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

evaluate the philosophical sense of their thinking but the "grammar" of their writing; in them we expect to find coherence, sense or consistency of the ideas formulated by the participants; this is what the task of the philosophy teacher is reduced to, to evaluate the task of the corresponding analysis. Reflection, analysis and critique are natural skills and/or capacities of philosophy, they are the elements of philosophical doing, processes that underlie and/or constitute the substantial part of the act of philosophizing, they are the meaningful and relevant activities of philosophical thinking, they are the strategies of thinking that philosophy students need to develop in philosophy tasks, classes or lessons; in other words, philosophical doing or the act of philosophizing means fundamentally analysing, reflecting and critiquing. In the particular case of our experience this process is developed when students carry out the analysis of textual quotations, it is the foundation of the teaching of philosophy, the method of philosophy about its content, it also constitutes the real learning of philosophy. For us, the textual quotation analysis format does not exhaust the whole task of philosophy, but provokes and develops analysis, reflection and criticism through the set of judgements, propositions, statements or texts that the student produces; but above all, this task allows the learner to experience the act of philosophising or philosophical doing without ignoring or abandoning the content. V. C onclusions  To teach philosophy is to develop the content and the method, provided that the task is the axis and basic nucleus of the didactics of philosophy; since the task allows us to develop thinking, the act of thinking, the operation with concepts, as Nietzsche said; the task allows us to exercise and/or practise the act of philosophising, even if we have in hand the most complicated or unintelligible concepts; hence the importance of developing the method of philosophy through tasks.  The teaching of philosophy is based on a set of tasks, on the analysis of philosophical texts, through philosophy lessons and classes. This is not a simple or straightforward task but a complex process that requires understanding. B ibliographical R eferences 1. Bacon, F.; (2003) Novum Organum. Editorial Losada. Buenos Aires. 2. Cerletti, A; (2015) Didáctica filosófica, didáctica aleatoria de la filosofía. Revista Educação, vol. 40, núm. 1, 2015, pp. 27-36 Universidade Federal de Santa Maria, Brasil 3. Comenio, J.; (2012) Didáctica magna. Editorial Akal Porrúa. Madrid. 4. Engels, Federico; (1979) Ludwig Feuerbach y el fin de la filosofía clásica alemana. Editorial Progreso, Moscú. 5. Fung Goyzueta, T. (1999) La habilidad deportiva: su desarrollo. Editorial Pueblo y Educación. La Habana. 6. Gilson, E; (2015) El amor a la sabiduría. Editorial RIALP Madrid. 7. Gortari, E; (1979) Introducción a la lógica dialéctica. Grijalbo, México. 8. Gutiérrez-Pozo, A; (2023) Aproximación filosófica a la pedagogía paidocéntrica. Sophia Nº 34 Recuperado: https://sophia.ups.edu.ec/index.php/ sophia/article/view/6309 9. Hawking y Mlodinow; (2010) El gran diseño. Editorial Planeta Colombiana. Bogotá. 10. Hegel, G. (1998) Escritos pedagógicos. Fondo de cultura económica. México. 11. Kant, I. (2003) Pedagogía. Ediciones Akal. Madrid. 12. Mastache, J. (1966) Didáctica General. Primera parte. Editorial Herrero. México. 13. Nietzsche, F.; (1980) Sobre el porvenir de nuestras escuelas. Tusquets Editores. Barcelona. 14. Nietzsche, F.; (2003) “Los filósofos preplatónicos” Editorial Trotta. Madrid. Traducción del alemán y del griego de Francesc Ballesteros Balbastre. 15. Palacios, L. (2018) Desarrollo de las competencias por el sistema de tareas. Fondo Editorial del a Universidad de Ciencias y Humanidades. Lima. 16. Palacios, L. (2020) La actividad investigativa en el desarrollo de los conceptos a través de la lectura, escritura y expresión académica en la enseñanza universitaria. Polyph ō nías. Vol. 4, Núm.1, págs. 211- 229. Santiago de Chile. 17. Roeders, P. (1997) Aprendiendo juntos. Un diseño de aprendizaje activo. Walkiria Ediciones. Lima. 18. Ruiz, D. (1968) Didáctica de la filosofía en la enseñanza media. Librería Huemul. Buenos Aires. 19. Salazar, A. (1968) Didáctica de la filosofía (lecturas) Editorial Universitaria San Martín de Porres. Lima. 20. Salazar Bondy, A. (1967) Didáctica de la filosofía. Editorial Universo. Lima. 21. Santiuste, V. y Gómez de Velasco, F. (1984) Didáctica de la filosofía: teoría, métodos, programas, evaluación. Narcea Ediciones. Barcelona. 22. Tolstoi, L. (2003) La escuela de Yasnaia Poliana. Editorial José J. de la Olañeta. Palma de Mallorca. 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 69 © 2025 Global Journals PoweredbyTCPDF (www.tcpdf.org)