Philosophy is a discipline that contributes significantly to the formation of man and the citizen, urging the student to activate reflective paths on fundamental issues that affect the existence of man such as, for example, the origin of knowledge, the attainment of virtue and happiness, the origin of evil, etc. Nevertheless, teachers often develop it according to a historical approach, which assigns a greater emphasis to the acquisition of content, than a zetetic one, focused on investigation and personal research. As a result, teachers use transmissive teaching strategies, aimed at acquiring a series of information, which fail to fully involve students in the teaching-learning processes. To overcome this critical point, it is necessary to place in a dialectical relationship, encouraging an interdisciplinary approach, two areas that are only apparently antithetical: learning philosophy and learning to philosophise. This paper focuses on the potential inherent in the narrative and methodological approach of Situated Learning Episodes (EAS) in promoting an inclusive context, within which all students, according to their learning profile, may share their thoughts and expectations. To this end, we discuss a learning unit aimed to encourage students to improve their school and social reality through initiatives inspired by democratic values, solidarity and care for the Environment and relationships.
Didáctica de la filosofía y procesos inclusivos interdisciplinarios: el aporte de los Episodios de Aprendizaje Situado y del enfoque narrativo
TRAVAGLINI A.
2024
Abstract
Philosophy is a discipline that contributes significantly to the formation of man and the citizen, urging the student to activate reflective paths on fundamental issues that affect the existence of man such as, for example, the origin of knowledge, the attainment of virtue and happiness, the origin of evil, etc. Nevertheless, teachers often develop it according to a historical approach, which assigns a greater emphasis to the acquisition of content, than a zetetic one, focused on investigation and personal research. As a result, teachers use transmissive teaching strategies, aimed at acquiring a series of information, which fail to fully involve students in the teaching-learning processes. To overcome this critical point, it is necessary to place in a dialectical relationship, encouraging an interdisciplinary approach, two areas that are only apparently antithetical: learning philosophy and learning to philosophise. This paper focuses on the potential inherent in the narrative and methodological approach of Situated Learning Episodes (EAS) in promoting an inclusive context, within which all students, according to their learning profile, may share their thoughts and expectations. To this end, we discuss a learning unit aimed to encourage students to improve their school and social reality through initiatives inspired by democratic values, solidarity and care for the Environment and relationships.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
