Knowledge and understanding At the end of the course students will be able to demonstrate the attainment of the following learning objectives: 1. knowledge and understanding of the main philosophical problems relevant to educational practice and of the related theories developed over the course of Western thought; 2. knowledge and understanding of the different methodologies available in the philosophical field, their theoretical implications and educational consequences; 3. Knowledge and understanding of the philosophical lexicon and its significance for the development of a technical terminology in the pedagogical field as well. Applying knowledge and understanding At the end of the course students will be able to demonstrate the attainment of the following learning objectives: 1. applying knowledge and understanding to possible scenarios taken from concrete educational activity; 2. applying knowledge and understanding to the reflection on situations in which the dignity of the person and crucial ethical issues determine the pedagogical practice; 3. applying knowledge and understanding to the identification and autonomous analysis of key concepts at the boundary between philosophy and pedagogy; 4. Development of a critical and independent attitude in approaching texts, authors, contexts and problems.
COURSE CONTENT: The birth and development of Western philosophy as reflection on the role and destiny of human being.
The course is centered upon the presentation and discussion of crucial moments in the history of Western philosophy and follows the red thread of a gradual discovery of the essential role of human being as pillar of any philosophical reflection, and consequently of any educational praxis, aiming at being aware of itself. Each step of the syllabus will be presented within a historical frame, starting from the origins of philosophical thinking in Greece, and at the same time will provide the proper occasion for defining and understanding the more important philosophical concepts, with a particular attention to their educational implications.
|Simone Weil||Attesa di Dio||Adelphi||2008|
|Pico della Mirandola||Discorso sulla dignità dell'uomo||La Nuova Italia||Possono andar bene anche altre edizioni del testo purché complete.|
|René Descartes||Discorso sul metodo||Laterza|
|Giuseppe Fornari||Eraclito: la luce dell'Oscuro (Edizione 2)||Olschki||2017||Del testo bisogna portare la parte dedicata ai frammenti di Eraclito.|
|Platone||Fedro||Arnoldo Mondadori||Possono andar bene anche altre edizioni del testo purché complete.|
|Friedrich Nietzsche||La gaia scienza||Adelphi||Si consiglia in particolare lo studio del libro III del testo.|
|Giuseppe Fornari||Mito, tragedia, filosofia. Dall'antica Grecia al Moderno||Studium||2018||Del testo sono da studiare le seguenti parti: Prefazione - Introduzione - Cap. 2 - Cap. 3, primi tre paragrafi - Cap. 6 - Cap. 7 - Conclusione|
The exam aims to assess the attainment of the course’s learning outcomes, and this will be addressed as follows:
1) presenting one (or more) problem(s) discussed in class: students will have to demonstrate possession of basic notions and concepts, showing ability to explain them in a systematic manner as well as follow their diachronic development, and particularly understand their practical application in the educational field;
2) discussing the mandatory texts regarding Socrates (cf. 2, 3 and 4 of the Mandatory reading): students will have to demonstrate understanding of Socrates’ theses, knowledge of the relevant historical context and, lastly, ability to autonomously identify the concepts relevant to pedagogy as well as imagine their possible impact on teaching and education.
Each part of the exam has equal weighting, i.e., 1/2 of the final mark.
No distinction will be made between attending and non-attending students. Non-attending students are however invited to contact the professor should they need additional readings.