DIDACTICS OF PHILOSOPHY

The course aims to provide participants with the opportunity to reflect on the main themes related to the teaching of philosophy. Through an in-depth analysis from historical, theoretical, and practical perspectives, the programme seeks to prepare students for teaching historical-philosophical and psycho-pedagogical disciplines in secondary schools. In addition to equipping students with effective tools for teaching the history of philosophy, the course also aims to consider the pedagogical specificities of philosophical discourse and language, analyzing these alongside other word-centred practices. Given the central importance of the educational context for this course, we will also reflect on the nature, practices, and discourses of an institution – such as the school – and on the emancipatory role that philosophy can play in this setting.

At the end of the course, the student:

- Has reflected on some of the fundamental issues related to the teaching of philosophy and the unique ways to stimulate students' reflection and critical thinking through the teaching of this subject, especially in the context of high school.
- Has considered the pedagogical and formative value of dialogue and verbal practices applicable within the classroom and in group work conducted around philosophical discussion.
- Has understood the importance of teaching philosophy in schools to develop students' critical thinking and to encourage good practices related to media and information consumption, body awareness, relational dynamics, and the identification and mastery of emotions.
- Has acquired and practiced essential teaching skills for the instruction of philosophy, reflecting—also during the numerous practical and seminar parts of the course—on how to utilize them in the classroom.
- Has questioned the specifics of teaching philosophy in Italy, comparing it to other contexts.
- Has reflected on institutional dynamics in general and the school in particular, on the role of the teacher in the classroom, and on the critical and liberating value of philosophical practice.
- Is able to design and construct teaching activities related to philosophy, illustrate their principles and methodologies, and prepare the related assessments.

To effectively engage with the course content, students must have acquired, during their undergraduate studies: a mastery of philosophical terminology; knowledge of fundamental themes and key issues in the history of philosophy.
The course, intended for students enrolled in their second year, can also be taken by first-year students.

The course is structured into theoretical modules dedicated to presenting the specificities and didactic models unique to teaching philosophy. These modules will not only provide concrete insights and tools for future teachers but will also analyze the peculiarities of the Italian context as well as distinctive aspects of other educational settings. The aim is to reflect on how teaching philosophy, beyond transmitting historical and conceptual knowledge, can foster the development of critical thinking, argumentative rigor, and introspective abilities.

We will study the specificity of philosophical discourse and dialogue practices, as well as other rhetorical uses, such as sophistic rhetoric and Epicurean and Stoic epistles. In this context, we will examine some of Augustine's writings on the use of words, their educational value, and their power to shape social relationships. Moreover, moving beyond the rigid disciplinary compartmentalization of today, we will explore the concept of philosophy as a way of life, as it emerges from classical and late antiquity writings, a perspective deepened by Martha Nussbaum, which invites us to question the role of the humanities in the contemporary world.

In addition to lectures, the course will offer various seminar opportunities for discussion and exchange among participants, who will be called upon to respond to the prompts from the instructor and the bibliography with their personal contributions. In the practical-operational part, we will introduce some of the didactic models that have emerged from recent debates on teaching philosophy, including historical, logical-argumentative, and conceptual methods. Students will conduct simulations of their application in a school context, and these simulations will contribute to the final assessment.

Course Materials and Bibliography

The professor will distribute slides and materials in class (available on Moodle). In addition to these, we will work with the following bibliography during the course:

TEACHING PHILOSOPHY
- Luca Illetterati, *Insegnare filosofia. Modelli di pensiero e pratiche didattiche*, Utet, 2007.
- Students will also be required to use high school philosophy textbooks for the seminar parts and to prepare lesson simulations
- Optional supplementary and in-depth texts: Rossella Fabbrichesi, *Cosa si fa quando si fa filosofia?*, Raffaello Cortina Editore, 2017; Annalisa Caputo, *Manuale di didattica della filosofia*, Armando Editore, 2019; Alberto Gaiani, *Insegnare concetti. La filosofia nella scuola di oggi*, Carocci, Roma 2012.

DISCOURSE AND WORD IN PHILOSOPHICAL PRACTICE
- Pierre Hadot, *Esercizi spirituali*, in *Esercizi spirituali e filosofia antica*, Einaudi, 1988, pp. 29-68.
- Augustine of Hippo, *Il maestro e la parola*, Bompiani, 2004.
- Martha Nussbaum, The Therapy of Desire: Theory and Practice in Hellenistic Ethics, Princeton University Press, (1994) 2018
- Martha Nussbaum, Cultivating Humanity. A Classical Defense of Reform in Liberal Education, Harvard University Press, 1998
- Massimo Recalcati, *La pratica del colloquio clinico. Una prospettiva lacaniana*, Raffaello Cortina, 2017.

INSTITUTIONS
- Franco Basaglia, *L’istituzione negata*, Baldini+Castoldi, 2018.
- Franco Basaglia, *Fare l’impossibile. Ragionando di psichiatria e potere*, Saggiatore, 2024.

Oral Examination. Classroom exercises performed by students will also contribute to the final assessment.

Lectures, readings, and text discussions. In addition to classroom activities with the instructor, students will be required to simulate a philosophy lesson by preparing a learning unit on a topic agreed upon with the instructor.

Italian

Accessibility, Disability, and Inclusion

Ca’ Foscari complies with Italian Law (Law 17/1999; Law 170/2010) to provide support and accommodations for students with disabilities or specific learning disorders. If you have a motor, visual, or hearing disability, or other disabilities (Law 17/1999), or a specific learning disorder (Law 170/2010) and require support (classroom assistance, technological aids for exams or individualized exams, accessible materials, note-taking services, specialized tutoring support, interpreters, or other services), please contact the Disability and DSA Office at: 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