Global Journal of Human Social Science, G: Linguistics and Education, Volume 25 Issue 3

The Task as a Basis and Foundation in the Teaching and Learning of Philosophy Lucas Palacios Liberato α & Mónica Alvarado Paucar σ Abstract- This paper describes the method of teaching philosophy, considering the "Homework" as the fundamental axis of this strategy, as a basic nucleus in the teaching of philosophy, also adapted to virtual, distance or remote teaching. To this end, it identifies the two aspects of the teaching of philosophy, the content formed by the concepts and the method as the "Doing of philosophy"; this Doing is the "philosophical act"; in such a way that, the students exercise, prepare or train themselves in the philosophical act, without excluding the content of philosophy. The "task" in the teaching of philosophy is fundamentally centred on the analysis of the philosophical text, developed by the student during his classes or lessons; the "text" of the analysis contains the philosophical concept, and its execution develops the method of philosophy; thus, the Task in the teaching of philosophy addresses the content and the method in parallel or simultaneously as consubstantial and inseparable aspects of philosophy. Keywords: teaching philosophy, method of philosophy, didactics of philosophy, philosophy homework, philosophical thinking, philosophical thinking, the doing of philosophy. I. I ntroduction his paper assumes that the 'homework' is the cell of instruction and as such constitutes the basic axis and nucleus of all teaching and learning processes, including the teaching of philosophy, because it makes it possible to develop the 'doing of philosophy', rather than the simple transmission of knowledge. The purpose is to describe and explain the importance of developing the "method" of philosophy, the doing, the act, rather than just relating the history, theory or science of philosophy, allowing the student to develop his or her capacity to do philosophy. As the problem of teaching philosophy arises from the abandonment of the method of philosophy; almost all didactics in the teaching of philosophy insist on the need to know philosophical concepts, to relate the history of philosophers, or to dialogue on the themes of philosophy, in such a way that in almost all cases students abandon or develop a negative attitude towards philosophy, when in reality it could be meaningful, functional and necessary to "do philosophy". Therefore, the present work considers that, the "Homework of the learner" should be the focus of classes and lessons, as opposed to expositions, lectures or dialogues about philosophical topics; that is our defence. The importance of developing the method does not mean abandoning the content of philosophy, but rather attending to the development of the capacity to do philosophy by the student himself, before indicating rules or procedures; this will mean definitively transforming the nature and character of classes and lessons, centred on the task of the student. This innovation or actuality is due to the new trends in pedagogy which indicates the need to develop capacities, abilities and skills, potentialities, processes, human faculties and aptitudes, or simply competences in terms of work strategies or problem-solving methods 1 . Finally, this is the systematisation (methodology) of the pedagogical experience of teachers developed in basic school, university and postgraduate education. This reminds us of the concern developed by Gutierrez-Pozo 2 If we relate the concept of philosophy to the teaching-learning process, we ask ourselves: Is philosophy a way of thinking or a way of thinking, is it only enough to know the concepts when we teach philosophy, does the study of philosophy imply the development of thinking? If we consider philosophy as "love of wisdom" , in that the didactics of philosophy must be centred on the student, on learning. 3 The same reasoning happens when we define philosophy as a "conception of the world", aimed at , it seems that, on the one hand, we are only interested in wisdom itself and not in the act of thinking; thus, the teaching of philosophy overvalues the content as wisdom, against the method, against the act of thinking or the doing of philosophy. Transmitting concepts would imply leaving aside knowing how to think, the act of reflection, analysis and criticism, as true philosophy. Under this concept, the teaching of philosophy focuses on the transmission of "wisdom": science, theory or history, aimed at giving content and not at developing the method, the concepts and not the philosophical act, so that the teaching of philosophy results in an encyclopaedic knowledge as "love of wisdom". 1 Palacios, Desarrollo de las competencias por el sistema de tareas (2018) 2 Revista Sophia Nro. 34 (2023) 3 Gilson (2015) T Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 59 © 2025 Global Journals Author α : Universidad Peruana Cayetano Heredia. e-mail: lucas.palacios@upch.pe Author σ : Asociación Educativa Vigotsky. e-mail: mapalexan@hotmail.com