Content (Syllabus outline)
-Didactic principles vs guidelines for teaching
- Dilemmas of curricular design
- Outcomes, didactic principles and understanding of philosophy as prerequisite for the content and methods.
- Conceptual framework of teaching of philosophy.
- Tendencies in teaching of philosophy.
- Kant – Hegel tradition
- Possibilities of problem based teaching of philosophy.
Learning and teaching methods
The course is based on experiential learning, i.e. on holistic linking of theory and practice. This means gradual introduction of theoretical concepts which arise from experience. Short 10' performances are not the goal in itself but the process of learning and opportunity for gradual advancement. Regular presence and active participation is therefore necessary.
Intended learning outcomes - knowledge and understanding
- Knowledge and understanding of basic approaches to teaching of philosophy.
- To cope with basic philosophical skills in teaching.
- Insight into teaching of philosophy from didactic meta-perspective.
- Ability to conceptualise the teaching process and appropriate choice of intervening.
- Ability to relate theory and experience.
Readings
Predmetni izpitni katalog za maturo: Filozofija, Ljubljana: Republiški izpitni center, 1993 – 2006 in naprej…
Filozofija v šoli (ur. Marjan Šimenc in Rudi Kotnik), Ljubljana: Zavod Republike Slovenije za šolstvo,1996.
Filozofija na maturi. Ljubljana: Republiški izpitni center, od leta 1995 naprej, zlasti pa članki:
Članki na temo ARGUMENTACIJA (Jerman, Potrč, Markič), 1/97, str. 8-22.
Šuster, D. Filozofija za “začetnike”, FNM, 2/96, str. 37-44.
Melling, D., Teaching philosophy: A Reply to Dr. Caldwell (unpublished manuscript)
Šimenc, M. (2007) Didaktika filozofije. Ljubljana: Filozofska fakulteta.
Obstoječi učbeniki in gradiva za pouk filozofije.
