adultcentrism and the children's classroom: if you want to teach them you must know who they are
DOI:
https://doi.org/10.12957/childphilo.2024.81006Parole chiave:
adultcentrism, didactics of philosophy, teaching philosophy, pre-service teachingAbstract
In questo articolo affrontiamo il centrismo accademico degli adulti dalla prospettiva dell’istruzione pre-servizio e della pratica degli insegnanti di filosofia. Abbiamo scoperto che, mentre preparano le lezioni e interagiscono con gli studenti, i nostri studenti tendono a considerare che la filosofia è un modo così sofisticato di avvicinarsi alla parola che quando viene presentata ai bambini, loro, come insegnanti, hanno il compito di minimizzarla in tale modo. modo che venga svuotato del suo giusto valore. Inoltre, tendono a trattare i bambini come troppo infantili, troppo ingenui. Nel rispondere alle domande viene fornita una breve spiegazione del contesto in cui si svolge l'insegnamento della filosofia, nonché alcune delle modalità con cui noi studenti e docente abbiamo ideato per superare i problemi, con un approccio nota autocritica inclusa alla fine della discussione.
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