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

possession of the self in its intimacy" (Santuiste and Gómez, 1984, p. 33), since the execution of philosophy is not only a task for the student, but also a task for the teacher. 33), because the execution of the task is a real space for philosophising, a place for doing philosophy, and thus "philosophy will be eminently reflexive, so that man will be able to understand the global consequences of individual behaviour" (Santuiste and Gómez, 1984, p. 27). The Doing of the task is the Doing of philosophy "it is not, then, the biographical significance of the issues that counts in the teaching of philosophy but the analysis and interpretation of them and the exercise of thinking that is achieved under their protection" (Salazar, 1967, p. 16). 16), that is why, fundamentally, the task of the classes or lessons does not deal with themes, problems or concepts to be exposed or discussed in a speculative way, but as real works that allow to verify a true act of philosophising, because "the teaching of philosophy supposes the exercise of philosophising as a previous condition, because only this gives sense to philosophical learning" (Salazar, 1967, p. 31). Finally, the task of philosophy also includes group work, which is not only an individual task, because in it one learns through collaboration and interaction with peers, although this is not so evident in the virtual classroom, here the teacher's instruction happens by "parallel pedagogical action", not by direct action, which would imply the face-to-face condition. Working in groups does not imply a direct action on the student but a parallel pedagogical action, the teacher guides and supports the group in every moment and act, and only by personal "necessity" attends to the students separately; the task of philosophy as an act, doing or method is always in groups or collectives. The student solves the task of the analysis format almost always in a group, although his evidence presents it individually, on the basis of dialogue with his peers, interacting and collaborating with his peers; in the virtual through the forums, or in small groups within the classroom, because "when two students or groups of students arrive at a solution to a controversy through discussion, they both accept new ideas and then learn something from them" (Roeders, 1997, p. 21). If we think that group activity is an aid to learning, we must understand that, "differences of opinion between individuals or groups could lead, under certain circumstances, to a kind of internal doubt, which motivates a person to seek a solution to the difference of opinion" (Roeders, 1997, p. 81), in this respect there is no contradiction or exclusion of any kind between group work and individual homework as well as in virtual forums. 81), in this respect there is no contradiction or exclusion of any kind between working in groups as in the individual task, as well as in the virtual forums; the important thing is that the task poses the complexity and demand, while collaboration and interaction between peers, with the help of the teacher, in person or by technological and computer means, resolve them. III. D evelopment Having demonstrated the necessity of the method or the doing of philosophy, the act of philosophizing, as indicated by Hegel 15 a) Task design ; that Doing is the foundation of pedagogy, that one learns by doing, by philosophizing, as indicated by Comenius; it is up to philosophy teachers to demonstrate the method, the doing, the capacity for analysis, reflection and criticism; that is, to present and/or expose the task of philosophy in school. Describe its execution, its process, its implementation; in particular, explain the structure of the "philosophical text analysis form" as the core of the task, as the basis for the teaching of philosophy. The text analysis format as an instrument to verify the capacity for analysis, reflection and critique in philosophy classes or lessons, as opposed to theoretical exposition, dictation, lecture, speculative dialogue, which postpones the development of the rules or norms of good philosophising, as an act of the future, to be developed outside the classroom and the school. It is hoped that the task and the format will become the foundation and the basis of the tasks, of the classes or lessons, as an act and instrument that allows us to observe, record and demonstrate the didactic phenomenon, its evolution, progress and achievement. Insofar as the format of the analysis of the philosophical text makes it possible to externalise or materialise the philosophical act, the act of philosophising, of indirectly getting to know the intellectual, mental, internal or subjective process of the student. Here is its organization and structure, intended for face-to-face classes or lessons and for distance, virtual or remote education. When designing the task we must ensure the development of content and method, understanding "content" as the philosophical concepts and "method" as the philosophical doing, already indicated and explained. In our case, the concept is the selected and chosen textual quotation, it is the object of the analysis, while the method is the development of the task performed by the student. The evaluation, selection and identification of the textual quotation for the analysis is of utmost importance, it must correspond to the original text of the philosopher, in his original work. In the virtual lessons, the corresponding link should lead to the primary source, to the original text. The content of the text is the object of the analysis. What follows are the procedures, operations or the protocol of the analysis, as the activity of the learner must be "observable", since the mental and internal activity of the individual subject 15 En Escritos pedagógicos (1998) 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 65 © 2025 Global Journals