Studying at the University of Verona
Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.
Study Plan
The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.
2° Year activated in the A.Y. 2020/2021
Modules | Credits | TAF | SSD |
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2 modules among the following
Modules | Credits | TAF | SSD |
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2 modules among the following
Modules | Credits | TAF | SSD |
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3 modules among the following
3 modules among the following
1 module among the following
Legend | Type of training activity (TTA)
TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.
Didactical Methods in teaching Philosophy (2019/2020)
Teaching code
4S007342
Teacher
Coordinator
Credits
6
Language
Italian
Scientific Disciplinary Sector (SSD)
M-FIL/06 - HISTORY OF PHILOSOPHY
Period
Sem. 1B dal Nov 11, 2019 al Jan 11, 2020.
Learning outcomes
Didactical Methods of Teaching Philosophy We aim at acquiring cognitive and hermeneutical competencies: a) about the most prominent discussions, within the Western history of philosophy, on teaching philosophy and ‘making philosophy’ with others (Plato, Augustin, Rousseau, …); b) about the recent Italian debates on teaching philosophy (in high-school and University), with reference to recent formal education curricula and to demands of philosophical education also in extra-scholastic contexts (healthcare setting, context prison, etc.), with proper distinctions of recipients, philosophical demands and didactical contexts; c) about documental, textual, informatic instruments and different ways useful for teaching philosophy. We aim at working in laboratories as well, in order to test and improve students’ skills to organise real lessons on the subjects themselves will choose.
Program
Title and Subject of the Course: “Will we teach pure concepts? Towards a ‘philosophical’ teaching of philosophy”
“Men’s knowledge is humanistic in its quality: not for its concerning past human creations, but for its efforces to set our intelligence and mutual understanding completely free. Every subject reaching this result is human, everyone failing it is neither educative” (J. Dewey)
“The scope of teaching is not the simple transmission of knowledge, but the set in motion of a growing process for a human being, involving not only his cognitive skills, but other resources as well (emotional, relational, social skills, …). The education of a student goes beyond cultural and disciplinar boundaries: it should become a complete formation of that person… It is a long life learning, not reducible to a simple amount of notions: it involves the ways we are individuals, members of a family and a society, our personal fullfillment and the ways we contribute to our and others’ welfare” (A. Gaiani).
Bibliography:
A) L.M. NAPOLITANO VALDITARA, Il dialogo socratico. Fra tradizione storica e pratica filosofica per la cura di sé, Milano-Udine Mimesis 2018 (mostly Part I, a and b, and Part II);
B) a book chosen between:
-A. GAIANI, Insegnare concetti. La filosofia nella scuola di oggi, Milano Carocci Editore 2012;
-A. GAIANI, Il pensiero e la storia. L’insegnamento della filosofia in Italia, Padova CLEUP 2014;
-L. ILLETTERATI, Insegnare filosofia. Modelli di pensiero e pratiche didattiche, UTET Università Novara 2007;
C) a book chosen between:
-TOMMASO D’AQUINO, De magistro, tr. it. a c. di E. Ducci, Anicia Editore 1995;
-J.J. ROUSSEAU, Emilio o dell’educazione, tr. it. Milano Mondadori Oscar Classici 2013;
-I. KANT, La pedagogia, tr. it. a c. di N. Abbagnano, Milano Mondadori (Luni) 2015
-J. DEWEY, Il mio credo pedagogico (ebook, ediz. KKIEN 2013); oppure Esperienza ed educazione, tr. it. di E. Codignola, Milano Cortina 2014.
Lessons will be available in records file wma on e-learning system (www.elearning.univr.it) and are compulsory for all the students, both attending lessons or not.
Author | Title | Publishing house | Year | ISBN | Notes |
---|---|---|---|---|---|
Tommaso d'Aquino | De magistro, tr. it. di E. Ducci | Anicia Editore | 1995 | ||
Jean Jacques Rousseau | Emilio o dell'educazione | MIlano Mondadori | 2013 | ||
John Dewey | Esperienza ed educazione (tr. it. di E. Codignola) | Milano Cortina | 2014 | ||
Napolitano Linda | Il dialogo socratico. Fra tradizione storica e pratica filosofica per la cura di sé | Mimesis | 2018 | 9788857550657 | |
Alberto Gaiani | Il pensiero e la storia. L’insegnamento della filosofia in Italia, | CLEUP Padova | 2014 | ||
Alberto Gaiani | Insegnare concetti. La filosofia nella scuola di oggi | Carocci | 2012 | ||
L. Illetterati (a c. di) | Insegnare filosofia. Modelli di pensiero e pratiche didattiche | UTET Università Novara | 2007 |
Examination Methods
Didactical Methods: The course will be carried on by frontal lessons, with direct reading of the texts and following discussions. Therefore attendance at classes will be very useful and desirable, though obviously not compulsory. The same program is valid for students who cannot attend lessons; nevertheless, they must get in touch with the teacher, in order to receive indications on adding texts, whose reading will compensate for lacking attendance: these texts will be agreed for every student, with regard to his previous knowledge, curriculum and interests.
Ways of evaluation: Some oral questions will be put to the student; he will be invited to read and comment some passages of the original texts already read together during classes. Papers written by students or lesson agreed with the teacher and offered during classes will be part of evalutation as well.