Knowledge and skills concerning the most important theoretical models and teaching methodologies for the didactics of philosophy.

The course aims at illustrating history, bibliography, main theoretical models, didactical methodologies, technologies and practices for the teaching of philosophy. In order to provide the ability to master and apply these notions, students will be also asked to conceive and perform the teaching of a learning unit in a simulated class setting.

Knowledge and understanding of theoretical issues concerning the role of a philosophy teacher, main methodologies and most advanced practices for the didactics of philosophy.

Ability to apply acquired knowledge to the planning of philosophy teaching activity, in the context of a multidisciplinary school environment.

Making independent judgements as for methodological approach, and assessment of teaching and learning processes; ability to argue, explain and discuss ideas in a philosophical language.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

Lectures and interactive lectures.

Attendance

No specific preliminary knowledge is required.

Course books

A. Caputo, Manuale di didattica della filosofia, Armando, 2019

Further bibliography will be suggested during the lectures

Assessment

Oral exam on the course book, taking into account the candidate’s ability to critically master his/her knowledge with respect to above mentioned learning objectives, and the ability to make an appropriate use of philosophical terminology and reasoning.

The final evaluation will be expressed in thirtieths according to the following scale: 30 and praise = excellent; 30 = very good / excellent; 27-29 = good; 24-26 = discrete; 21-23 = sufficient; 18-21 = just enough. The exam is not passed when the essential knowledge is not acquired, the understanding of the learned contents is poor and the disciplinary lexicon is not appropriate.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Course books

Non attending students are invited to contact the teacher in order to set the programme for the exam.

Assessment

Oral exam on the course books, taking into account the candidate’s ability to critically master his/her knowledge with respect to above mentioned learning objectives, and the ability to make an appropriate use of philosophical terminology and reasoning.

The final evaluation will be expressed in thirtieths according to the following scale: 30 and praise = excellent; 30 = very good / excellent; 27-29 = good; 24-26 = discrete; 21-23 = sufficient; 18-21 = just enough. The exam is not passed when the essential knowledge is not acquired, the understanding of the learned contents is poor and the disciplinary lexicon is not appropriate.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.