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 (for instance The Apology of Socrates by Plato,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.

Testi da studiare:
A. Caputo, Manuale di didattica della filosofia, Armando, Roma 2019.
Platone, Apologia di Socrate qualsiasi edizione.
Agostino d'Ippona, Confessioni (i primi dieci libri), qualsiasi edizione.
Erasmo da Rotterdam, Elogio della follia, qualsiasi edizione.
René Descartes, Discorso sul metodo, qualsiasi edizione.

Testi aggiuntivi di riferimento del corso (consigli di lettura, non obbligatori):

G. Cambiano, Sette ragioni per amare la filosofia, Il Mulino, Bologna 2019.
A. Caputo, Ripensare le competenze filosofiche a scuola, Carocci, Roma 2019.
C. Cappelletto, a cura di, In cattedra, Raffaello Cortina Editore, Milano 2019.
G. Colli, La nascita della filosofia, Adelphi, Milano 1975.
R. Fabbrichesi, Cosa si fa quando si fa filosofia?, Raffaello Cortina Editore, Milano 2017.
A. Gaiani, Insegnare concetti. La filosofia nella scuola di oggi, Carocci, Roma 2012.
G. Deleuze-F. Guattari, Che cos'è la filosofia, Einaudi 2002 (1991).
P. Hadot, Esercizi spirituali e filosofia antica, Einaudi, Torino 1988.
L. Illetterati, Insegnare filosofia. Modelli di pensiero e pratiche didattiche, Utet, Torino 2007.
J. P. Vernant, Le origini del pensiero greco, Se, Milano 2007 (1962).

Oral, on the basis ot the study of the texts. The simulations carried out in class by the students will contribute to the evaluation.

A. Caputo, Manuale di didattica della filosofia, Armando, Roma 2019, capp. 1, 2, 3, 4. Gli studenti non frequentanti saranno tenuti a studiare tutto il libro.

Platone, Apologia di Socrate qualsiasi edizione.
Agostino d'Ippona, Confessioni (i primi dieci libri), qualsiasi edizione.
Erasmo da Rotterdam, Elogio della follia, qualsiasi edizione.
René Descartes, Discorso sul metodo, qualsiasi edizione.

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

oral