Report and praise of philosophizing with young people

Abstract

Despite the difficulties attributed to teaching philosophy in high school, its importance is argumented on the basis of it being part of a complete education. We accuse of elitism, fundamentalism and aristocratism the thesis that teaching philosophy in high school would unavoidably lead to its denaturalization. This paper describes and discusses a non-essentialist conception of philosophy focused in philosophizing, that is, practicing philosophical skills such as problematize, conceptualize and argue about the core issues that human experience has risen in all places and times. The commitment of schoolteachers with philosophy and with their young students requires a third commitment with didactics. Only then will a true actual philosophy appear in the classroom. This has repercussions in the training of the teachers, especially in their philosophical skills. Finally, it addresses the dilemma of an institutionalized education that seeks emancipation of the individual.

Key words: philosophy didactics, education, philosophical skills, high schol education, philosophizing.