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

allowing the student to correct and raise the observations to their work. c) The Process of the Task The lessons or philosophy classes are the tasks that students develop, as an activity or work in itself, it allows them to develop the content and method of philosophy, the concepts of philosophy, the act of doing philosophy, the act of philosophising, it is the real purpose and content of the teaching and learning of philosophy. The student not only comes into contact with the texts, but fundamentally learns to analyse, to develop the method of philosophy: the philosophical doing or the act of philosophising. The role or role of the teacher is not to expound theories or dialogue as a philosopher, but to allow students to read, interpret, analyse, reflect on or criticise philosophical texts for themselves, to learn philosophy by philosophising, when the teacher teaches them to learn the method to be appropriated, so that they can then continue to learn philosophy for themselves outside the classroom. The development of the task comprises the following moments, aspects and parts, i. Preparation of the Task: The textual quotation is selected and chosen, insofar as the author expresses in a summarised form the desired philosophical concept for the corresponding analysis. ii. The Class or Lesson: It includes the objective, the textual quotation, the instructions for developing the analysis, the "analysis format", the schedule of activities.  Presencial: Students receive the textual quotation in physical or printed form at the beginning of the class.  Virtual: The teacher sends the textual quotation as part of the lesson on the first day of the week. This includes the format of the analysis. iii. Reading the text  Presential: In teams and in the classroom.  Virtual: Individual reading, independently and autonomously at home. iv. Homework Protocol  Face-to-face: The teacher instructs the steps of the task according to the development of the class.  Virtual: The student follows the instructions or the protocol indicated in the lesson plan. v. Teaching Guide: To develop the task.  Presencial: When necessary during team work.  Virtual: Receive support from the teacher via Messenger or WhatsApp. vi. Dialogue between Students  Presential: In their work teams.  Virtual: Through the forums. vii. Assessment of the task: Observation, recording and measurement of the quality of the student's work.  Presential: The teacher records the work directly and immediately.  Virtual: The teacher records the degree and level of student interaction in the forums and the submission of the assignment according to the timetable. Correction and follow-up  Face-to-face: On the spot and when necessary.  Virtual: When requested by the student via Internet link or mobile phone. Product of the Assignment  Face-to-face: Students hand in the group work in physical or handwritten form at the end of the class.  Virtual: Each student submits their completed personal work, at the latest on the last day of the week and at the indicated time. IV. D iscussion In our experience, we have observed the development of the content and method of philosophy in an active or meaningful way; we have not abandoned the students in handing out 'homework', indicating the rules to follow; we have developed that 'homework': the act of philosophizing or doing philosophy during or through the philosophy class or lesson. Doing philosophy, the strategy or method that prepares the student to continue doing philosophy outside the classroom, has been sponsored, promoted and conducted. Applying the pedagogical principles of learning by doing, to philosophise by philosophising, doing philosophy, analysing, reflecting, criticising, reading and interpreting the philosophical texts of the classics, with their "own hands", words and mind. The purpose of teaching and learning philosophy at school is to learn philosophy, it is not reduced to the exposition of science, history or theory of philosophy, it is necessary that students learn to analyse, reflect and criticise at school and not outside of it, with the mediation of the teacher, developing the skills of philosophy with the real texts of philosophy, about its concepts, its abstractions, and above all its method. Regarding the ideas formulated in the analysis, the students' answers about philosophical concepts have been produced with their own words, sentences or compositions, we teachers do not observe, qualify or censure their philosophical positions, we do not 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 68 © 2025 Global Journals viii. ix.