Issues in Teaching Philosophy - 1st semester


1. To discuss the relationship between philosophy and the different educational methods 2. To use the different contemporary and modern educational methods 3. To adapt the modern didactic and educational practices to philosophical contents 4. Developing analytical and critical skills 5. Acquiring, using, and teaching different instruments for the critical analysis of philosophical texts

General characterization





Responsible teacher

Fabrizio Macagno


Weekly - 3 letivas + 1 tutorial

Total - Available soon

Teaching language



1 st Cycle.


Kuhn, D. (1991). The skills of argument. New York, NY: Cambridge University Press.
Kuhn, D. (2010). Education for thinking. Teaching Philosophy, 33, 428–432. 10.1348/000709906x118018
Kuhn, D., Hemberger, L., & Khait, V. (2014). Argue with me: Argument as a path to developing students’ thinking and writing. New York, NY: Wessex Press.
Walton, D. (1990). What is reasoning? What is an argument? Journal of Philosophy, 87, 399–419.
Walton, D. (2006). Fundamentals of critical argumentation. New York: Cambridge University Press.

Outro material bibliográfico complementar será disponibilizado durante o curso, quando possível em versão portuguesa.

Teaching method

The classes will be based on four types of methods: explanatory presentations, activities in small groups, lecture simulations by the students (individually and in groups) and works developed by the students. The theoretical contents developed and presented during the classes will be used by the students in specific individual and group activities.

Evaluation method

The evaluation will be structured as follows: 1. A final test on the theoretical contents of the course (50%). 2. The development of a lesson plan previously proposed to the teacher (30%). 3. A presentation (10%). 4. Classroom attendance and participation (10%).

Subject matter

The course will be organized considering two dimensions of teaching philosophy – the dialogue-based teaching method and the theoretical grounds of the philosophical and argumentative dialogue. The classes will be divided in methodological/practical classes on the contemporary and modern theories of teaching and the role of argumentative dialogue in learning, and theoretical classes on the foundations of informal logic. The theoretical contents are at the same time integral part of the philosophy curriculum of study and instruments of dialogical teaching. Specific contents: • Foundations of dialogue-based teaching. • Contemporary methods of dialogical teaching and the role of argumentative dialogue. • The pragmatic dimension of dialogue and the instruments for modifying the relationship between the interlocutors. • The argumentative dimension of dialogue – argument structure • The logical dimension of dialogue – the types of argument


Programs where the course is taught: