(imagem retirada do site da Revista Pessoal - RH Online, a 22 de Março de 2011)
quarta-feira, 23 de março de 2011
terça-feira, 22 de março de 2011
sábado, 19 de março de 2011
hoje as nossas cabeças foram «invadidas»...
...por «perguntas diferentes»!
pequenos e grandes, miúdos e graúdos, juntos. para conversar (falar e ouvir) e pensar em conjunto.
obrigada a todos pela presença.
A ALEG(o)RIA da CAVERNA vai voltar à Livraria Cabeçudos
nos próximos dias 23 de Abril, 21 de Maio e 25 de Junho.
as oficinas estão abertas para pais e filhos dos 4 aos 10 anos.
(quem diz pai, diz mãe ou avós ou tia!)
domingo, 13 de março de 2011
leituras. entre a tese e a vida.
mais um livro do professor Óscar Brenifier sobre o homem que se dizia filho de Deus.
e enquanto as traduções não são publicadas em Portugal, chegam-me mais dois títulos em francês: La question de Dieu e Le livre des grands contraires psycologiques.
as ilustrações são deliciosas. o conteúdo faz-me pensar nas próximas sessões ou oficinas de pensamento crítico com a criançada (e não só!).
domingo, 6 de março de 2011
próximas acções de Filosofia para miúdos & graúdos!
 |
| fotografia de Mário Pires |
dia 12 de Março
dia 12 de Março
A Filosofia é Trabalhos de Pensar
(para pais e filhos - dos 4 aos 12 anos)
no CCPE (Av. 5 de Outubro, Lisboa)
info: http://www.ccpe.com.pt/content/view/431/34/
dia 19 de Março
A Aleg(O)ria da Caverna
(para pais e filhos dos 4 aos 6 anos)
na livraria Cabeçudos (Parque das Nações, Lisboa)
info: http://www.cabecudos.com/default.php
sábado, 5 de março de 2011
RECOMMENDATIONS ON THE TEACHING OF PHILOSOPHY
[UNESCO recommends] Philosophy teachers and practitioners as well as civil society actors, to:
Exploring new approaches to philosophy teaching
• Develop suitable courses and philosophical fora that foster public awareness on the new social and ethical challenges for humanity while making reference to classical texts and authors belonging to various philosophical corpora;
• Foster critical exploration of the different philosophy schools belonging to Western traditions and to other cultural and intellectual heritages;
• Work with teachers of other disciplines in order to experiment an interdisciplinary approach to philosophy teaching, for instance through introducing philosophical analysis and specifically philosophical topics into existing subject matters in primary and secondary schools;
• Encourage the universities, philosophy departments, research centres on philosophy and human sciences to overcomedisciplinary compartmentalization and to promote more interdisciplinarity on the basis of solid disciplinary knowledge, with a view to reach out to the wider public;
• Use NICTs, when available, to facilitate interactions, active learning methods and international communication, while engaging in conscious and critical reflection on this issue so as to avoid giving youth the feeling that knowledge is a mere juxtaposition of fragmented information ;
• Organize, with the support of the International Federation of Philosophical Societies (FISP), specific sessions and workshops during the World Congress of Philosophy that will be dedicated to
philosophy teaching.
Exploring new approaches to philosophy teaching
• Develop suitable courses and philosophical fora that foster public awareness on the new social and ethical challenges for humanity while making reference to classical texts and authors belonging to various philosophical corpora;
• Foster critical exploration of the different philosophy schools belonging to Western traditions and to other cultural and intellectual heritages;
• Work with teachers of other disciplines in order to experiment an interdisciplinary approach to philosophy teaching, for instance through introducing philosophical analysis and specifically philosophical topics into existing subject matters in primary and secondary schools;
• Encourage the universities, philosophy departments, research centres on philosophy and human sciences to overcomedisciplinary compartmentalization and to promote more interdisciplinarity on the basis of solid disciplinary knowledge, with a view to reach out to the wider public;
• Use NICTs, when available, to facilitate interactions, active learning methods and international communication, while engaging in conscious and critical reflection on this issue so as to avoid giving youth the feeling that knowledge is a mere juxtaposition of fragmented information ;
• Organize, with the support of the International Federation of Philosophical Societies (FISP), specific sessions and workshops during the World Congress of Philosophy that will be dedicated to
philosophy teaching.
Fonte: documento da UNESCO partilhado via SOPHIA
quarta-feira, 2 de março de 2011
sobre a Filosofia dos (nos?) dias de hoje
trabalho da TSF (para ouvir aqui a partir dos 27, 28 minutos)
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