Three approacheson teaching and learningof Philosophy
The paper considers three approaches on the teaching and learning of Philosophy in graduate programs. It discusses the relevance of philosophical disciplines as tools to familiarize the student with a specific way of reading philosophical texts and as a space to an inquiry that stems from a philosop...
| Main Author: | |
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| Format: | Article |
| Language: | Portuguese |
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Universidade Federal do Oeste da Bahia
2020-09-01
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| Series: | Pesquisa e Ensino |
| Subjects: | |
| Online Access: | https://doi.org/10.37853/pqe.e202028 |
| _version_ | 1797363782808240128 |
|---|---|
| author | Gehad Marcon Bark |
| author_facet | Gehad Marcon Bark |
| author_sort | Gehad Marcon Bark |
| collection | DOAJ |
| description | The paper considers three approaches on the teaching and learning of Philosophy in graduate programs. It discusses the relevance of philosophical disciplines as tools to familiarize the student with a specific way of reading philosophical texts and as a space to an inquiry that stems from a philosophical way of thinking. It deals with the didactic transposition, as a fundamental concept in the understanding of the transformation that occurs with the knowledge that becomes the object in a didactic relation based on a didactic intention. Finally, it considers the active methodologies known as flipped classroom and problems-based learning as methodological proposals for the teaching and learning of Philosophy. |
| first_indexed | 2024-03-08T16:25:05Z |
| format | Article |
| id | doaj.art-0ec923658b1d4ba29f5adda248db506d |
| institution | Directory Open Access Journal |
| issn | 2675-1933 |
| language | Portuguese |
| last_indexed | 2024-03-08T16:25:05Z |
| publishDate | 2020-09-01 |
| publisher | Universidade Federal do Oeste da Bahia |
| record_format | Article |
| series | Pesquisa e Ensino |
| spelling | doaj.art-0ec923658b1d4ba29f5adda248db506d2024-01-07T08:06:28ZporUniversidade Federal do Oeste da BahiaPesquisa e Ensino2675-19332020-09-011112710.37853/pqe.e202028Three approacheson teaching and learningof PhilosophyGehad Marcon Bark0https://orcid.org/0000-0001-6447-5046Universidade Federal do ParanáThe paper considers three approaches on the teaching and learning of Philosophy in graduate programs. It discusses the relevance of philosophical disciplines as tools to familiarize the student with a specific way of reading philosophical texts and as a space to an inquiry that stems from a philosophical way of thinking. It deals with the didactic transposition, as a fundamental concept in the understanding of the transformation that occurs with the knowledge that becomes the object in a didactic relation based on a didactic intention. Finally, it considers the active methodologies known as flipped classroom and problems-based learning as methodological proposals for the teaching and learning of Philosophy.https://doi.org/10.37853/pqe.e202028teachingphilosophygraduate programsactive methodologiesdidactic transposition |
| spellingShingle | Gehad Marcon Bark Three approacheson teaching and learningof Philosophy Pesquisa e Ensino teaching philosophy graduate programs active methodologies didactic transposition |
| title | Three approacheson teaching and learningof Philosophy |
| title_full | Three approacheson teaching and learningof Philosophy |
| title_fullStr | Three approacheson teaching and learningof Philosophy |
| title_full_unstemmed | Three approacheson teaching and learningof Philosophy |
| title_short | Three approacheson teaching and learningof Philosophy |
| title_sort | three approacheson teaching and learningof philosophy |
| topic | teaching philosophy graduate programs active methodologies didactic transposition |
| url | https://doi.org/10.37853/pqe.e202028 |
| work_keys_str_mv | AT gehadmarconbark threeapproachesonteachingandlearningofphilosophy |