What for, whom and how to teach philosophy?
Keywords:philosophical education, philosophy, competence-based stage, contentrelated stage, wonder, awareness of own ignorance, dialogue, philosophical inquiry, competence, philosophical reflection, European unity, philosophizing, teaching
The lack of philosophical education in school today leads to a significant gap in the education of Polish youth. In the paper, first of all, we specify some objectives of philosophical education. The author reasons about what strategy for philosophical education would minimize the possibility of failure of its implementation in the school. Solving this dilemma, she expresses the thesis and argues that it is necessary to begin the study of philosophy not with exploring its contents, but with preparing students for philosophizing, which means developing certain competence that make possible the actualization of the problems suggested by the philosophy. In this regard, the author distinguishes at least two stages of philosophical education: introductory (competence-based) one focuses on developing student’s skills which are necessary to study philosophy (e. g., wonder, awareness of own lack of knowledge, the ability to put yourself in the situation of issues, the ability to engage in dialogue), and the main stage (content-related), which provides content, whether
studying it in chronological order or through problem solving. The adoption of such a position in general terms, defines, whom and how to teach philosophy.
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