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41.
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The Chesterton Review in Italiano:
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padre Antonio Spadaro S.I.
Introduzione
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42.
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The Chesterton Review in Italiano:
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Marco Sermarini
Lavorare per la Review
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43.
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The Chesterton Review in Italiano:
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Pesci Rossi
Articoli e commenti
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44.
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The Chesterton Review in Italiano:
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G. K. Chesterton
L’isola sacra
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45.
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The Chesterton Review in Italiano:
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Fabio Canesa
Chesterton: Uomo Vivo
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46.
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The Chesterton Review in Italiano:
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Paolo Pegoraro
Da Gerusalemme a Roma:
Chesterton reporter e pellegrino
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47.
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The Chesterton Review in Italiano:
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Ubaldo Casotto
L’uomo vivo in Chesterton
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48.
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The Chesterton Review in Italiano:
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Ian Boyd, C.S.B.
Chesterton come giornalista
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49.
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The Chesterton Review in Italiano:
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Fabio Campinoti
Una visione chestertoniana del “problema” educativo
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50.
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The Chesterton Review in Italiano:
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Paolo Gulisano
G. K. Chesterton: gli esordi di un giornalista
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51.
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The Chesterton Review in Italiano:
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Sabina Nicolini
Dove due linee si incontrano
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52.
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The Chesterton Review in Italiano:
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Hilaire Belloc
Elogio di questo libro
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53.
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The Chesterton Review in Italiano:
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Ian Boyd, C. S. B.
La Famiglia: L’unica possibile Casa della Vita
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54.
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The Chesterton Review in Italiano:
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Gloria Garafulich-Grabois, Marco Sermarini
2013: l’anno di Chesterton?
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55.
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The Chesterton Review in Italiano:
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Sheridan Gilley
G. K. Chesterton al Daily News:
Letteratura, Liberalismo e Rivoluzione, 1901-1913
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56.
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The Chesterton Review in Italiano:
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Leonetta Cecchi Pieraccini
La visita di Chesterton alla famiglia Cecchi
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57.
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The Chesterton Review in Italiano:
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Dermot Quinn
Chesterton e la Famiglia
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58.
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The Chesterton Review in Italiano:
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3 >
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G. K. Chesterton
Benedizione
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59.
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Philotheos:
Volume >
11
Filip Ivanović
Il concetto della volontà nel pensiero di Massimo il Confessore
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60.
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Philotheos:
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13
Livio Rossetti
Ora di religione e filosofia in Italia
abstract |
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rights & permissions
To teach catholic religion to Italian pupils from 6 to 18 years may not be a very gratifying experience. However, a new option is worth being considered, I submit, namely to devote half of the time to a very simple way of doing philosophy, i.e. to offer pupils attention to their ideas, hopes and problems by means of whole hours devoted to free exchanges with them and among them. Why the teachers of Religion instead of their colleagues, no matter which? It should be clear that this is a mere accident: too often, other teachers are (wrongly, but firmly) convinced that they lack the time needed in order to consider such an opportunity.
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