Little handbook about Medieval philosophy

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Little handbook about Medieval Philosophy

"Every teacher must develop his own style of teaching that, diversifying the activities and calibrating them on the specific needs of the students, will allow all learning styles to find fertile ground to develop.
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The teachers who know how to do that have adopted the so-called "inclusive didactics". A teaching method that opens up to new "innovative methodologies", which over the last few years has been experimented with the aim of integrating the school with the changing world.
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There are many proposals to support educational innovation. The main methodologies consist in overturning the pre-packaged character of the frontal lesson and the traditional course of the school hours. Among the many, a methodology that is enjoying considerable success is that CLIL The term CLIL is the acronym of Content and Language Integrated Learning. It is a method that involves teaching content in a foreign language. It favors both the acquisition of disciplinary content and the learning of the foreign language. This method provides the student to be an actor in the construction of his own knowledge: the assimilation of the (inter) disciplinary content becomes the main objective; the acquisition of greater communication skills in a foreign language, on the other hand, is a consequence."
The Head Teacher Prof. La Montagna Giovanni

"The CLIL methodology, addressed to Philosophy, was this year carried out in class IV, section B, linguistic address, and has played a fundamental role not only in the consolidation of the linguistic skills of the class, but has had an almost miraculous impact on approaching students to Philosophy, pushing many of them to face the fascinating adventure of writing, leveraging on the primary interest of children, which is that of achieving a consolidated learning of English, Philosophy has become for them a tool for strengthening their English, in this apparent secondary role lived by Philosophy, a sincere interest has developed for its contents, determining the hoped reversals of roles: Philosophy as primary discipline, the English language, as a tool for learning philosophical contents.
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Many works written by philosophers and intellectuals of the fifteenth and sixteenth centuries are in Latin. The students had to try the difficult translation of the titles of the Latin works in English and leave the original language of the numerous sages in which they came across unaltered. Armed with patience and good will, they have fulfilled this task, exercising the CLIL experience, indirectly, also in this field.
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The English-Latin-Italian linguistic triad (and vice versa), has engaged the CLIL-class in linguistic and cultural reflections on these three linguistic universes and on their respective intertwining. Not a few, as mentioned, were the expedients used in the translation of the Latin."
Tina Mansueto

The authors