22690 - Teaching of Philosophy (1)

Course Unit Page

  • Teacher Diego Donna

  • Credits 6

  • SSD M-FIL/06

  • Teaching Mode Traditional lectures

  • Language Italian

  • Course Timetable from Mar 23, 2020 to May 08, 2020

Academic Year 2019/2020

Learning outcomes

The course is intended to offer general and at the same time in-depth knowledge of the main didactic methodologies used in philosophy. Analyses of issues and significant specific contributions from the history of modern and contemporary philosophical thought will be aimed at encouraging the development of students’ semiotic abilities as well as broadening their expressive abilities and potential in knowledge. Furthermore, the lessons will touch on topics such as the role of those who teach the discipline, didactic planning and the possibility of using technology in teaching philosophy.

Course contents

The course is subdivided into three parts:

  1. Monographic part
  2. Institutional part
  3. Seminars

 

MONOGRAPHIC PART

The monographic part will discuss some of the main theoretical models that have dealt with the problems involved in defining the status of philosophy in the modern era and the methods with which it is transmitted. In particular, the debate on the nature of philosophising will be examined on the basis of three models: for Descartes, a rational activity that breaks away from the Scholastic tradition; for Kant, an enquiry into the autonomy of reason and its legislation in the conflict among the faculties; for Hegel, a philosophical system that thematises the historical nature of its own knowledge.

The following texts will be read:

Descartes, Discourse on Method (selections)

Advised Italian editions:

Cartesio, Discorso del metodo, in Cartesio, Opere filosofiche, a cura di E. Garin, Bari, Laterza, 1991, vol. 1

Descartes, Discorso del metodo, in Descartes, Opere scientifiche di René Descartes, a cura di E. Lojacono, Torino, Utet, 1983 vol. 2

Kant, Anthology of Pedagogical Writings (selections)

Kant, Critique of Pure Reason (selections)

The Conflict of the Faculties (selections)

Advised Italian editions:

Kant, Antologia di scritti pedagogici, a cura di G. Formizzi, Verona, Il Segno dei Gabrielli, 2004

Kant, Il Conflitto delle facoltà, a cura di D. Venturelli, Brescia, Morcelliana, 1994

Kant, Critica della ragion pura, trad. it di G. Gentile e G. Lombardo-Radice, Bari, Laterza (1909), 2017.

Hegel, La scuola e l’educazione. Discorsi e relazioni, Norimberga, 1808-1816 (selections)

Hegel, Introduzione alla storia della filosofia, trad. it. di A. Plebe, Bari, Laterza, 1967 (selections)

Advised Italian editions:

Hegel, La scuola e l’educazione. Discorsi e relazioni (Norimberga, 1808-1816), a cura di L. Sichirollo, A. Burgio, Milano, Franco Angeli, 1985

 

General bibliography

T. Gregory, Genèse de la raison classique, Paris, PUF, 2000

M. Spallanzani, Descartes : la règle de la raison, Paris, Vrin, 2015

J. Cottingham, Cartesio, Bologna, Il Mulino, 1991

D. Donna, Le catene di ragioni e l’ordine della natura. Teorie della conoscenza in Descartes e Spinoza, Milano, Mimesis, 2015

D. Cozzoli, Il metodo di Descartes, Macerata, Quodlibet, 2008

O. Höffe, Immanuel Kant, Bologna, Il Mulino, 1986

G. Micheli, Kant storico della filosofia, Padova, Antenore, 1980

E. Weil, Problemi kantiani, Urbino, QuattroVenti, 1976

G. Formizzi, Introduzione a Kant, Antologia di scritti pedagogici, a cura di G. Formizzi, 2ed., Verona, Il Segno dei Gabrielli, 2004, pp. 8-28

P. Manganaro, L’antropologia di Kant, Napoli, Guida, 1983

A. Guerra, Introduzione a Kant, Bari, Laterza, 2013

F. Caputo, Etica e pedagogia. Linee di teorizzazione etica e pedagogica dal Rinascimento a Nietzsche, Pellegrini, 2005

N. Luhmann, K.E. Schorr, Il sistema educativo. Problemi di riflessività, Roma, Armando, 1988

L. Illetterati (a cura di), Hegel, Roma, Carocci, 2010

R. Bodei, Sistema ed epoca in Hegel, Bologna, Il Mulino, 1975

A. Burgio, Strutture e catastrofi. Kant, Hegel, Marx, Roma, Editori Riuniti, 2000.

 

II. INSTITUTIONAL PART

This course aims at reconstructing various approaches to the history of modern philosophy, as well as the main didactic methodologies used in philosophy.

Knowledge of one of the following textbooks of History of the didactics of philosophy is required:

G. Piaia, Il lavoro storico-filosofico. Questioni di metodo ed esiti didattici, Padova, Cluep, 2001; L. Illetterati, a cura di, Insegnare filosofia. Modelli di pensiero e pratiche didattiche, Torino, Utet, 2007; G. Semerari, a cura di, Pensiero e narrazioni, Bari, Dedalo, 1995; M. De Pasquale, a cura di, Filosofia per tutti. La filosofia per la scuola e la società del 2000, Milano, Franco Angeli, 1998.

Knowledge of one of the following high school History of philosophy textbooks is also required, taken as an example of a theoretical and didactic approach to the history of philosophy:

Storia della filosofia con testi e letture critiche curata da F. Adorno, T. Gregory, V. Verra, Bari, Laterza 1979, rist., vol. II; Storia della filosofia, a cura di F. Restaino, Torino, Utet 1999, vol. 3/1 e 3/2; Storia della filosofia moderna, curata da M. Mori, Bari, Laterza, 2005, Storia della filosofia moderna, curata da G. Belgioioso, Le Monnier Università, 2018.

 

III. SEMINARS

Two seminars will be held, examining the epistemological and didactic questions underlying the history of philosophical historiography and the relation between philosophy and other forms of knowledge: science, art, technologies.

The seminar’s schedule and materials will be communicated during the lessons.

Readings/Bibliography

For the bibliography, see the program.

Teaching methods

Classroom lectures and readings, along with discussion of the most important issues and direct student participation.

Assessment methods

Attending the entire course corresponds to 6 credits. The same program applies to attenders and non-attenders.

Students will present the following program:

  1. specialised course
  2. general course

The oral exam will take place in the professor’s office and will assess:

  1. the historical-philosophical knowledge acquired during the lessons and the familiarity with the basic texts and the related bibliography;
  2. the degree of comprehension and critical re-elaboration of the course’s content;
  3. students’ ability in expression and their competence in orienting themselves with respect to the main interpretational lines.

Enrolment in the exam will be online, on the ALMAESAMI website.

 

Assessment criteria

30 cum laude: outstanding abilities, solid knowledge and capability of critical elaboration

30: excellent ability, adequate knowledge and rich expression

27-29: good ability, satisfactory knowledge, correct expression

24-26: decent ability, incomplete and partially correct knowledge

21-23: sufficient ability, general knowledge, confused expression

18-21: barely sufficient ability, lack of expression and considerable theoretical gaps

<18: insufficient ability, knowledge absent or inconsistent, lack of orientation in reasoning

Teaching tools

A collection of texts aimed at elaborating the issue of philosophical didactics in the history of philosophy will be made available.

Office hours

See the website of Diego Donna