What is a Philosophical problem? A plea for an analytical, cross-curricular approach.

Autor/in	Lampert, Yvonne
Titel	What is a Philosophical problem? A plea for an analytical, cross-curricular approach.
Quelle	In: Journal of didactics of philosophy, 3 (2019) 1, S. 19-30 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2624-540X
DOI	10.46586/JDPh.2019.9557
Schlagwörter	Bildung; Kompetenz; Lernen; Lehren; Fachdidaktik; Philosophie; Problem; Spaltung
Abstract	This article sketches out a picture of philosophy that indicates the relevance of exploring not only what we think but especially how we think. From the perspective of analytic philosophy - as an approach to philosophical problems - the way we think and talk should be given more attention in secondary school to resolve ambiguity, inconsistency and incoherency in our understanding in any subject. Attention should be paid to (1) the application of philosophical competencies and (2) philosophy as a cross-curricular activity. Analytical activities, not as being the only viable philosophical activities but as being major and reputable activities in philosophy, contribute distinctively and substantially to the development of students' reflective and critical thinking which is a necessary condition for doing philosophy. Consequently, issues of meaning and justification take priority over "big philosophical questions" and they should be discussed in any (school) subject.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2024/1