Educ recherche
Volume 5, Numéro 1, Pages 57-58
2015-03-30
De L’apprentissage De La Philosophie à La Pratique Du Philosopher. (le Modèle Didactique Du Philosopher De Michel Tozzi)
Auteurs : Hamrouni Fodil Elkaissa .
Résumé
Abstract: From Philosophy Learning to the Practice of Philosophising Ethymologically, philosophy derives from « philô », love, and « sophia », wisdom, or knowledge. That is, love of knowledge, or of love of wisdom. In this respect, it consists in a tension towards knowledge or wisdom one is seeking. As a research of truth, philosophy refers to the practice of maïeutics, such as found in Plato’s dialogues. Its didactics can therefore be taught in class, provided that students are trained to philosophize instead of learning philosophy. To reach this objective, Tozzi proposes a model labelled ‘the didactic triangle of philosophizing, which consists in : 1- Developing three basic interdependent competences in learners which are : the ability to problematize, the ability to conceptualize, and the ability to build an argumentation 2- Implementing these basic abilities to philosophize corresponding to three competences to be acquired by students, and which are : a)- writing philosophically (learning to write a dissertation) ; reading philosophically ; discussing philosophically. Philosophy is the expression of one of the finest forms human culture aiming at rationalization and universality, and as such, it deserves amply to be taught in schools. Yet, its teaching ought not to be the delivery of content, but the practice of philosophising whose ultimate end would be to help students emerge from ignorance, to question themselves on problematic issues, and help them refine their judgements.
Mots clés
Keywords : Philosophising – didactics – problematize – competence – argumentation.
Les articles similaires
José María Paz Gago
.
pages 71-80.
. Boumendjel S
.
Sari M.
.
pages 107-119.
Léopold Mfouakouet
.
pages 57-74.
