Problems about the Canon in Teaching Philosophy in Colombia

Notes for a Dialogue with Paul Ricœur, Didactics and Curriculum Theory

Authors

DOI:

https://doi.org/10.5195/errs.2023.636

Keywords:

Canon, History of Philosophy, Curriculum Theory, Didactics of Philosophy

Abstract

This text is focused on the question of what we should teach in high school philosophy and the relationship of this teaching to recognizing oneself as a good philosophy teacher. We hold that these points are connected to the idea of “canon” and “history of philosophy” that we gained with and despite Ricœur himself. This paper advances a critical view of contemporary practices in philosophy teaching in Colombia through Ricœur’s thought. In the first part, we follow Ricœur’s considerations about the history of philosophy and its connections to the very practice of thinking. In the second part, we concentrate on the question of the canon. At the end of each section, we will give some pedagogical stitches to interweave Ricœur’s philosophical legacy with the didactics and theory of the curriculum, thus forming a tripod that should be part of the didactics of philosophy as an independent discipline.

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Published

2023-12-20

Issue

Vol. 14 No. 2 (2023)

Section

Articles

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Copyright (c) 2023 Manuel Prada Londoño, Fredy H. Prieto

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