GRAPHIC SCHEMES AS A DIDACTIC TOOL IN THE TEACHING OF PHILOSOPHY

Abstract

The importance of visual learning has long been studied in the framework of cognitive psychology, and it is recommended as a very effective didactic tool. The teaching of philosophy in secondary schools is only one example of this effectiveness. This paper deals with specific teaching units in the field of logic and history of philosophy, which are represented by appropriate graphic schemes. The work is primarily intended for philosophy teachers in secondary schools, as an additional and auxiliary didactic tool that is subject to any criticism and improvisation.