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

relation do our thoughts about the world around us bear to this same world? Is our thinking capable of knowing the real world? Can we, in our ideas and concepts about the real world, form an exact mirror image of reality?" (Engels, 1979, p. 15); we need to enable in the school the students' ability to think, so that he correctly establishes "the relation of thought to the world around us" (Nietzsche, 2003, p. 17). 17) The didactics of philosophy should be a permanent doing of thinking, which develops the "theory of knowledge", the "logic" of thinking, as being the essence of philosophy from its origin, as when "the ancients tried hard to understand the universe, but then they did not have our mathematics and our science" (Hawking, 2010, p. 14). The school has the obligation to contribute to the development of strategies and methods of thinking, of operating with concepts, to solve the universal and more general problems posed by philosophy. Assuming the postulate defined by Hegel, and quoting him, "the study of philosophy constitutes the authentic foundation of all theoretical and practical training" (Hegel, 1998, p. 59), the philosophical training has two consubstantial aspects: the philosophical content, results of the evolution of philosophy: the concepts, the theoretical aspect, and the practical aspect the capacities of reflection, analysis, criticism, interpretation, intuition, speculation, concretely the act of thinking, that this is the difference in philosophy, which "distinguishes a philosophical system with its particular sciences and the philosophising itself" (Hegel, 1998, p. 60), philosophy is first of all a philosophical system with its particular sciences and the philosophising itself. 60), philosophy is above all knowing how to think as the act of philosophising itself, distinct from the philosophical content, the Doing: the "act of philosophising", the doing of philosophy as method or practice. However, Hegel does not separate the theoretical from the practical as aspects of the same process, they are opposites, but they are never separate; in our case we demand to emphasise the practical aspect very clearly. Hegel reinforces the idea: "one should not instruct so much in the content of philosophy, when one should try to learn to philosophise without content" (Hegel, 1998, p. 62), one should not separate the method from the content, the doing from the concepts, they are the opposites of the dialectic. In this respect, teachers in schools have completely divorced and separated content from method, first and foremost by misrepresenting the concept of philosophy as a discipline, of learning philosophy, of philosophical thinking as the purpose of teaching. From all of the above, it follows that philosophical thinking has a method, rules or norms as an act of philosophising or doing philosophy, which the traditional school focused on the content has ignored and postponed; as we have rescued it to turn it into the content of the classes or lessons, as the student's Task; since the Task is the cell and basis of education, of the teaching-learning process. Consistent with this custom, Kant asked, "Should rules precede in abstracto? should they be learned as a consequence of usage? should rules and usage go in equal steps? The latter is the only suitable thing" (Kant, 2003, p. 75), that is what it is about, to develop reflection, analysis and criticism already, in the class or lesson, to make them and not to postpone them, not to separate the rules from their use, to train the student in their use, to exercise and practice their use, only in this way the students develop, assume or take possession of the rules. The philosophy classes and lessons are not to deliver or indicate the rules, but to make, develop, use, experiment, experience, experience, the rules should not be separated from their real and concrete use, this is the purpose and the task of the class or lesson, the use of the rules of philosophising in the classroom, in the school, with the guidance of the teacher. Philosophical doing or the act of philosophising, as a task and method of the student's work, does not separate the content from the process, from Doing; the task links the method with the concepts; text analysis, for example, develops both aspects. The method activates the content, the method develops the concepts. Only in this way does philosophy serve to educate the spirit, since "the faculties of the spirit are best educated by doing for oneself all that is intended" (Kant, 2003, p. 76), inasmuch as "the best means of understanding is to produce" (Kant, 2003, p. 73), in our case to produce is to produce. 73), in our case to produce is to analyse, reflect and criticise, it is the act of philosophising or philosophical doing, operating with concepts, with duly selected and chosen texts, when the student exercises in thinking with concepts; uniting content with method, analysing with concepts, that is the task of philosophy in the classroom. The homework ensures that students become familiar with the concepts and exercise in the method of philosophy, the doing of philosophy happens with philosophy homework. The teaching of philosophy cannot and must not be pure speculation, as Bacon (2003) 12 12 En Novum organum. affirmed, "all other notions that men have hitherto made use of, are ravings and have been drawn and abstracted from reality by inadequate methods" (Bacon, 2003, p. 63). 63), cannot be sustained by the Aristotelian "logic" of the play of notions, of syllogistic operations, devoid of the content of the material world, as opposed to the true logic designated by concepts, discovered in the investigation of objective reality, in the knowledge of natural phenomena. The teaching of philosophy has to combine content and method, like learning to philosophise like the philosophers, with their own texts, only in this way "you are accustomed to philosophise independently, when in fact, you should be forced to 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 62 © 2025 Global Journals