•  41
    Improvising inquiry in the community: The teacher profile
    with Eleonora Zorzi
    Childhood and Philosophy 16 (36): 01-17. 2020.
    Improvising involves participants adopting attitudes and dispositions that make them welcoming towards what happens, even when it is unforeseen. How is the discourse on improvisation and a disposition to improvise in the community connected to the concept of inquiry? What type of reasoning can be developed? This paper aims to reflect on two different perspectives. On the one hand, we consider the feasibility of improvising inquiry in the community, promoting inquiry as an activity that can be de…Read more
  •  37
    From Pandemia to Polifonia: Community “Declaration of Dependence”
    with Sofia Marina Antoniello and Alessandra Cavallo
    Childhood and Philosophy 19 (n/a): 01-28. 2023.
    In times of crisis, connections among people, cultures, and societies seem to be the main antidotes available against the risks of individualism, auto-referentiality, and a revenge culture. Connectivity offers opportunities to nurture human generativity (Santi, 2021) in the service of better futures and cosmopolitan scenarios, contrasting the delusion of autarchical economies, the rhetoric of political nationalism, and the reinforcement of social polarization by way of competition/marginalizatio…Read more
  •  32
    This paper presents the collective reflection of a temporary community of inquiry (COI) created during an international workshop at the 20th biennial ICPIC conference--“Philosophy In And Beyond the Classroom: P4wc Across Cultural, Social, and Political Differences”-- and the suggestions emerging from that event. The workshop, entitled “Pedagojazz—improvising and inquiring, community interplay”, was conducted via Zoom, but participants were both online and present in person. The topic focused on …Read more
  •  20
    This essay wants to reflect upon the concept and practice of improvisation, showing how improvisation could be an educational possible perspective to allow to schools and teachers to fulfill educational requests of contemporary society. Starting from theoretical and social considerations, the essay faces what means to improvise in teaching, when it is possible for a teacher to improvise while he/she is teaching, and why this practice could be generative for an authentic human development.
  •  7
    One of the most traditional ways to teach philosophy in secondary school is a historical approach”, which takes a historicist view of philosophy and uses teaching practice based on teacher-centred lessons and textbook study by students. Only recently a debate on different approaches to teach philosophy is developing, considering the discipline as practical and dialogical activity to be fostered in the classroom. What could mean “doing philosophy” in the classroom from an instructional perspectiv…Read more
  •  7
    Philosophizing and Leaming to Think
    Thinking: The Journal of Philosophy for Children 10 (3): 16-22. 1993.
  •  4
    Starting from the Italian results of the PISA 2015 surveys as regards the competence of young students in collaborative problem-solving, in this paper we conduct a critical analysis of the concept of competence, as seen through the lens of the Capability Approach. The Philosophy for Children curriculum is presented as a pedagogical and didactic proposal capable of re-conceptualizing the constructs of ‘problem-solving’ and ‘collaboration’. In the light of ‘Complex Thinking’ theory and the ‘commun…Read more
  •  1
    How students understand art: a change in children through philosophy
    Childhood and Philosophy 3 (5): 19-33. 2007.
    This study deals with an exploratory research about understanding of art in students of different age, grades and kind of schools attended. In particular, we analysed how beliefs and reflections about art and aesthetical experiences expressed during a cross-age interview, changed in elementary school children involved for two years in a UE Project titled “Philosophy and European Contemporary Art”. The activities are based on guided philosophical discussions, transforming the classroom in a “comm…Read more
  • Quando pensiamo ad attività rivolte ai bambini siamo inevitabilmente portati a prendere in considerazione il gioco. Il gioco è infatti una delle attività più spontanee per un bambino, ciò che più gli è familiare. Tuttavia esso non è solo un passatempo o un modo come un altro per divertirsi. Il giocare è soprattutto una delle sue principali forme di apprendimento. In sostanza possiamo dire che il gioco diventa lo strumento privilegiato di cui dispone il bambino per esplorare il mondo. Cosa accade…Read more