Using what we learned from the Bridge course and all the suggested steps, we tailor made our activity focusing on the issue of Language as communal to English Literature and Philosophy.
In English classes students (with the teacher) read Tony Morrison’s speech at Nobel Literature Prize, identifying the meaningful question first, going on in group, to brainstorming, connecting all the studied authors discussing the same issue related to the suggested topic and the contemporary preeminent events.
In Philosophy classes students have read an extract from Wittgenstein text, (The plurality of linguistic games), then shared questions by brainstorming to answer the meaningful question: “what is language? “Students of each group have organized a mind map showing how the topic could be differently developed. Lastly, maps are shown to promote communal knowledge and critical thinking.
The activity fostered hit the following targets:
1- SELF ENGAGEMENT IN CRITICAL THINKING TO PROMOTE A PERMANENT LEARNING
Traditional methodologies, employed by teachers in academic lessons, have been distancing students from proficient learning more and more. The dialogic lesson, on the contrary, allows students to think by broadening perspectives and not choosing a predefined option which ends up as adopted a-critically. When students are fostered and encouraged to put themselves into the meaningful questions/issues, they will activate the cognitive function able to fix more permanently what the teacher wanted them to achieve and learn. In the specific case, as the philosophy lesson about Wittgenstein and the English literature starting from Tony Morrison’s speech showed, students understood the focus better, avoided shallow learning and got the point from a communal cross-perspective.
2-CONNECTING LEARNING TO REAL LIFE (FROM PERSONAL EXPERIENCE TO CIVIC ENGAGEMENT)
This is a consequence of the above-described point. Thinking critically requires filtering knowledge by personal experience. When students are asked to share their points, all deriving from their unique approach, a community of thought takes shape. The final mind-map that sums up all the groups’ work witnesses this synthesis, moving from the individual to the whole. This is an ethical and inclusive methodology which forces the students to respect the other’s approach, to connect different viewpoints and mindset and most importantly to bring life into school lessons.
Students were highly engaged; initial choices leaned toward “useful” professions, but after debate many reconsidered the value of caregivers, artists, and disabled members. Discussions became emotionally charged, fostering empathy and respectful argumentation. Several pupils reported the task “made me think about my own biases” and appreciated the safe space to disagree. Teachers noted improved argument quality and inclusion awareness in subsequent essays.
