The teaching of philosophy and its contribution to critical thinking
Main Article Content
Keywords
Philosophy education, Education, Critical thinking, Philosophy, Life skills
Abstract
This article is an advance of the research project on the teaching of philosophy and its contribution to the development of critical thinking in high school students from the archdiocesan schools of Cali, which has as one of its objectives to interpret the state discourses and the curricular guidelines of the schools that guide the teaching processes of philosophy, for this the research uses documentary analysis and the interpretive hermeneutic method that makes it possible to find research on critical points and constituent elements of the teaching of philosophy, hence they are presented findings from the analysis of State documents, international organizations and various authors on the teaching of philosophy, and reference is made to the incidence of philosophical education as a determinant for the development of critical thinking in school spaces.
References
Barrios-Andrade, D. (2021). Educación para la paz: una reflexión desde Tomas de Aquino. Educación y Educadores, 24(2), 181-196. Recuperado de: https://educacionyeducadores. unisabana.edu.co/index.php/eye/article/ view/15439/6549
Cárdenas, L. (2005) Notas sobre la enseñanza de la filosofía. Folios. 22, 39-50. Recuperado de: https://www.redalyc. org/pdf/3459/345955979005.pdf
Campos, A. (2007). Pensamiento crítico: Técnicas para su desarrollo. Bogotá D.C.: Cooperativa Editorial Magisterio. Recuperado de: https://books.google. com.co/books?id=sMEhKEqQqR0C&pr intsec=frontcover&hl=es#v=onepage&q &f=false
Cerletti, A. (2008). La enseñanza de la Filosofía como problema filosófico. Buenos Aires: Zorzal.
Correa, L. (2012). La enseñanza de la filosofía y sus contribuciones al desarrollo del pensamiento. Sophia. Colección de filosofía de la educación,12, 67-82. Recuperado de: https://www.redalyc. org/pdf/4418/441846101005.pdf
Dewey, J. (1989). Cómo pensamos: Nueva exposición de la relación entre pensamiento reflexivo y proceso educativo. Barcelona: Paidós.
Espinel, O. y Pulido, O. (2017). Enseñanza de la filosofía. Entre experiencia filosófica y ensayo. Universitas Philosophica, Recuperado de: file:///C:/Users/Usuario/Downloads/ adminpujojs,+7+Espinel+y+Pulido.pdf
Facione, P. (2007). Pensamiento crítico: ¿qué es y por qué es importante? Insight Assessment. Recuperado de: https://eduteka.icesi.edu.co/pdfdir/ PensamientoCriticoFacione.pdf
Gallo, S. (2012). Metodología de la enseñanza de la filosofía: Una didáctica para la enseñanza média. Buenos Aires: UNGS.
Gómez, M. (2008). La discusión en el campo de la educación y la enseñanza de la filosofía: una perspectiva para la resolución de conflictos. En colombiana de educación. 55, 166-187. Recuperado de: https://www.redalyc. org/pdf/4136/413635249009.pdf
Kant, I. (1876). Crítica del juicio. (A. García, Ed.). Madrid: Librerías de Francisco Iravedra, Antonio Novo.
MEN (1974) Decreto 080. Recuperado de: https://www.mineducacion.gov.co/1759/ articles-104657_archivo_pdf.pdf
MEN (1984) Decreto 1002. Recuperado de: https://www.mineducacion.gov.co/1621/ article-103663.html
MEN. (1994) Ley General de la Educación. Recuperado de: https://www. mineducacion.gov.co/1621/ articles-85906_archivo_pdf.pdf
MEN (1994) Decreto 1860. Recuperado de: https://drive.google.com/file/ d/0B2ZDYtmYq1_iMmM3NTA5NDAtZ jc0MC00YmFiLWJiYjgtYTI3Y2 M3MWExZmMz/view?hl= es&resourcekey=0- xO963WAP7j-4i4qZK9SqcQ
MEN (1996) Resolución 2343. Recuperado de: https://repository.usta.edu.co/ bitstream/handle/ 11634/280/RESOLUCION_ 2343_DE_JUNIO_5_DE_1996.pdf? sequence=21&isAllowed=y
MEN (2010). Orientaciones pedagógicas para la educación media. Recuperado de: https://www.mineducacion.gov.co/ 1759/w3-article-241891.html?_noredirect=1
Obiols, G. (2008). Una introducción a la enseñanza de la filosofía. Buenos Aires: Zorzal.
Pineda, D. (2017). Desplazamiento, transformaciones y retos de una educación filosófica en una sociedad democrática: reflexiones en torno a un viejo cuaderno de filosofía. Universitas Philosophica, 34, 13-51. Recuperado de: file:///C:/Users/Usuario/Downloads/ adminpujojs,+2+Pineda.pdf
Paul, R. & Elder, L. (2005) Estándares de competencia para el pensamiento crítico. California: Fundación para el pensamiento crítico.
Salazar, A. (1967). Didáctica de la Filosofía. Lima, Arica. S.A.
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Jhon Jairo Torres Ríos, Lumen Gentium Catholic University Foundation, Colombia
This article is an advance of the research project on the teaching of philosophy and its contribution to the development of critical thinking in high school students from the archdiocesan schools of Cali, which has as one of its objectives to interpret the state discourses and the curricular guidelines of the schools that guide the teaching processes of philosophy, for this the research uses documentary analysis and the interpretive hermeneutic method that makes it possible to find research on critical points and constituent elements of the teaching of philosophy, hence they are presented findings from the analysis of State documents, international organizations and various authors on the teaching of philosophy, and reference is made to the incidence of philosophical education as a determinant for the development of critical thinking in school spaces.