Ahistoryczny projekt nauczania filozofii w szkole – „Rozwój kompetencji filozoficznych”
The Ahistorical Project of Teaching Philosophy in Schools: The Development of Philosophical Competences

Author(s): Maciej Woźniczka
Subject(s): Philosophy, Political Philosophy
Published by: Wydawnictwa Uniwersytetu Warszawskiego
Keywords: teaching philosophy; teaching logic; EU project
Summary/Abstract: The project "The Development of Philosophical Competences" was launched under the Operational Programme “Knowledge. Education. Development” (POWER), organized by the National Centre for Research and Development (POWR.03.01.00-IP.08-00-EFI/16). The project proposed resigning from teaching philosophy and changes in philosophical thought in historical perspective. It suggested omitting systematic philosophical education (e.g. Ajdukiewicz’s Problems and Trends in Philosophy). As an alternative, it offered developing selected philosophical competences, such as the so called soft skills: creativity, communication skills, flexibility, Lipman’s philosophical inquiry. The article presents the principles and solutions of the project. It shows the proposals aimed at the development of the skills required for good arguing, critical, independent thinking, logic and heuristic. It suggests the methods for acquiring better philosophical abilities, broadening horizons, understanding different perspectives on moral and ethical issues. It is vital to develop cognitive interest among secondary school students, to improve their skills in analysis, synthesis, drawing conclusions, asking and answering questions, considering different points of view. The article analyses the practical character of the project – the students are to develop their intellectual potential, which will be used in their career on the labour market. It also describes activating methods applied in the class, which allow for fulfilling the aims of philosophy, i.e. arousing interest in the problem, asking questions and finding answers to them. It was also considered important to show the advantages and weaknesses of this model of philosophical education in Polish schools.

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