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Didactics of philosophy and philosophical practices

Vol. 11 (1)

Edited by

Luca Zanetti, Nicola Zippel

Deadline: Friday 30th September 2022

One of the chief concerns of philosophical thinking is the question on how to teach philosophy. This question is present throughout the history of philosophy and in recent years it has received a significant deal of attention, both from a theoretical and a practical point of view. In countries where philosophy is taught in secondary schools philosophers discuss the variety of methods and approaches to teaching philosophy in the classroom and reflect on what contents should feature in the curriculum. Moreover, recent years have witnessed the proliferation and diffusion of several practical approaches to doing philosophy with children, adolescents, and adults in formal and informal contexts. These approaches include, just to mention some of the most well-known, Lipman’s Philosophy for Children (P4C) and Nelson’s Socratic Method.

These practices, and the theoretical debates that are grounded on them, often put into question the standard transmissive model that is at the core of the traditional way of teaching of philosophy. Moreover, with their emphasis on the idea that philosophy is first and foremost a practice, as opposed to a body of truths to be transmitted from teacher to pupils, these practical approaches nourish the debate on philosophy didactics with crucial questions such as: what is the role of practice in philosophical teaching? What is the aim of philosophical teaching? Should we teach philosophical ideas, or should we rather teach to philosophize? Can we really separate the knowledge of philosophical contents from the ability to philosophize? What does it mean to philosophize? This emphasis on practice is also often justified by noticing that philosophy has among its core aspirations the cultivation of wisdom, or, at least, the transformation of the person who philosophizes. In this issue we wish to explore the topic of philosophical education by looking at the interface between the debate on philosophical practices and the debate on the teaching of philosophy.

Among other questions, authors are invited to reflect on such questions as:

  • What is the aim of philosophical practices?

  • What is the role of truth in philosophical practices?

  • Is there such a thing as philosophical truths that can be taught in courses of philosophy?

  • What is the role of the history of philosophy in philosophical practices?

  • What does it mean to have a phenomenological approach to philosophical teaching?

  • What are the available approaches to philosophical teaching?

  • Who should figure in the curriculum of philosophy for secondary schools, and why?

  • What does it mean to learn to philosophize?

  • Why should we teach philosophy?

  • What is the role of feelings and emotions in philosophical practices, learning, and teaching?

  • Are there taboo topics in the teaching of philosophy and in philosophical practices?How can we innovate philosophical praxis and teaching?

For any question, please write to luca.zanetti10@unibo.it or to nicola.zippel@istitutomontessori.edu.it

Papers should be submitted to the following e-mail address: metodo@sdvigpress.org

Submitted papers (in English, German, French, Spanish, or Italian) must follow the Author Guidelines (https://metodo-rivista.eu/site/journal/metodo/stylesheet.pdf)

All submitted papers are subjected to a doubleblind peer-review process and sent for external anonymous peer-review. Authors are thus required to prepare their submissions for anonymous review. The editorial board advises authors writing articles in foreign languages (not native speakers) to have their texts proofread and revised prior to submission.


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