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The content of the course is structured around the following research issues:
[ Philosophy for children, at least in the American version Lipman-Sharp (P4C), follows a specific protocol of using specific texts with the systematic integration of philosophical elements. However, this reference is not systematically oriented towards literary texts. A field of research is being created that will relate literature for children and philosophy for children in a systematic way on the basis of the question 1. of the relationship between philosophy and literature, 2. of the relationship between the “literature-philosophy” form with the child and childhood 3. The specificity of the philosophical analysis, processing and management of texts in the classroom]
The course concentrates on the following points:
In the context of the course, the contemporaty illustrated children’s book is examined. Issues related
to genre identification, its relationship with other narrative forms, and the interpretation of elements
in both verbal and visual text are explored. The properties of illustrated books are investigated, along
with their potential in developing literary readers, the ways in which readers aesthetically respond,
and the issue of the target age group. Emphasis is placed on character development, plot, visual
perspective, theme, time, and space, in conjunction with image conventions and techniques. The
structure of the page and the narrative possibilities of organizing images, lines, colors, shots, etc., are
analyzed.
Folk literature is constantly developed though time, therefore Folkloristics examines it not only under a literary but also an historical and social scope. As it happens with folk art in general it aims to the fulfillment of communal needs. Recent developments have demonstrated that folk genres, such as tales, proverbs, songs, can be utilized in several social contexts and therefore to contribute towards public awareness related to folk culture and the surviving social memory of each era.
The new millennia has brought new developments in folk culture, as it brings, as Ong prophetically mentioned, an age of secondary orality, with many changes in the diffusion and transmission and also the (re)creation of many folk literature genres. This course aims to a first understanding and familiarization with Myths, Legends and Tales, the way they present themselves in the digital world and their utilization for narrative and educational purposes.
The course focuses on developing an examination and evaluation framework for
children’s nonfiction books, introducing students to their content, thematic and
specific categorization, and promoting an interdisciplinary approach. Consequently,
the course covers the following topics:
1. Historical Overview of Nonfiction Books
2. Definition and Categorization of Children’s Nonfiction Books
3. Evaluation of Children’s Nonfiction Books
4. Pictures and Materiality in Children’s Nonfiction Books
5. Biographies
6. Ideological Considerations in Children’s Nonfiction Books
7. Historical Children’s Nonfiction Books
8. Children’s Nonfiction Books on Environmental Topics
9. Children’s Nonfiction Books on Art
10. Children’s Nonfiction Books Promoting Active Citizenship
