1,721,168 research outputs found
PHILOSOPHERS GO TO SCHOOL. SOME CONSTRAINTS AND SHARED REMARKS
No full textThe chapter presents an experience of philosophizing with children made by academic philosophers in an Italian elementary school.The structure of the text reproduces the different paths of reflection developed by the philosopher after the experience, collected by the author in a sort of "thinking aloud" process, in wich memories of the activity and exchanging of ideas dialogue together in order to offer some constraints and shared remarks on the possibility and value of philosophical practice with/for children
Filosofare per capire l'arte? Uno studio esplorativo sulla comprensione artistica in diverse età scolari
No full textDidattica e cultura dell'integrazione: dalle definizioni ai significati
No full textil saggio propone una interpretazione socio-costruttivista del modello di funzionamento e salute proposto nella classificazione ICF (OMS). L'approccio bio-psico-sociale con le sue componenti di attività, parteciapzione e fattori contestuali viene declinato in chiave pedagogica e proposto come strumento utilizzabile nei contesti educativi attraverso una sua operazionalizzazione didattic
Doing Philosophy in the Classroom as Community Activity: a Cultural-Historical Approach
No full textOne of the most traditional ways to teach philosophy in secondary school is a historical approach”, which takes a historicist view of philosophy and uses teaching practice based on teacher-centred lessons and textbook study by students. Only recently a debate on different approaches to teach philosophy is developing, considering the discipline as practical and dialogical activity to be fostered in the classroom. What could mean “doing philosophy” in the classroom from an instructional perspective? What are the premises and constraints which allow the transformation of philosophy from a discipline to a community activity? In this paper a teaching model based on cultural-historical theory is proposed and discussed. The model is composed by three level of specification of the activity, from lower to higher, which correspond to three different analysis plans of the philosophical practice in an instructional context. Each level is composed by seven fundamental dimensions which highlight the meanings, the constraints, and the tools implied and developed in philosophizing as socio-cultural activity. Finally, if and how Philosophy for Children should be considered an activity respondent to the model and its educational aims is discussed
Democrazia e ricerca: l'internalizzazione di regole collaborative entro la comunità di discorso filosofica
No full textIl saggio presenta i risultati di una ricerca empirica volta ad evidenziare le dinamiche pragmatiche del dialogo di ricerca in "community of inquiry" gestite secondo la metodologia della Phiilosophy for Children, mettendone in luce le implicazioni pedagogiche per l'educazione alla convivenza democratica,intesa come condizione e contesto di co-costruzione della conoscenza
RAGIONARE CON IL DISCORSO. IL PENSIERO ARGOMENTATIVO NELLE DISCUSSIONI IN CLASSE
No full textLa prima parte del volume mette a tema la natura dialogica del pensiero e del ragionamento, indagandone la dimensione argomentativa e la componente sociale. L'analisi della letteratura internazionale, in particolare ispirata al paradigma della mente discorsiva e all'approccio socio-costruttivista, conduce l'autrice a porre le basi psico-pedagogiche e filosofiche a sostegno della pratica didattica della discussione in classe per lo sviluppo del pensiero critico, creativo e valoriale. Su queste premesse poggia la proposta educativa presentata nella seconda parte del volume, in cui viene offerta un'analisi critica della Philosophy for Children e gli esiti della prima ricerca empirica italiana sul curricolo americano volto alla promozione della "democrazia del pensiero" in classi trasformate in "comunità di ricerca" filosofica
Se l’inclusione sfida il sostegno: note a margine di un percorso formativo
Full text linkThe paper presents one shared education experience realized in North Italy during 2014, aimed to rethink the concept of inclusion in a “community of inquiry” setting. The participants – the pedagogical coordinators of Pre-Schools area and persons in chief of Trento Childhood Service – were involved in a common reflection about the priorities that inclusion determines in the school contexts, trying to better define roles, meanings, and goals of specialized teachers as “contextual factor” in children’s project of life. The training project, born to optimize the use of addicted human and material resources requested by “special educational needs” of children with disabilities, became an opportunity to redefine the importance to abandon a view of inclusion as subject centered process, to explore a new approach which is inspired and aspires to a bio-psycho-social interpretation of teaching and learning function in school environment. An interesting agenda emerged as shared inquiry process activated among participants, useful to orient new agency proposals in schools, services, and community.The paper presents one shared education experience realized in North Italy during 2014, aimed to rethink the concept of inclusion in a “community of inquiry” setting. The participants – the pedagogical coordinators of Pre-Schools area and persons in chief of Trento Childhood Service – were involved in a common reflection about the priorities that inclusion determines in the school contexts, trying to better define roles, meanings, and goals of specialized teachers as “contextual factor” in children’s project of life. The training project, born to optimize the use of addicted human and material resources requested by “special educational needs” of children with disabilities, became an opportunity to redefine the importance to abandon a view of inclusion as subject centered process, to explore a new approach which is inspired and aspires to a bio-psycho-social interpretation of teaching and learning function in school environment. An interesting agenda emerged as shared inquiry process activated among participants, useful to orient new agency proposals in schools, services, and community
PHILOSOPHIZING AS HEALTHY FUNCTIONING:PROMOTING ACTIVITY AND PARTICIPATION WITHIN COMMUNITIES
No full textSi esplorano le possibili relazioni positive tra la pratica dela philosophy for children e la promozione del ben-essere inteso come processo dinamico bio-psico-sociale basato sull'ampliamento di attività e partecipazione. Il sostegno educativo al "complex thinking" è considerato aspetto fondamentale del "good functioning" della persona nel contesto
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