continue their professional development as teachers independently, beyond the end of the course.
Prerequisites
Knowledge of main tendencies in the history of contemporary philosophy.
Course unit content
The course outlines a critical overview of principal teaching methods developed within the current debate on the didactic of philosophy in order to improve the students’ knowledge and powers of expressing it. Specifically, the course aims to provide the skills necessary to outline and develop teaching programmes of philosophical topics. The course consists of fifteen units divided into two thematic-sections: the first five units address and illustrate the main teaching methods adopted in philosophy in light of current legislation. The remaining ten units aim to sketch out different ways of considering the specific nature of philosophy as developed within contemporary history of philosophy (historicism, phenomenology, analytic philosophy and post-structuralism). In order to provide useful teaching templates, some of the didactic units use the teaching methodologies presented in the first part of the course.
Full programme
The studying of course-unities will be integrated by the reading of:
- E. Husserl, Filosofia prima, Teoria della riduzione fenomenologica, Capitolo primo: Introduzione. La motivazione di chi comincia a filosofare nella situazione assoluta, Rubbettino, Soveria Mannelli 2007, pp. 5- 53;
- M. Scheler, L’essenza della filosofia, Rubbettino, Soveria Mannelli 2001, pp. 15-72;
- W. Dilthey, L'essenza della filosofia, La Scuola, Brescia 1971.
In order to contextualize and deepen the study of the fifteen unities and of the recommended readings, students may make use of the following bibliography:
R. Grigoletto, Provvedimenti normativi sull’insegnamento della filosofia: una rassegna storica, in Bollettino della Società filosofica Italiana, 203/2011, pp. 44-54;
A. Gaiani, Il pensiero e la storia. L’insegnamento della filosofia in Italia, CLEUP, Padova 2014.
E. Garin, Cronache di filosofia italiana (1900-1960), Laterza, Roma-Bari 1997;
M. Ferrari, Mezzo secolo di filosofia italiana. Dal secondo dopoguerra al nuovo millennio, il Mulino, Bologna 2016.
E. Garin, La filosofia come sapere storico, Laterza, Roma-Bari 1990;
F. Bianco, Insegnamento della filosofia: metodo “storico” o metodo “zetetico”?, in Paradigmi, VIII, 1990, 23, pp. 391-410;
D. Antiseri, Il mestiere del filosofo. Didattica della filosofia, Armando Editore, Roma 1999;
J. Hospers, Introduzione all’analisi filosofica, Milano, Mondadori 2003;
E. Ruffaldi, Insegnare filosofia, il Giardino dei Pensieri 2012;
A. Gaiani, Insegnare concetti. La filosofia nella scuola di oggi, Carocci, Roma 2012.
E. Ruffaldi - U. Nicola, La formazione filosofica. Storia, concetti e problemi della filosofia. Filosofia oggi: leggere la complessità, Loescher, Torino 2015;
A. Caputo, Ripensare le competenze filosofiche a scuola. Problemi e prospettive, Carocci, Roma 2019.
Bibliography
Beyond the study of the online course unities, student will
a) read:
- E. Husserl, Filosofia prima, Teoria della riduzione fenomenologica, Capitolo primo: Introduzione. La motivazione di chi comincia a filosofare nella situazione assoluta, Rubbettino, Soveria Mannelli 2007, pp. 5- 53;
- M. Scheler, L’essenza della filosofia, Rubbettino, Soveria Mannelli 2001, pp. 15-72;
- W. Dilthey, L'essenza della filosofia, La Scuola, Brescia 1971.
b) evaluate the handbooks:
- E. Ruffaldi, P. Carelli, U. Nicola, G.P. Terravecchia, A. Sani, La formazione filosofica. Storia, concetti e problemi della filosofia, Loescher, Torino 2015;
- U. Eco, R. Fedriga, Storia della filosofia. Per le Scuole superiori, Laterza, Roma 2014.
Teaching methods
Frontal lectures; self-learning activities through the use of digital content, online sources, manuals, texts or free resources. Discussion of the handbooks used in teaching contexts.
Lessons will be in presence and/or in streaming (Edunova Moodle)
Assessment methods and criteria
Oral examination consist of outlining and presenting a teaching-unity.
Assessment criteria and assessment thresholds:
30 cum laude: Excellent, excellent solidity of knowledge, excellent expressive properties, excellent understanding of the concepts
30: Very good. Complete and adequate knowledge, well-articulated and correctly expressed
27-29: Good, satisfactory knowledge, essentially correct expression.
24-26: Fairly good knowledge, but not complete and not always correct.
22-23: Generally sufficient knowledge but superficial. Expression is often not appropriate and confused.
18-21: Sufficient. The expression and articulation of the speech show important gaps.
<18: insufficient knowledge or very incomplete, lack of guidance in discipline, expression seriously deficient. Exam failed.
Other information
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2030 agenda goals for sustainable development
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