Topics on Philosophy for Children

Code: FIL14425D

3 ECTS

Duration: 15 weeks/78 hours

Scientific Area: Philosophy

Teaching languages: Portuguese

Languages of tutoring support: Portuguese, English

Regime de Frequência: Presencial

Presentation

Optional

Sustainable Development Goals

Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.

Igualdade de género - Alcançar a igualdade de gênero e empoderar todas as mulheres e meninas.

Reduzir as desigualdades - Reduzir as desigualdades dentro dos países e entre eles.

Paz, justiça e instituições eficazes - Paz, justiça e instituições eficazes promover sociedades pacíficas e inclusivas par ao desenvolvimento sustentável, proporcionar o acesso à justiça para todos e construir instituições eficazes, responsáveis
e inclusivas em todos os níveis.

Learning Goals

Critical and argumentative competencies: comprehension, interpretation and correlation between problems and issues.
Objectives of the curricular unit:
1. Recognize the intersection of Philosophy, politics and education in the framework of pragmatism.
2. Identify operational concepts and theoretical references.
3. Distinguish which are the specific skills to facilitate a rigorous philosophical dialogue with children.
4. Understand how Philosophy for Chilren (P4C) represents a philosophical innovation.
5. Analyze and critically evaluate P4C activities undertaken.
6. Apply knowledge to take a critical position on Philosophy for Children or other related issues.

1. The relationship between Philosophy, Politics and Education
2. Pragmatism and the Chicago school
2.1 Lipman's proposal within pragmatism: Philosophy for Children
2.2 The extension of the operative concepts of Philosophy for Children to philosophical counseling and consultancy for individuals and organizations, ethical counseling
2.3 The impact of Philosophy for Children in the sphere of critical, argumentative and creative thinking: the pratical turn
3. The construction of philosophical dialogue in a research community
3.1 Viewing of FpC and other sessions
3.2 Dialogue about viewed sessions

Teaching Methods

Two models: a traditional one centered on the teacher and another supported by group work. According to the first model, there will be a lesson or a commented reading followed by debate. The teacher is responsable for the first one and the debate is shared by everyone.
The second model makes students responsible either for study cases in order to search answers to fundamental questions or for presenting results.
These two models can be supported by digital resources.
Some classes may have a conference or be replaced by attendance at a colloquium connected to the curricular issues.
The evaluation considers the following elements: 1) attendance (10%); 2) participation in both activities to be carried out in the classroom (40%); 3) presentation and writing of a short argumentative text on a core subject of the program, about 5 pp (50%).