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

stated, "in schools they must learn to write by writing, to speak by speaking, to sing by singing, to reason by reasoning, etc." (Comenius, 2012, p. 95). The purpose and nature of the Task in the teaching of philosophy is the philosophical doing or the act of philosophizing, as the basis or foundation of the didactics of philosophy, because it allows the student to exercise, prepare, practice or train in the method or strategy of philosophy in school; as Kant indicates, "the first period of the pupil is that in which he has to show submission and passive obedience; the other is that in which he is already allowed to make his reflection and his freedom, but subject to laws. In the first there is mechanical coercion; in the second, moral coercion" (Kant, 2003, p. 31). The task is oriented towards developing the habit of philosophising as well as the treatment of its concepts, one by "mechanical coercion" in relation to the disciplinary foundation; thus Kant affirms, by "moral coercion" in relation to the pedagogical foundations, since "habit is a pleasure or an action that has become a necessity by the frequency of repeating the same pleasure or the same action" (Kant, 2003, p. 42). 42), i.e. these are the philosophical and pedagogical foundations, which indicate the need for a constant practice or exercise of the act of philosophising, as Kant would say: "because repeated pleasure produces a change in the functions of our body" (Kant, 2003, p. 57), all this to develop philosophical attitudes, capacities or faculties in our students, as a development of thinking, which "has to be directed properly to the higher faculties" (Kant, 2003, p. 80). a) Philosophical or Disciplinary The current form of philosophy teaching, of the traditional school, denies any possibility of philosophical doing, of method, of the ability to think; as an unproductive activity in relation to the essential aspects of life, since we will achieve "a man of much memory, but without any judgement" (Kant, 2003, p. 51) 8 8 Todas las referencias se remiten a “Pedagogía” de Kant (2003) , a teaching reduced to content and without method; mechanically separating method from content, without considering that "memory is very necessary, but it is worth absolutely nothing, when it is made a mere exercise" (Kant, 2003, p. 51). 51), a teaching reduced to content and without method; mechanically separating method from content, without considering that "memory is very necessary, but it is worth absolutely nothing, when it is made into a mere exercise" (Kant, 2003, p. 42); it is not enough to read to the students, but it is not enough to read to them. 42); it is not enough to read philosophers, but above all to learn to reflect, analyse and criticise, as a capacity of the philosophical method, i.e. "by reading and writing, but by exercising them reflexively and not by spelling" (Kant, 2003, p. 83), since reading should be the impulse for consistent thinking. As Hegel states 9 As Carletti (2015) , philosophy is content and method, the "method" is the Doing, as opposed to the indisputable content that already exists a priori, and then, "the philosophical content has in its method and in its soul three forms: 1. it is abstract, 2. dialectical, 3. speculative" (Hegel, 1998, p. 139); that the method of philosophy is to think, to operate with concepts, the "dialectic" of content and method, the unity of theory and practice, in it the task of teaching philosophy is sustained by the "dialectic" of content and method. 139); that the method of philosophy is thinking, operating with concepts, the "dialectic" of content and method, the unity of theory and practice, the task of teaching philosophy is based on it, to develop the act of philosophising or philosophical doing; since, philosophy classes or lessons should be places where "one learns to think abstractly by means of abstract thinking" (Hegel, 1998, p. 139); just as Nieto Nieto Nieto Nieto Nieto Nieto Nieto Nieto, 1998, p. 139, affirms that philosophy is a method that is based on the "dialectic" of content and method, the unity of theory and practice, in which the task of teaching philosophy is sustained. 139); as Nietzsche states, combining method and content, the art of philosophising or philosophical doing with concepts, destined "to acquire that habit and to seize the secret of the form" (Nietzsche, 1980, p. 86), that is the task of the true teachers of philosophy, since students or pupils "need those great guides and those great teachers, and must entrust themselves to their tutelage" (Comenio, 2012, p. 96) Didáctica magna. Editorial Akal Porrúa. (Nietzsche, 1980, p. 122) for such developments. 10 indicates, we must seek in the didactics of philosophy, "the minimum of a teachable philosophy, which privileges the philosophising of the students" (Carletti, 2015, p. 29), that students learn to philosophise in the first instance and above all, it is not possible that the subject of philosophy is reduced to transmitting the theory, science or history of philosophy, being considered strictly memoristic or traditional; without a strategy or method that develops the capacities of the student and that it serves as a tool for life. Thus, the didactics of philosophy must take into account "the places of those who teach, those who learn, what is taught/learned and its contextualisation" (Carletti, 2015, p. 31), because the teaching of philosophy without ignoring the postulate indicated by Engels 11 9 Las referencias de Hegel se remiten a “Escritos pedagógicos” 10 Didáctica filosófica, didáctica aleatoria de la filosofía. 11 Ludwig Feuerbach y el fin de la filosofía clásica alemana. : "the great cardinal problem of all philosophy, especially of modern philosophy, is the problem of the relation between thinking and being" (Engels, 1979, p. 15). 15), it needs to focus on "thinking", as the human faculty that allows us to answer "what The Task as a Basis and Foundation in the Teaching and Learning of Philosophy Global Journal of Human-Social Science ( G ) XXV Issue III Version I Year 2025 61 © 2025 Global Journals