The Value and Efficiency of Modern Strategies of Learning and Teaching Philosophy in Italian Schools

Je li filozofija mrtva u postmodernom društvu kao što bi se po nekim pojavama u talijanskom školstvu možda moglo zaključiti? U članku se razmatra stanje u nastavi filozofije u talijanskim školama. S klasične koncepcije utemeljene na kronološki poredanom učenju određenih (ili svih) filozofa i tekstova, prešlo se na pluridisciplinarnu ili interdisciplinarnu metodologiju modula. U članku se nastoji pokazati da problematizirajući pristup filozofiji i velikim egzistencijalnim pitanjima, praćenje tijeka apstraktnog razmišljanja i izravno suočavanje, moglo bi se reći “sokratsko” (ali i hermeneutičko), nastavnika i učenika sigurno su efikasniji i zanimljiviji načini učenja u odnosu na učenje i pamćenje povijesnih činjenica. Dobar nastavnik uspijeva na taj način privući pozornost učenika i potaknuti ljubav prema obrađenom sadržaju. Tu je međutim moguć drugi problem: “oštar” susret – sukob s udžbenikom filozofije.Is philosophy dead in the postmodern society as certain phenomena in the Italian schooling system perhaps enable one to infer? This paper considers the state of affairs of teaching philosophy in Italian schools. Teaching philosophy in Italy has abandoned the classical conception based on chronologically sequenced learning of certain (or all) philosophers and texts, and has adopted a pluri-disciplinary or inter-disciplinary methodology of modules. This paper attempts to show that a problem-orientated approach to philosophy and the great existential questions, the following of the course of abstract thought and a direct facing of – one could say “Socratic” (but also hermeneutic) – the teacher and the student are most certainly a more efficient and interesting way of learning in relation to the learning and memorising of historical facts. This way good teachers manage to draw the attention of their students and inspire love towards the content presented and dealt with. Here, however, another problem may arise: a “troublesome” encounter – conflict with the philosophy course book