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Learning outcomes |
The Didactics of Philosophy II course aims to broadly develop the understanding of the structure of the Didactics of Philosophy. In this sense, it is assumed that the focus is on the epistemological and conceptual perspectives of the discipline, and therefore, considering how students are taught to be critical and reflective. It requires the analysis of ways of teaching philosophy through problematization, conceptualization and argumentation, the analysis of methods of teaching philosophy through text, discussion and essay, as well as knowledge and use of digital resources and tools.
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Main Bibliography |
Brenifier, C. (2002). Enseigner para le débat. CRDP de Bretagne.
Carrilho, M. M. (1982). O saber e o método. IN-CM.
Closets, F. (1996). Le bonheur d’apprendre et comment on l’assassine. Seuil.
Fabre, M. (2009). Qu’est-ce que problématiser?
URL : http://journals.openedition.org/ree/4093
Fisher, R., (1998). Teaching Thinking: Philosophical Inquiry in the Classroom. Cassell.
Folscheid, D. e Wunenburger, J.-J. (1992). Méthodologie Philosophique. PUF.
Izuzquiza, I. (1989). Guía para el estúdio de la filosofia: referencias y métodos. Anthropos.
Izuzquiza, I. (1982). La Clase de Filosofia como Simulacion de la Actividad Filosofica, Ediciones Anaya.
Portocarrero, M. L. (2007). «Hermenêutica: questão de método ou filosofia prática?» Em Ferrer, D. (2007). Método y métodos do pensamento filosófico. Imprensa da Universidade de Coimbra.
Ricoeur, P. (1986). Do texto à acção. Rés.
Russ, J. (1992). Les méthodes em philosophie. Armand Colin.
Tozzi, M., Boranger, P., Benoît, M. et Vincent, C.
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