The essay is structured into four sections. The first, of a foundational nature, examines the relationship between General Didactics and Subject-Specific Didactics (specifically, the Didactics of Philosophy), proposing the model of translation (linguistic hospitality) as a paradigm for interdisciplinary dialogue between the two domains. The second section enacts this attempt at a philosophical translation of certain concepts that are now commonly used in school Didactics, particularly with regard to the fundamental elements of designing Learning Units. The third section continues this discussion by questioning what is, and what could be, the so-called “simulated lesson” (required in oral examinations for teaching competitions and PF60). The final section revisits some proposals (including concrete ones) concerning three-year curricular planning in high schools. The underlying aim is to show whether, and how, it is possible to philosophically inhabit didactic proposals, within an authentic dialogue that places neither Philosophy above General Didactics, nor the latter in a position of superiority over the former (including in terms of concrete approaches to teaching practice).
Costruire, abitare, insegnare: per una traduzione filosofica dell'Unità di apprendimento e della Lezione simulata
annalisa caputo
2025-01-01
Abstract
The essay is structured into four sections. The first, of a foundational nature, examines the relationship between General Didactics and Subject-Specific Didactics (specifically, the Didactics of Philosophy), proposing the model of translation (linguistic hospitality) as a paradigm for interdisciplinary dialogue between the two domains. The second section enacts this attempt at a philosophical translation of certain concepts that are now commonly used in school Didactics, particularly with regard to the fundamental elements of designing Learning Units. The third section continues this discussion by questioning what is, and what could be, the so-called “simulated lesson” (required in oral examinations for teaching competitions and PF60). The final section revisits some proposals (including concrete ones) concerning three-year curricular planning in high schools. The underlying aim is to show whether, and how, it is possible to philosophically inhabit didactic proposals, within an authentic dialogue that places neither Philosophy above General Didactics, nor the latter in a position of superiority over the former (including in terms of concrete approaches to teaching practice).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
