CRITICALLY ORIENTED TEACHING OF PHILOSOPHY - HOW DO QUESTIONERS ARISE IN SCHOOL? -

Abstract

The leading motive of questioning the methodological problems of philosophy in high school teaching in this work rests on the fundamental requirement to awaken and encourage the questioning power of students as the basis of their authentic thought process, which has a far-reaching impact on the entire educational development of students. The focus of consideration on the critical character of thinking, on how to create questioners in school, giving the leading word to questions and the resulting questioning in the occurrence of philosophy in class, does not in any way reduce the importance of acquiring philosophical education for young people, but on the contrary points to their complementarity. The unique process of thought-risky search by teachers and students for their own questions and answers introduces the teaching of philosophy into a completely new dialogic dimension of the relationship to philosophical content, far more vital and effective in terms of the relationship to all other teaching content - in the search for education. Nevertheless, these methodological efforts remain largely limited by the multi-millennium ossified logical basis of knowledge and thinking in the logic of asserting thought, they remain in the deep shadow of forgetting the logos - the original logos beginning of philosophy and science with thinking that questions. The thought foreignness of the onto-logical primacy of the question triumphs epochally in the attitude about the self-evident givenness and the unconscious currents of the creation of a cybernetically-technically directed automated contemporary world. In contrast to this is, on the one hand, the breakthrough of the philosophical demand of authentic thinking for the logical primacy of questioning thinking, and on the other hand, the revival of education through the comprehensive development of appropriate pedagogical practice. That's why we should at every opportunity stop transmitting and teaching philosophy and instead create and live it together with our interlocutors by asking.