Philosophical dialogue to discover and connect the languages of the disciplines

Abstract

Dialogue represents an indispensable pedagogical dimension. In the current educational scenario, it is an extraordinary tool to encourage the active co-construction of knowledge by students and to promote transversal skills and metacognitive awareness. Among the different dialogical approaches, Philosophy for Children stands out for the philosophical connotation assumed by the dialogue and for the shared search for deep meanings related to the epistemology of knowledge itself. Just as Matthew Lipman, the author of the proposal, hopes, it can be qualified as a means for a teaching of disciplines that is open to the act of competence and the dimension of transdisciplinarity. This essay, theoretical in nature, aims to bring out the heuristic value inherent in the philosophical dialogue of community, then proposing operational strategies to overcome the transmissive and aseptic dimension of knowledge in favor of its collective structuring starting from the original contribution of each, even in an intercultural perspective.

Keywords

• philosophy for children
• philosophical dialogue
• community of inquiry
• interculture
• knowledge co-construction