Abstract

The article illustrates an experience, developed within the regional project Crescere nella cooperazione, which set a third-grade class from a lower secondary school on a historical-philosophical path that focused on the creation of memories. The students practiced philosophical thought in relation to the topic provided, carried out historical-didactic research in their area and finally, by engaging with a specialist, tried to bring into fucus certain questions that had emerged and ones that remained open. All this was achieved through face-to-face and distance learning, whose potential and limits have been tested.