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

1968, p. 30) through the task of philosophy, the act of philosophising, with reflection, analysis and criticism through the tasks. Be it face-to-face classes or distance lessons, the principles and aims of teaching philosophy remain the same, the purpose and the fundamental task is to develop the act of philosophising, as Salazar Bondy says, 'philosophical education must be based on action, that is to say, on the performance of acts. These acts must become habits in order to be really effective" (Salazar, 1967, p. 7). 7) The tasks set by the teacher must allow students to exercise in the act of philosophising; Since, one learns by doing, by philosophising, as the pedagogical principle indicates, and the task is the cell of the instruction, not the subjects of the expositions, not the subjects of the speculations, not the contents to be transmitted as many suppose, forcing the students to be passive listeners of theory, history or "science", from which the philosophical act is excluded; the task must make possible the act of philosophising. In a "knowledge society", saturated by information and data, insofar as there are thousands of means of accessing them, the school cannot waste its time in such an everyday and immediately accessible task; even worse in a distance, remote or virtual education when the contact with information is direct with it, by natural and spontaneous act. Modern or contemporary pedagogy demands the development of processes, strategies, methods to process information, to analyse, evaluate or criticise the knowledge provided by diverse and multiple media; philosophy is needed as a method, as a strategy, to analyse, interpret or process such data; philosophy is a tool to build critical judgement, to analyse and/or process knowledge, information, that is the task of philosophy. Nowadays, the teaching of philosophy must happen through "tasks", as Palacios, Salazar and Fung indicate: "the integrating and articulated process of work, its unity and dynamism is presented and observed in the task" (Palacios, 2018, p. 199); this happens when "the teacher, when organising the activity, must orient his action in such a way that the learner can convert the acts into repeated reinforcement of habits" (Salazar, 1967, p. 7) The school must develop the habits of reflection, analysis and criticism, because "learning also means to engage, to act, to train, to transform oneself, and above all, to transform oneself" (Fung, 1999, p. 23), the task is the core and the issue of the teaching of philosophy, it must be sponsored, promoted and organised by the teacher through the classes or lessons, by "establishing a logical order in the teaching of the exercises of the activity object of learning" (Fung, 1999, p. 45). The teaching of philosophy, according to our experience, is based on the reading of the text of philosophy, not as a literary fact, not as a reason for discussion and/or philosophical speculation, but as a necessity of philosophical work, reading the concepts of philosophy, in order to understand the text, the author's concept, by itself, independently or autonomously. As Tolstoy indicates, philosophical reading must be done in the following order: "1st, reading with the teacher; 2nd, mechanical reading; 3rd, reading by rote; 4th, common reading; 5th, reading with intelligence of what is read" (Tolstoy), the latter being the purpose of learning to philosophise. Thus happens the process of development of analysis, reflection and criticism in the task of the "analysis format", verified, observed, recorded and regulated in our experience, in order to achieve "a critical reflection that puts rationality and universal truth above all norms" (Salazar. 1967), 1967) The format of analysis is the centre and core of the task of philosophy, and it happens as Salazar indicated, when "the philosophy teacher must cultivate critical reflection, rigour, order and systematism of thought, the capacity of penetration and illumination of reality, which are essential features of philosophising" (Salazar, 1967, p. 38). 38) It is not possible for us to continue to believe in rote encyclopaedism, no matter how much dialogue or discussion we engage in, it only serves as an enlightened cultural veneer. As Mastache 14 14 En Didáctica general (1966) stated, "the curriculum and programmes are overloaded, encyclopaedic and inadequate to the abilities of schoolchildren" (Mastache, 1966, p. 108). 108) It does not respond to the development of competences, to the method of philosophy, to philosophical doing, to the act of philosophising, to the strategy of learning, since, "in the case of competences, this is defined by the logical sequence of tasks that determine it" (Palacios, 2018, 23); classes or lessons establish a "logical sequence of tasks", of activities, procedures, forms, operations, where the norms and rules of philosophical doing are reproduced. of the philosophical act. Our concern is to propose, organise and direct these tasks, so that our students can develop, execute, carry out these actions, follow their logical sequence of analysis, reflection and criticism in a real and concrete way, when they construct their own learning. The key to the teaching task lies in the understanding of the teaching of philosophy, in the task as the foundation of doing philosophy, of the act of philosophising; that the method of philosophy is developed by overcoming the stigma of the traditional school, by which "children rebel against abstract classes, far from reality, verbalistic and monotonous" (Mastache, 1966, p. 129). 129) The task of philosophy implies making possible the autonomous and independent work of the student since "reflection can be exercised in two quite different directions: towards the analysis of the operations and the instruments of the cognising subject, or towards the 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 64 © 2025 Global Journals