In these "uncertain and liquid" years it is of fundamental importance the capacity for autonomous and critical reasoning and the possibility of being able to express oneself in an open, inclusive and democratic context. All this, in the light of the studies in the field, becomes necessary starting from the smallest and the primary school contexts. In this thesis, after an overview of thought thought and education, the method of Philosophy for children, conceived by Matthew Lipman in the late 1970s, is presented, which identifies in the dialogue within a class transformed into a research community, the tool necessary for the formation of individuals able to reason in a complex way, through a critical, creative and valuable thinking. This dialogue is based on that of Socrates, one of the most important exponents of the philosophical tradition, considered the father of Western philosophy. After an examination of Socratic Maieutic dialogue, bringing back the thought of scholars of the twentieth century, what is called polyphonic dialogue in the Philosophy for children is presented. In conclusion, in the last chapter, are considered other matrices of thought, born in recent decades, rethinking the P4C beyond Lipman.
In questi anni “incerti e liquidi” è di fondamentale importanza la capacità di ragionamento autonomo e critico e la possibilità di potersi esprimere in un contesto aperto, inclusivo e democratico. Tutto ciò, alla luce degli studi in ambito, diventa necessario a partire dai più piccoli e dai contesti scolastici primari. Nella presente tesi dopo una panoramica su pensiero ed educazione del pensiero, viene presentato il metodo della Philosophy for children, ideato da Matthew Lipman alla fine degli anni 70, che individua nel dialogo all’interno una classe trasformata in comunità di ricerca, lo strumento necessario alla formazione di individui capaci di ragionare in maniera complessa, attraverso un pensiero critico, creativo e valoriale. Dialogo che si rifà a quello di Socrate, uno dei più importanti esponenti della tradizione filosofica, considerato il padre della filosofia occidentale. Dopo una disamina su dialogo socratico maieutico, riportando il pensiero di studiosi del Novecento, viene presentato quello che nella Philosophy for children è chiamato dialogo polifonico. In conclusione, nell’ultimo capitolo, vengono considerate altre matrici di pensiero, nate negli ultimi decenni, ripensando la P4C oltre Lipman.
LA FILOSOFIA INCONTRA L’INFANZIA. EDUCARE A PENSARE ATTRAVERSO L’ATTO DIALOGICO DEL FILOSOFARE, NELLA PRATICA DELLA PHILOSOPHY FOR CHILDREN E DEL DIALOGO SOCRATICO
PERISSINOTTO, STEFANIA
2022/2023
Abstract
In these "uncertain and liquid" years it is of fundamental importance the capacity for autonomous and critical reasoning and the possibility of being able to express oneself in an open, inclusive and democratic context. All this, in the light of the studies in the field, becomes necessary starting from the smallest and the primary school contexts. In this thesis, after an overview of thought thought and education, the method of Philosophy for children, conceived by Matthew Lipman in the late 1970s, is presented, which identifies in the dialogue within a class transformed into a research community, the tool necessary for the formation of individuals able to reason in a complex way, through a critical, creative and valuable thinking. This dialogue is based on that of Socrates, one of the most important exponents of the philosophical tradition, considered the father of Western philosophy. After an examination of Socratic Maieutic dialogue, bringing back the thought of scholars of the twentieth century, what is called polyphonic dialogue in the Philosophy for children is presented. In conclusion, in the last chapter, are considered other matrices of thought, born in recent decades, rethinking the P4C beyond Lipman.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/59611