Problems about the Canon in Teaching Philosophy in Colombia

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

Autores

DOI:

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

Palavras-chave:

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

Resumo

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.

Referências

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Publicado

2023-12-20

Edição

Vol. 14 N.º 2 (2023)

Secção

Articles

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Direitos de Autor (c) 2023 Manuel Prada Londoño, Fredy H. Prieto

Licença Creative Commons

Este trabalho encontra-se publicado com aLicença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 3.0.


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