Childhood and Philosophy 18:01-22 (2022)

The paper presents an innovative approach to teaching philosophy, which the authors name as a comicsophy approach to teaching philosophy. Such creative application of comics in the teaching of philosophy fully corresponds to the skandalonic and dialogical character of philosophy itself. The methodical value of using comics in philosophy teaching is manifested exactly in comics’ distinctly skandalonic character. The skandalon is a methodical process that seeks to provoke students' curiosity by questioning something that otherwise seemed unquestionable, self-evident, to present it in a new light, in order to make it the subject of critical questioning and reflection. Given the visuality of the comics, its fun and root in popular culture, it is an excellent motivational tool for philosophical reflection and understanding of reality, philosophical issues, ideas and concepts in teaching philosophy. By introducing comics as recognizable products of pop culture close to students' reading interest and experience in teaching philosophy, it is easier for them to connect what they learn in school with real life, ie to apply what they have learned in everyday life situations. Comics can be used as a source of information, a form of learning new content, as well as a basis for encouraging dialog and discussion in the classroom. Also, students can individually or in pairs/groups create comics on specific philosophical topics, thus developing creative, critical and collaborative thinking. The paper presents specific criteria for evaluating comics on philosophical issues that students create in philosophy classes.
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DOI 10.12957/childphilo.2022.64892
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Truth and Method.H. G. Gadamer - 1975 - Journal of Aesthetics and Art Criticism 36 (4):487-490.
Of Grammatology.Jacques Derrida - 1982 - Philosophy and Rhetoric 15 (1):66-70.
Thinking in Education.Matthew Lipman - 2003 - British Journal of Educational Studies 51 (3):303-305.

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