Teaching Workshop: Introduction to Philosophy for Children
A.Y. 2020/2021
Learning objectives
The workshop aims to explore the philosophical, theoretical-practical, and political implications of Philosophy for Children/Community. The workshop will also explore possible applications of Philosophy for Children in both schools and society in general.
Expected learning outcomes
The workshop aims to develop the following skills:
Critical thinking skills:
By the end of the workshop, students will display a sufficiently independent critical approach in selecting and interpreting the notions that are most relevant their area of study and to the broader socio-cultural context in which they operate
Communication skills:
By the end of the workshop:
- students will be able to effectively communicate the acquired knowledge and disseminate it to the general public;
- student will have developed basic IT skills concerning knowledge preservation and transfer.
Learning skills:
By the end of the workshop, students will have developed the learning skills required to continue their studies in keeping with their own research interests. In order to meet this objective, students will also develop relevant skills in the independent interpretation of sources and in the use of basic IT tool for bibliographic research.
Critical thinking skills:
By the end of the workshop, students will display a sufficiently independent critical approach in selecting and interpreting the notions that are most relevant their area of study and to the broader socio-cultural context in which they operate
Communication skills:
By the end of the workshop:
- students will be able to effectively communicate the acquired knowledge and disseminate it to the general public;
- student will have developed basic IT skills concerning knowledge preservation and transfer.
Learning skills:
By the end of the workshop, students will have developed the learning skills required to continue their studies in keeping with their own research interests. In order to meet this objective, students will also develop relevant skills in the independent interpretation of sources and in the use of basic IT tool for bibliographic research.
Lesson period: Second semester
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
During the ongoing covid emergency, the course syllabus will be maintained with the following changes made to enhance the effectiveness of the online version of the laboratory, which was originally designed for face-to-face teaching.
Online environments used:
Ariel
TEAMS
Any updates to the schedule will be posted in Ariel
Online environments used:
Ariel
TEAMS
Any updates to the schedule will be posted in Ariel
Course syllabus
The workshop aims to deepen the philosophical theoretical-pratical and political horizon of the philosophy for children-community and of the possible declinations and school contexts, extraschool, educational and social contexts. The activities involve direct involvement of the participants through philosophy for children-community sessions in the style of the research community. The laboratory is aimed at both students of the master's degree in Philosophical Sciences and students of the three-year degree.
Prerequisites for admission
No previous knowledge required
Teaching methods
Debate and discussion
Community of inquiry
In-class writing exercises
In-class group work
Community of inquiry
In-class writing exercises
In-class group work
Teaching Resources
1) R. Fabbrichesi, Che cosa si fa quando si fa filosofia?, Raffaello Cortina, Milano 2017.
2) M. Lipman, L'impegno di una vita: insegnare a pensare, Mimesis, Milano-Udine 2018.
3) M. Lipman, Educare al pensiero, Vita e pensiero, Milano 2005.
3) S. Bevilacqua, P. Casarin [a cura di], Philosophy for children in gioco, Mimesis, Milano-Udine 2016.
4) W. Kohan, Infanzia e filosofia, Morlacchi editore, Perugia 2005.
5) P. A. Rovatti, D. Zoletto, La scuola dei giochi, Bompiani, Milano 2005.
6) E. Fink, L'oasi del gioco, Raffaello Cortina Editore, Milano 2008.
2) M. Lipman, L'impegno di una vita: insegnare a pensare, Mimesis, Milano-Udine 2018.
3) M. Lipman, Educare al pensiero, Vita e pensiero, Milano 2005.
3) S. Bevilacqua, P. Casarin [a cura di], Philosophy for children in gioco, Mimesis, Milano-Udine 2016.
4) W. Kohan, Infanzia e filosofia, Morlacchi editore, Perugia 2005.
5) P. A. Rovatti, D. Zoletto, La scuola dei giochi, Bompiani, Milano 2005.
6) E. Fink, L'oasi del gioco, Raffaello Cortina Editore, Milano 2008.
Assessment methods and Criteria
The methods for verifying learning:
verification, without evaluation, consists in the laboratory activities' partecipation, in preparation in the group of an oral presentation to be proposed in class, in the preparation of the required documents. Attendance is compulsory.
Evaluation criteria:
Autonomy of judgment.
Communication and expression skills, also with information technology. Autonomy in the use of sources and of basic bibliographic and It tools for research and scientific updating.
verification, without evaluation, consists in the laboratory activities' partecipation, in preparation in the group of an oral presentation to be proposed in class, in the preparation of the required documents. Attendance is compulsory.
Evaluation criteria:
Autonomy of judgment.
Communication and expression skills, also with information technology. Autonomy in the use of sources and of basic bibliographic and It tools for research and scientific updating.
Professor(s)