Cultivating thinking in school. A “Rodarian” interpretation of community philosophical practice

Abstract:

This theoretical-conceptual paper aims to highlight the pedagogical potential of Matthew Lipman’s community philosophical practice for the education of complex thinking by elaborating its links with Gianni Rodari’s pedagogy. The analysis refers to four thematic cores: (1) narrative as a generative trigger; (2) questions as a means of fostering curiosity and developing ideas; (3) creativity and imagination as ways of knowing; (4) active student participation as an essential element of school life. The “Rodarian” interpretation of the community philosophical practice can enrich and broaden its perspective in terms of a complex thinking education that strengthens the original gaze with which everyone explores and questions reality.

Valerio Ferrero

  • Università di Torino

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