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

is impossible to know directly; pedagogy requires us to demonstrate the process of analysis through the logical sequence of the activities indicated in the task. The task evidences the learning process, in our case through the completion of the analysis form. Like any analysis, a text must be (1) mentally broken down or separated into each of its words, terms, phrases, sentences or propositions; and then identified or (2) defined separately for each of them, from the context of their meaning or from the meaning given by the author; and then with them (3) described for each concept or concepts presented in the text. In our experience, this meant defining each concept in the text. From the previous indicated actions it is possible to understand and/or comprehend the author's thesis written and printed in the text, from (4) establishing relations between them, linking all the terms, sentences or propositions of the text; simultaneously to (5) reorganising the message of the text with our own understanding. At the end, (6) find the synthesis of our own learning, with criticism, reflection or personal interpretation, duly dialogued or discussed. As can be seen in the analysis format below, the process of analysis as a process in general corresponds in our case to the analysis of the text in the following terms: Order Logical Process Text Analysis Order I Decompose mentally or by abstraction. Enumerate terms, judgements or propositions. I II Identify elements or parts. Identify - Describe concepts in context and text. II III Describe the characteristics of the object. IV Relate and establish links. Formulate the author's main idea. III V Reorganise or recompose the object, the synthesis. List the contradictions involved. IV VI Find precisely and/or concisely the concept. Formulate the proposition that designates the concept. V b) Analysis Format Here is the format that we have used during the twenty years in our classes or lessons, in the institutions where we have worked, note its relevance, it was born as a necessity, now it is the most important tool and/or material of the task to develop reflection, analysis and criticism. Philosophical text or content. Read the following text carefully. "... if we think that philosophy aspires to the discovery of truths and laws of a universal character, it is a process that translates into a progressive approach towards objective truth. In this case it is no longer possible to assign any national or continental label, because universal truths and laws cannot be American, European, Asian, Argentinean or Mexican, they are simply truths and laws that can be discovered in China or England, without the legal principle of jus solis being valid for them" Guardia Mayorga . Structure of the analysis. I. Break down the text into its concepts and/or judgements. List the main terms and propositions in the text. II. Identify / Describe: To understand the author, in the context of the text, define What is it? a. Philosophy as a science. b. Whether truths and laws are universal. c. Legal truth has a homeland. IV. Relate: From the understanding of the above concepts, formulate the author's fundamental idea, re: Why philosophy has no homeland? V. Rearrange: List the contradictions raised or evidenced by the author, how did you understand them. 1. Premises; indicate two (2) or more premises. 2. Conclusion: indicate the concluding statement that summarizes the stated concept. VI. Find: Formulate your personal observations and/or critical judgment of the author's thesis. Here we can see the format of the content and method of philosophy, the text or concept and the protocol of analysis, planned and organised by the teacher for the philosophy classes or lessons, whether face-to-face or virtual. In face-to-face classes, this corresponded to two (2) teaching hours per week, and in virtual classes, it took place over the course of a week for each lesson: from the sending of the assignment 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 66 © 2025 Global Journals