The research originates from a series of national and international documents, which focus on three aspects: the teaching of philosophy, the development of coding and computational thinking skills, the acquisition of basic skills identified with literacy, numeracy, data and digital literacy. This research aims to enhance analytical philosophy and philosophical logic in particular, as a methodological and epistemological basis for eliciting, as intended by the National Guidelines, new scenarios and logical and analytical skills, which are useful to develop mathematical, scientific and technological skills, as well as language skills. The theme of languages is particularly centred on technological sub-species focused on understanding and reading a world, whose main variations can be identified in the Internet of Things and the infosphere. From this perspective, an analytical approach to languages and communication tools can lead to disciplinary courses to build a culture and a broader concept of literacy and numeracy skills. Coding assumes a particular role. Coding, which is not considered merely “writing code” but involves using analytical philosophy and philosophical logic in particular, becomes a methodological and epistemological basis. Hence, computational thinking structures, coding mechanics and scientific grammar models (according to the dependency model) can be adopted as useful tools for a different approach to reading and understanding texts.

Objectives

• To support the development of logical and analytical skills.
• To support, through logical-analytical skills, the construction of mathematical, scientific and technological skills, as well as language skills.

Research questions

• Does training teachers on the specific subjects of logic and philosophy of language support the creation of pathways aimed at developing scientific, mathematical, technological and linguistic skills?
• Do the pathways thus defined lead to an improvement in the skills of students?