Didáctica de la filosofía y procesos inclusivos interdisciplinarios: el aporte de los Episodios de Aprendizaje Situado y del enfoque narrativo

• Autores: Alessia Travaglini
• Localización: Educación a través del conocimiento: Nuevas investigaciones e innovaciones / coord. por Delfín Ortega Sánchez, Verónica Onrubia Martínez, 2024, ISBN 9788410790346, págs. 267-277
• Idioma: español
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• Resumen

  • Philosophy is a discipline that contributes significantly to the formation of man and thecitizen, urging the student to activate reflective paths on fundamental issues that affect the existence ofman such as, for example, the origin of knowledge, the attainment of virtue and happiness, the originof evil, etc. Nevertheless, teachers often develop it according to a historical approach, which assigns agreater emphasis to the acquisition of content, than a zetetic one, focused on investigation and personalresearch. As a result, teachers use transmissive teaching strategies, aimed at acquiring a series of infor-mation, which fail to fully involve students in the teaching-learning processes. To overcome this criticalpoint, it is necessary to place in a dialectical relationship, encouraging an interdisciplinary approach,two areas that are only apparently antithetical: learning philosophy and learning to philosophise. Thispaper focuses on the potential inherent in the narrative and methodological approach of Situated Learn-ing Episodes (EAS) in promoting an inclusive context, within which all students, according to theirlearning profile, may share their thoughts and expectations. To this end, we discuss a learning unit aimedto encourage students to improve their school and social reality through initiatives inspired by democrat-ic values, solidarity and care for the environment and relationships.