Framing and interpreting the pedagogical knowledge towards philosophical dimension means welcoming philosophy as philosophizing, as lifelong and unique searching for, appreciating a cognitive process which refuses to separate thinking from living.
A situated thinking considers literary writing to be suitable for philosophical reflection about education, seen as place for consciously living the deep complexity of existence.
The course aims at developing an idea of education which links thinking to feeling, in both cognitive and practical dimension.
Philosophizing about education.
Understanding a person in his/her existential concreteness, placing him/her before any plan or interpretation which prefers the part to the whole, cognitive life to emotional one, calculation to the truth, means giving value back to creativity of singularity and to order of being, as well as welcoming the diversity as partner and horizon of one’s own identity.
L. Mortari, Aver cura di sé, Bruno Mondadori, Milano, 2009.
R. De Monticelli, L’allegria della mente, Bruno Mondadori, Milano, 2004.
D. Silvestri, Diventare e restare soggetti, by L. Pati, L. Prenna, Ripensare l’autorità, Guerini and ass., Milano, 2008, pp.81-95.
The assessment will be defined at the beginning of the course.
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