Educare all’identità e all’affettività nella scuola primaria attraverso il pensiero filosofico
There are two main guidelines that accompany the path: philosophy for the self, as a construction of philosophical thinking and identity, and philosophy for others, as a construction of the relationship through the methodology of Didactics for questions.
Philosophical thinking allows us to seize again the etymological meaning of school (from Ancient Greek Skoleion, free time), in a school where everything is contingent, where for children there is no longer free time. In the present, free time generates boredom, but it also becomes the nourishment of creative thinking and divergent thinking, it stimulates questioning and wonder.
In our perception, the philosopher is inevitably taken by amazement and wonder and the reciprocal is valid: he who does not experience amazement and wonder cannot philosophize. By their nature, children are spontaneously led to amazement and wonder, so we ask ourselves why they should not philosophize, being naturally philosophers.
There is therefore a need to educate the word and language in children, to let them become adults aware of their thoughts and relationships: whoever has responsibility for the learning relationship can become an accompanist for the construction of students’ identity and their education in affectivity through philosophical thought.
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