FILOSOFÍA PARA NIÑOS, FILOSOFÍA PARA COMUNIDADES. NOTAS SOBRE LA PERSONALIZACIÓN DEL CURRÍCULO LIPMANIANO-SHARPIANO

Abstract

In recent decades, philosophical practices have aroused a growing interest in educational contexts: not philosophy understood as static doctrine, but philosophizing understood as a dynamic and communitarian commitment of thought has increasingly shown its formative potential. Furthermore, if in the past the link between philosophy and childhood appeared to be a forced hypothesis, today thanks to various pedagogical experiences, there are many forms of doing philosophy not only for, but with children and young people. The starting point of these educational paths is the recognition of childhood as a privileged place of amazement and questioning, but also the awareness that we cannot be satisfied with this innate "philosophical instinct" of children: rather, they must be supported, with educational intentionality and specific competence. Among the numerous approaches to philosophizing with children, certainly the most widespread and influential model remains the one conceived by M. Lipman (1923-2010) and perfected by him over the years together with various collaborators and above all together with A. Sharp (1942-2010). It is known first and foremost as Philosophy for Children and today declined as Philosophy for Children and Communities. The chapter explores this approach by explaining what Lipman understands as "thinking in education" and how this account offers many ideas to deepen the sense of personalization of learning, with specific reference to the multidimensionality of thought as well as to the pedagogy of the community of inquiry.