Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
5 credits
45.0 h
Q1 and Q2
Teacher(s)
Counet Jean-Michel; Depré Olivier (coordinator); Lories Danielle;
Language
French
Main themes
This course takes today's main aspects of the teaching of philosophy into account.
Should philosophizing be taught/learned or should philosophy be taught/learned? This question is at the heart of this course with as corollary the common elaboration of what deserves to be taught in philosophy and how to teach it. It goes without saying that this teaching is aimed at the last two years of secondary school.
This course is an integral part of the disciplinary courses provided for candidates in Masters in Didactics and in Teacher Training where the question on the role philosophy should play in the students' school programme is underlying, possibly as a basis for a real interdisciplinarity or at least as a mediator. The main objective of all academic courses in the Master's degree in didactics and the teacher training programme is to highlight the role that philosophical thinking could play in the everyday life of each citizen.
Should philosophizing be taught/learned or should philosophy be taught/learned? This question is at the heart of this course with as corollary the common elaboration of what deserves to be taught in philosophy and how to teach it. It goes without saying that this teaching is aimed at the last two years of secondary school.
This course is an integral part of the disciplinary courses provided for candidates in Masters in Didactics and in Teacher Training where the question on the role philosophy should play in the students' school programme is underlying, possibly as a basis for a real interdisciplinarity or at least as a mediator. The main objective of all academic courses in the Master's degree in didactics and the teacher training programme is to highlight the role that philosophical thinking could play in the everyday life of each citizen.
Aims
At the end of this learning unit, the student is able to : | |
| 1 | At the end of the class, the student will be able to:
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The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Content
At the end of the class, the student will have to have learned how to devise, organize and evaluate teaching activities and learning situations for the philosophy courses. He will have become able to carry out a scientific and methodological preparation of lessons to be given in his first teaching training period.
The student will also have perceived the status, the components and the stakes of the programmes. He will have achieved a critical reading of these and will have practiced devising original teaching lessons which are adapted to the different degrees of secondary school (development of the students' final skills).
The student will have to deal with a significant contribution to the didactics of philosophy in a scientific way. This research will be the subject of a written work and an oral talk in front of his peers. This talk will be submitted to a group evaluation.
The student will also have perceived the status, the components and the stakes of the programmes. He will have achieved a critical reading of these and will have practiced devising original teaching lessons which are adapted to the different degrees of secondary school (development of the students' final skills).
The student will have to deal with a significant contribution to the didactics of philosophy in a scientific way. This research will be the subject of a written work and an oral talk in front of his peers. This talk will be submitted to a group evaluation.
Teaching methods
Type of teaching: the class will alternate between lectures and tutorials.
Evaluation methods
LFILO2540 will not be assessed in the September session
Other information
Support: didactical library of philosophy
Faculty or entity
EFIL
