Page 141 - Marjan Šimenc, Prispevki k didaktiki filozofije/etike. Ljubljana: Pedagoški inštitut, 2018. Digitalna knjižnica, Dissertationes 36
P. 141
Summary
Contributions to the Didactics
of Philosophy/Ethics
The monograph is a collection of contributions on the didactics of phi-
losophy and ethics. The first part is devoted to issues relating to the teach-
ing of philosophy, the second to issues relating to the teaching of ethics. In
the first chapter, the author develops a series of dichotomies aimed at high-
lighting the specificities of the didactics of philosophy. The first dichoto-
my refers to the distinction between the approaches to teaching philosophy
based on systematisation and those based on individual authors. The sec-
ond dichotomy – i.e. the differentiation between the educational and phil-
osophical didactics of philosophy, relates to didactics as part of the educa-
tion system: on the one hand, the didactics of an individual school subject
must fulfil the formal requirements of the education system, while on the
other hand, didactics are related to reflections on teaching. When reflect-
ing on their own practices, however, philosophy teachers are not bound by
the institutional circumstances of their teaching; they appraise their prac-
tices from the point of view of philosophy. From the perspective of the ped-
agogy of interruption there is another dichotomy that arises in the didac-
tics of philosophy, namely didactics ensuring that classroom work proceeds
in a calm and orderly manner and didactics creating space for questioning.
The first could be called the didactics of questioning and the second the di-
dactics of interruption.
The following section proceeds with a reflection on a series of specific
issues in the field of the didactics of philosophy, only one of which shall be
141
Contributions to the Didactics
of Philosophy/Ethics
The monograph is a collection of contributions on the didactics of phi-
losophy and ethics. The first part is devoted to issues relating to the teach-
ing of philosophy, the second to issues relating to the teaching of ethics. In
the first chapter, the author develops a series of dichotomies aimed at high-
lighting the specificities of the didactics of philosophy. The first dichoto-
my refers to the distinction between the approaches to teaching philosophy
based on systematisation and those based on individual authors. The sec-
ond dichotomy – i.e. the differentiation between the educational and phil-
osophical didactics of philosophy, relates to didactics as part of the educa-
tion system: on the one hand, the didactics of an individual school subject
must fulfil the formal requirements of the education system, while on the
other hand, didactics are related to reflections on teaching. When reflect-
ing on their own practices, however, philosophy teachers are not bound by
the institutional circumstances of their teaching; they appraise their prac-
tices from the point of view of philosophy. From the perspective of the ped-
agogy of interruption there is another dichotomy that arises in the didac-
tics of philosophy, namely didactics ensuring that classroom work proceeds
in a calm and orderly manner and didactics creating space for questioning.
The first could be called the didactics of questioning and the second the di-
dactics of interruption.
The following section proceeds with a reflection on a series of specific
issues in the field of the didactics of philosophy, only one of which shall be
141
