The CLIL project and the autonomy of the discent: a meta-cognitive analysis and psycho-linguistic mediation in the didactics of philosophy.

• Main Author: Lucia Gerbino
• Format: Article
• Language: Spanish
• Published: Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad 2015-09-01
• Series: INFAD
• Subjects: paideia/mimesis; filosofia; educazione; cooperative learning; comunicazione; ls/2; meta-cognitivo; linguistica contrastiva; digitale
• Online Access: http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/88
• ISSN: 0214-9877; 2603-5987

Considering the romance languages, especially spanish, it is of vital importance, to study the autonomous feedback of every single student, basing the analysis on the description of CLIL's independence and general characteristics. Furthermore, I will examine the didactic method as a result of the idea of "Bildung", discussed in Philosophy, Science Education and IT. in the third part, the paper will underline the philosophycal and practical foundation of education in both CLIL (Content and Language Integrated Learning) and the autonomy of the student. Moreover it will consider these determinants from a psycho-pedagogical point of view and from that of the digital learning created by the new technologies in communication. As a final remark, the paper illustrates the pilot experiment realized, thanks to the collaboration of Professor J. Sarabia Martinez (interpreter), at the High School of Rome "Lucrezio Caro", in the academic year 2014/15.