Replanteamiento de fondo en la enseñanza de la filosofía: temas y apropiación

Authors

  • Carla Isabel Velásquez Giraldo

DOI:

https://doi.org/10.7203/qfia.4.2.9462

Abstract

Deeply rethinking the teaching of philosophy: problems and appropriation


Resumen: ¿Para qué sirve la filosofía? es la pregunta que se hace desde fuera de la comunidad filosófica y cuya respuesta puede abrir puertas o poner serios obstáculos a su consolidación como asignatura. El permanente cuestionamiento externo por la “falta de utilidad” y la constante labor apologética que genera, parecen ser un indicio de que la filosofía requiere innovación en algunos aspectos de su enseñanza. A fin de contribuir con este esfuerzo es imprescindible identificar los problemas, y se determina que la falta de interacción con la ciencia puede ser uno de ellos. Se presentan dos ideas que se enlazan metodológicamente con este cambio de enfoque: una es poner el énfasis en los problemas filosóficos y no en autores; y la otra es facilitar que los estudiantes se apropien intelectualmente de la filosofía como elemento constitutivo de su pensamiento. Ambas ideas se implementarían sobre el trasfondo de establecer una relación estrecha con la ciencia, así como realizar cambios en la didáctica.

 

Abstract: How is philosophy useful? is the question posed from outside the philosophical community and whose answer can either open doors or become a serious obstacle to its consolidation as a subject. The constant external questioning regarding its “lack of usefulness”, and the apologetic task it generates, seem to be an indication that philosophy requires innovation in some aspects of its teaching. In order to contribute to this effort it is essential to identify the problems, and it is determined that the lack of interaction with science may be one of them. Two ideas which are methodologically linked to this change of approach are presented: one is to underscore the philosophical problems and not the authors; and the other one is to enable the students to appropriate philosophy intellectually as a constitutive element of their thinking. Both ideas would be implemented on the basis of establishing a close relation with science, as well as making some changes in didactics.

 

Palabras clave: educación, innovación, filosofía, ciencia, problema, apropiación.

 

Keywords: education, innovation, philosophy, science, problem, appropriation.

Downloads

Download data is not yet available.

Author Biography

Carla Isabel Velásquez Giraldo

Doctora en Filosofía por la Universitat Autònoma de Barcelona (2015) con la tesis doctoral "La relación entre filosofía y ciencia en la obra de José Ferrater Mora".

Downloads

Published

2017-11-17

How to Cite

Velásquez Giraldo, C. I. (2017). Replanteamiento de fondo en la enseñanza de la filosofía: temas y apropiación. Quaderns De Filosofia, 4(2), 35–58. https://doi.org/10.7203/qfia.4.2.9462
Metrics
Views/Downloads
  • Abstract
    1087
  • PDF (Español)
    811

Issue

Vol. 4 No. 2 (2017)

Section

Research Papers

License

Works published in QUADERNS DE FILOSOFIA are under the licence Creative Commons Attribution-NonComercial-NoDerivatives 4.0 International.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

The authors authorize the publisher to archive the article into databases and indexes (such as EBSCO, DOAJ, ProQuest), and permit the publisher to apply DOI to the article.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

Metrics