Since I’ve tried to make the reasoning behind each design choice as clear as possible, the document turns out to be a bit long. Please feel free to use the links below to explore the sections that interest you most!
Note: Click on any section title to return to the contents.
For me, the most important goal of this program is to help students truly immerse themselves in thinking—to experience the appeal of philosophy itself.
In this sense, the course is not designed to be “practical.” The charm of philosophy, as I understand it, lies precisely in its lack of usefulness. It does not aim at immediate results or instrumental outcomes. Instead, it is an ongoing process of questioning, reflecting, and testing our understanding of whether the world we live in is really the way we assume it to be.
In this process, skills such as reasoning and critical thinking may indeed emerge, but they are not what I pursue most directly. More concretely, students are likely to:
I hope these capacities emerge naturally through discussion, rather than through rigid procedures or predefined “thinking tools.” The classes will involve extensive dialogue, small activities, and playful experiments, allowing this process of opening up to unfold in an organic way.